Critical Evaluation of a Website using a Screencast

In my class on Information Literacy and Online Inquiry, we were assigned to evaluate a website on its validity and reliability. I chose the website on the Pacific Northwest Tree Octopus. Using Jing to create a screencast, I used the "think aloud" process to walk my students through the process of critical analysis of the site. I had viewed a screencast presentation before and this exercise gave me the opportunity to create a project, that in the future, I will be able to implement in my classroom. As I went through the steps in making this screencast, I realized that I needed to create a script so that I was sure to focus on the important aspects of the website that I wanted to show to my students.

In "thinking aloud" while creating this screen cast, I didn't realize the many thought processes that went on in evaluating a website. the author of Web Literacy for Educators, Alan November (2008), explained the thought scaffolding process using the acronym REAL to evaluate the validity of a website. The first step of the acronym is to Read the URL. The URL address provides clues about a site, its creator and its information. The second step in the process is to Examine the Content of the site. Carefully evaluating the information and cross checking with other sites helps the reader to judge the quality of the website. The next step is to Ask About the Author. By thoroughly examining the site (looking in the fine type), one can often find out who authored the site. However, sometimes the author's name is not listed. November (2008) suggested using the website www.easywhois.com which "collects information from the Internet to track who owns and is responsible for a domain name". By following these steps of evaluation, a reader can carefully determine the validity and reliability of a website.

November, A. (2008) Web Literacy for Educators.Thousand Oaks, CA, USA: Corwin Press.


This is the link to my screen cast for the Pacific Northwest Tree Octopus.

http://tree_octopus_jing

Screencast for class

My assignment for my Walden class was to create a screencast describing my thought process to students about how to critically analyze a website on its validity. I chose the website Save the Pacific Northwest Tree Octopus.

As I look back on the learning theories as presented in my class, I focused on the combination of the behaviorist theory as well as the cognitivist theory. The behaviorist theory focuses on learning is influenced by external stimuli while the cognitivist theory is based on learning occurring through different intelligence or talents. (Lever_Duffy & McDonald, 2008) My style of teaching continues to reflect more of the cognitivist point of view though I now see ways in which I can incorporate other learning styles into my teaching.

My New Year's resolution is to implement more learning activities that incorporate project-based activities which promote a more student centered learning environment and artifact creation. In this way, I hope to guide rather than instruct my students to build and increase their knowledge while creating a concrete artifact in which the student can use as a reference. I also intend to incorporate more concept mapping activities. Concept mapping allows for students to explore key concepts and how they relate to each other. Students will be able to use software programs, such as Kidspiration, to work individually or collaboratively, creating graphic organizers.

This course has shown me many ways in which technology can be used to combine learning theory with instruction. By recognizing the different ways in which we learn and assimilate knowledge, as educators, we can utilize new technology tools to enhance learning.

Link to my Voice Thread

http://voicethread.com/share/778568/

Social Learning and Technology

Our world has become so much smaller with the advancements of technology. We can instantly know about disasters that happen on the other side of the globe. We are able to correspond with the person sitting next to us (instant messaging) or talk with our colleague a continent away (skype). Information is at our finger tips.

I first went to Disney World in Orlando about 20 years ago. I remember riding Spaceship Earth at Epcot and as the ride progresses through the ages, how inventions helped to change the world we lived in. From the creation of roads in the Roman Empire, hand copied books by monks in the Middle Ages to the invention of electricity and space travel, our world changed. One of the last visions on the ride was of an American boy(?) talking via computer with an Asian girl. I remember thinking, "Wow! Wouldn't that be something if we could see and talk to a friend on the other side of the world; that they could hear and see us and we could hear and see them. " Today, that type of communication is not only possible, but it is no longer a novelty; it happens all the time!

We are currently in an era where we can share and give feedback instantly. Collaboration and working with others via technology allows us to gather, synthesize and reflect information faster than we ever have. This sharing of information allows us to broaden our knowledge base and share that knowledge with others . When I was in elementary school, it was a BIG deal when my parents bought the World Book Encyclopedia. The information and pictures were wonderful! The information however, was "old news". Today, we have hand-held gadgets that access sites like Wikipedia, that enable us to share our thoughts and knowledge while learnig from others.

Our world and the information in it continues to expand. We are able to give and receive, share and exchange information with anyone and everyone in the world. The ability to learn is only a button click away. To coin an old phrase, "We've come a long way, baby".

Generating and Testing Hypotheses

Through the use of technology, students today are able to generate and test hypotheses easier and faster. Technology allows the student more time to interpret, analyze and present the gathered data. Web 2.0 tools such as spreadsheets, virtual tours and online gaming, allow the student to interact, manipulate data, observe patterns, and test their predictions with various scenarios. Having the ability to create and control different scenarios increases learner motivation, thus perpetuating additional inquiry. Interactive software enables the student to concentrate on the interpretation of the data rather than the actual process of data collection. The student is also easily able to introduce variables to their hypotheses while observing the different outcomes. In this way technology has enabled the student to engage in higherlevel thinking.

Cognitive Learning Theory and Technology

The concept of cognitive learning theory states that learning"takes place when information enters through the sense, undergoes mental manipulation, is stored and is finally used. (Lever-Duffy & McDonald, 2008) Learning is acquired using information that connects and builds on previously learned information (Laureate Education, 2009) The source of information can be assimilated through integrating multiple senses. The learner is then able to process new information by connecting and building upon stored information. Applying the cognitive learning theory to the classroom setting through the use of technology encourages higher level thinking by the student. technology allows the student to develop such skills as concept mapping. summarizing, note taking, and organizing information. (Pitler, Hubbell, Kuhn, & Malenoski, 2007) Using word processing programs, the student is able to create an organizer for note taking and summarizing. Concept mapping skills can be developed with the use of such programs as Inspiration and Kidspiration which encourage visual learning. By incorporating technological strategies, the cognitive learning theory is utilized. Technology is able to meet the cognitive needs of the student by providing easy access to information then using that information to scaffold upon already learned material.

Laureate Education, Inc. (2009). Bridging learning theory, instruction, and technology. Baltimore, Maryland, USA

Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical foundations. In Teaching and learning with technology (pp. 2-35). Boston: Allyn and Bacon

Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid-continent Research for Education and Learning.