GROWING UP ONLINE - PART 2 - DIGITAL MEDIA IN SCHOOLS
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Margot Leysen Grade 12
Part 2: Digital Media in Schools (A Revolution in Classrooms and Social Life)
2.1. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. In terms of student writing, what are some different types of “cheating”? What are the elements that you would include in your definition of “cheating”?
In terms of student writing, some different types of “cheating” are copying from each other, read someone’s work and then alter it slightly and say it is your own, plagiarise online papers, use your mobile phone or MP3 that contain photos of papers or information and copy it, etc.
2.2. One teacher in the program says, “We almost have to be entertainers.” If we think of an entertainer as an actor, musician, dancer or someone who performs, in what ways is your favourite teacher like an entertainer? In what ways is he or she unlike – or different from – an entertainer? What are the positive and negative consequences of expecting teachers to be entertaining?
One could regard my favourite teacher (a math teacher) as an entertainer in a way that he talks with a lot of passion about the subject he is teaching. Math is one of my least favourite subjects but because of his enthusiasm he was able to encourage me and give me motivation. Also, during his lessons he would make little math jokes. His personality and enthusiasm gets students motivated and in this regard you could see him as an entertainer. Although he was always enthusiastic and making jokes, he did take his subject and lessons very serious. He wanted the students to do well in math and even other subjects. So although he was an entertainer in teaching, he still wanted to get results and wanted the students to take responsibility for their work. A negative consequence of when teacher become more an entertainer than an actual teacher, is that the students might think that they do not have to take the course too serious. Since they think the teacher is only there to entertain them, they will not put the effort in the course or give it the needed concentration and seriousness. Also, if the teacher becomes only occupied with entertaining instead of teaching, he or she might not cover the material, therefore the students will not learn. Another negative consequence is that the students expect from the teachers that they will entertain them. When a teacher decides to teach a course like a normal teacher, teaching the material, making exercises etc, the students might not give their attention simply because they do not find it interesting enough. The concentration capacity of students might decrease when something becomes to monotone for them With teachers becoming entertaining, certain positive consequences arise. By making the course exciting, less monotone and interesting, the teachers will be able to fully capture the attention of the students. Also, teaching might become more fun for the teachers because they do not have to stick to boring lectures, but they can make their course interactive and fun for the students. I am sure that it would be rewarding to see as a teacher that you can get the students exciting about your lessons.
2.3. One student claims he “never reads books” but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, “I feel like I kind of cheated it.” Should he feel guilty? Why or why not?
I don’t think he should feel guilty but he should realise that there are consequences by not actually reading the books. By reading only the summaries and not actually learn the material in detail, his marks will probably not be good. But for just not reading the books I do not think you should feel guilty since it does not hurt anyone except yourself.
2.4. In the program, we see teachers using digital technology for their presentations. How do students use digital media in school? In what grade levels and in which types of classes are students most likely to use digital media for learning? What types of uses are most and least common? Why?
Digital media for learning will mostly be used in the higher secondary grades. Especially from Grade 9 and onwards digital media would be useful. Since the students in these grades are getting older and maybe starting to lose interest in school, using the digital media might create more interest and motivation. The types of digital media used in school are mostly a school computer network, access to the Internet, CDs or DVDs which the school may produce for the students to learn the material, Podcasts, etc. These are all tools that the students know how to work with so it will be convenient for the teacher, since he or she gets to teach an interesting lesson to teach, as well for the student, because he or she can study in a more interesting way.
Part 2: Digital Media in Schools (A Revolution in Classrooms and Social Life)
2.1. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. In terms of student writing, what are some different types of “cheating”? What are the elements that you would include in your definition of “cheating”?
The types of cheating in the student writing are buying an already written essay from an online market, or copying someone’s ideas and making their own without changing it with their own words, because the turnitin.com detect phrases and matches the phrase in the contents of the web pages found online and sometimes on the text. In my definition of cheating, I would describe plagiarism as taking someone’s ideas and making them my own without the permission of the publisher, whether or not I have changed the words, replaced the sentences does not matter.
2.2. One teacher in the program says, “We almost have to be entertainers.” If we think of an entertainer as an actor, musician, dancer or someone who performs, in what ways is your favorite teacher like an entertainer? In what ways is he or she unlike – or different from – an entertainer? What are the positive and negative consequences of expecting teachers to be entertaining?
My favorite teacher is a person who can crack wise jokes and also contribute to our understanding of the world we live in, either by his own past experiences, or the knowledge that he can read somewhere and tell it with clarity. He is not an entertainer, and mostly students think he is very monotonous, but the depth of his knowledge and words shows the wisdom and age that I could not experience everywhere. If you expect your teachers to be entertainers, it is almost exactly like paying a monkey to play a music for you. The teachers are only concentrated to the ‘entertain’ part of the teaching. The entertaining skills won’t come to the teachers like a natural talent. Just as they are few people who are entertainers, there are the people who can’ be entertainers, the balance between them is not unnatural. Expecting teachers to be entertaining puts teachers into a pressure and they will lose focus of the aim they are trying to convey to us.
2.3. One student claims he “never reads books” but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, “I feel like I kind of cheated it.” Should he feel guilty? Why or why not?
He explains that he doesn’t have a time to do it, because there are so many things to be done in just 24 short hours of the day of which eight of them are supposed to be spent sleeping. I agree, in my opinion he doesn’t have to be guilty about it. But the fact that he at least reads this book’s summary is enough. The main concept the subject teachers assign is so that the student can grasp the theme behind the composition, and what if the summary is just enough for them to grasp the meaning of the text? If there is no interest in the student to further expend their knowledge on the subject, the student should just be familiar with the texts unless they are planning to go major in English. If you don’t need Shakespeare when you are trying to figure out the growth rate of the population in your future profession, why do you have to have a deep knowledge of his texts? You could be studying spending that time consuming other valuable knowledge that are more related to survival.
2.4. In the program, we see teachers using digital technology for their presentations. How do students use digital media in school? In what grade levels and in which types of classes are students most likely to use digital media for learning? What types of uses are most and least common? Why?
Use of data projection and interactive class learning are becoming more and more predominant in the class rooms, as it more easily distributable, fast and saves resources such as papers. The use of the search engines to collect information for the class reports are perhaps the most valuable use of the internet. At school, the students are more interactive with the digital media and knowledge. It also makes them more aware of the usage of the computers, they have to adapt and learn to work the machine. I think that the beginning and the intermediate grade levels are more likely to use digital media in their learning process. When we are little, we are more susceptible to learning by images and sounds, digital media and specially designed softwares make it possible for students to enhance specific abilities in a fun and easy way. Therefore the students in the primary are likely to use the method. And when you are in the middle school, the attention level is very low, students are more distracted, they are easily bored with lectures, unless it is something that is most energizing and also enhancing in their knowledge, therefore the students in the intermediate level would be more likely to learn things better. But if it was a business class or any other class in senior grades where a lot of changes occur daily, and the research and keeping up with the news lines will only be possible with the internet and almost permanent attachment to it.
Welcome to your classroom blog for G12 ITGS. This is a place where you will find information, questions, and assignments etc. that are relevant to our course. If you have any questions, please be sure to ask me!
2 comments:
Margot Leysen Grade 12
Part 2: Digital Media in Schools (A Revolution in Classrooms and Social Life)
2.1. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. In terms of student writing, what are some different types of “cheating”? What are the elements that you would include in your definition of “cheating”?
In terms of student writing, some different types of “cheating” are copying from each other, read someone’s work and then alter it slightly and say it is your own, plagiarise online papers, use your mobile phone or MP3 that contain photos of papers or information and copy it, etc.
2.2. One teacher in the program says, “We almost have to be entertainers.” If we think of an entertainer as an actor, musician, dancer or someone who performs, in what ways is your favourite teacher like an entertainer? In what ways is he or she unlike – or different from – an entertainer? What are the positive and negative consequences of expecting teachers to be entertaining?
One could regard my favourite teacher (a math teacher) as an entertainer in a way that he talks with a lot of passion about the subject he is teaching. Math is one of my least favourite subjects but because of his enthusiasm he was able to encourage me and give me motivation. Also, during his lessons he would make little math jokes. His personality and enthusiasm gets students motivated and in this regard you could see him as an entertainer. Although he was always enthusiastic and making jokes, he did take his subject and lessons very serious. He wanted the students to do well in math and even other subjects. So although he was an entertainer in teaching, he still wanted to get results and wanted the students to take responsibility for their work.
A negative consequence of when teacher become more an entertainer than an actual teacher, is that the students might think that they do not have to take the course too serious. Since they think the teacher is only there to entertain them, they will not put the effort in the course or give it the needed concentration and seriousness. Also, if the teacher becomes only occupied with entertaining instead of teaching, he or she might not cover the material, therefore the students will not learn. Another negative consequence is that the students expect from the teachers that they will entertain them. When a teacher decides to teach a course like a normal teacher, teaching the material, making exercises etc, the students might not give their attention simply because they do not find it interesting enough. The concentration capacity of students might decrease when something becomes to monotone for them
With teachers becoming entertaining, certain positive consequences arise. By making the course exciting, less monotone and interesting, the teachers will be able to fully capture the attention of the students. Also, teaching might become more fun for the teachers because they do not have to stick to boring lectures, but they can make their course interactive and fun for the students. I am sure that it would be rewarding to see as a teacher that you can get the students exciting about your lessons.
2.3. One student claims he “never reads books” but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, “I feel like I kind of cheated it.” Should he feel guilty? Why or why not?
I don’t think he should feel guilty but he should realise that there are consequences by not actually reading the books. By reading only the summaries and not actually learn the material in detail, his marks will probably not be good. But for just not reading the books I do not think you should feel guilty since it does not hurt anyone except yourself.
2.4. In the program, we see teachers using digital technology for their presentations. How do students use digital media in school? In what grade levels and in which types of classes are students most likely to use digital media for learning? What types of uses are most and least common? Why?
Digital media for learning will mostly be used in the higher secondary grades. Especially from Grade 9 and onwards digital media would be useful. Since the students in these grades are getting older and maybe starting to lose interest in school, using the digital media might create more interest and motivation.
The types of digital media used in school are mostly a school computer network, access to the Internet, CDs or DVDs which the school may produce for the students to learn the material, Podcasts, etc. These are all tools that the students know how to work with so it will be convenient for the teacher, since he or she gets to teach an interesting lesson to teach, as well for the student, because he or she can study in a more interesting way.
Part 2: Digital Media in Schools (A Revolution in Classrooms and Social Life)
2.1. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. In terms of student writing, what are some different types of “cheating”? What are the elements that you would include in your definition of “cheating”?
The types of cheating in the student writing are buying an already written essay from an online market, or copying someone’s ideas and making their own without changing it with their own words, because the turnitin.com detect phrases and matches the phrase in the contents of the web pages found online and sometimes on the text. In my definition of cheating, I would describe plagiarism as taking someone’s ideas and making them my own without the permission of the publisher, whether or not I have changed the words, replaced the sentences does not matter.
2.2. One teacher in the program says, “We almost have to be entertainers.” If we think of an entertainer as an actor, musician, dancer or someone who performs, in what ways is your favorite teacher like an entertainer? In what ways is he or she unlike – or different from – an entertainer? What are the positive and negative consequences of expecting teachers to be entertaining?
My favorite teacher is a person who can crack wise jokes and also contribute to our understanding of the world we live in, either by his own past experiences, or the knowledge that he can read somewhere and tell it with clarity. He is not an entertainer, and mostly students think he is very monotonous, but the depth of his knowledge and words shows the wisdom and age that I could not experience everywhere. If you expect your teachers to be entertainers, it is almost exactly like paying a monkey to play a music for you. The teachers are only concentrated to the ‘entertain’ part of the teaching. The entertaining skills won’t come to the teachers like a natural talent. Just as they are few people who are entertainers, there are the people who can’ be entertainers, the balance between them is not unnatural. Expecting teachers to be entertaining puts teachers into a pressure and they will lose focus of the aim they are trying to convey to us.
2.3. One student claims he “never reads books” but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, “I feel like I kind of cheated it.” Should he feel guilty? Why or why not?
He explains that he doesn’t have a time to do it, because there are so many things to be done in just 24 short hours of the day of which eight of them are supposed to be spent sleeping. I agree, in my opinion he doesn’t have to be guilty about it. But the fact that he at least reads this book’s summary is enough. The main concept the subject teachers assign is so that the student can grasp the theme behind the composition, and what if the summary is just enough for them to grasp the meaning of the text? If there is no interest in the student to further expend their knowledge on the subject, the student should just be familiar with the texts unless they are planning to go major in English. If you don’t need Shakespeare when you are trying to figure out the growth rate of the population in your future profession, why do you have to have a deep knowledge of his texts? You could be studying spending that time consuming other valuable knowledge that are more related to survival.
2.4. In the program, we see teachers using digital technology for their presentations. How do students use digital media in school? In what grade levels and in which types of classes are students most likely to use digital media for learning? What types of uses are most and least common? Why?
Use of data projection and interactive class learning are becoming more and more predominant in the class rooms, as it more easily distributable, fast and saves resources such as papers. The use of the search engines to collect information for the class reports are perhaps the most valuable use of the internet. At school, the students are more interactive with the digital media and knowledge. It also makes them more aware of the usage of the computers, they have to adapt and learn to work the machine. I think that the beginning and the intermediate grade levels are more likely to use digital media in their learning process. When we are little, we are more susceptible to learning by images and sounds, digital media and specially designed softwares make it possible for students to enhance specific abilities in a fun and easy way. Therefore the students in the primary are likely to use the method. And when you are in the middle school, the attention level is very low, students are more distracted, they are easily bored with lectures, unless it is something that is most energizing and also enhancing in their knowledge, therefore the students in the intermediate level would be more likely to learn things better. But if it was a business class or any other class in senior grades where a lot of changes occur daily, and the research and keeping up with the news lines will only be possible with the internet and almost permanent attachment to it.
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