Digital Anthropology

Reflections of a Digital Anthropologist

I have worked in the Anchorage School District as a Substitute Teacher for about 9 years and have been able to experience the technological differences between many of the schools. I think Romig Middle School, the school where I am doing my internship, lacks many of the technological tools available at other middle schools in the district. There are no Smart Boards in the school and many teachers are still using old overhead projectors.

There is, however, a forward thinking attitude among many of the staff members that has moved them to find creative ways to acquire new technology and to utilize what technology is available. The school is also fortunate to have a very knowledgeable and helpful “computer guy.” When I needed grading software installed on my computer I felt very comfortable asking for his assistance; he also took the time to answer many of the questions for this assignment.

I am looking forward to the upcoming school year and discovering ways that I can incorporate technology into my lessons. I know that although I am a novice in the area of technology there are many great people at Romig who are willing to help me in my quest to learn new things.

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Article Review 3

Tools for the Mind
By Mary Burns

Overview
In her article “Tools for the Mind,” Mary Burns argues that schools are using technology primarily to teach low-level skills instead of skills that will deepen student learning. She states that the most commonly used applications are “show-and-tell applications” – PowerPoint, Word, Publisher, and Web editing which fail to promote deep, complex, or even developmentally appropriate learning. Burns advocates the use of developmentally appropriate and challenging tools, such as spreadsheets and databases, which she believes strengthens analytical and critical thinking skills.

According to Burns there are two strategies for change. First, it is imperative to teach critical thinking first and technology later. Students need to become creators of information and ideas, not just computer users. Second, the focus should be on curriculum instruction, and assessment. Teachers need to be able to “ask questions that prompt real understanding of the true potential of computers in instruction.”
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Article Review 2

The Educator's Guide to the Read/Write Web
By Will Richardson

Overview
The Internet world has been changing from a place where people consume information to a place where people are publishing information. In this article the author discusses the tools people use to publish their ideas and how these tools are changing what it means to be “literate.” Some of the tools discussed in the article include blogs, which allows anyone to create a personal or group Web site, Wikis, which are Web sites that anyone can edit, and Really Simple Syndication (RSS), which enables people to subscribe to various feeds of information. These tools bring new questions for educators: should our curriculum change, should the concept of literacy be revised, and how do we best use the writing that this new writable Web provides? The author challenges teachers to rethink their role as content experts in order to act as guides to better help students navigate the vast amounts of information on the Web.
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Futuring

A. How would you “grade” or assess Fox Becomes a Better Person, and School Train?

My first impression when viewing School Train was “this makes my head hurt!” I then showed it to a few “older” people who felt the same way; a few of them had to ask more then once what the assignment was about.

Before assigning any project to my students I would have clear guidelines in place about what was expected of them. I would give credit for the final product as well as the storyboard, or the “rough paper draft,” of the project. For this project the students’ goal was to demonstrate that they understood the meaning of a metaphor. I would assess them in two areas:

• Media (music, visual, editing)
• Content (structure, spelling, clear ideas)

I thought the students did an overall good job with the media layout. However, I would question their choice of music and ask them how they determined what type of music to incorporate into their final product. In the area of content I thought they also did a good job. They made several connections that showed their understanding of a metaphor.

To assess Fox Becomes a Better Person I would again have clear guidelines and expectations in place. I would also assess the entire process as well as the final product.
For this project I would assess the following items:

• Storyboard. What did the creative process look like leading up to the final product?
• Assignment understanding. Did the student understand the assignment and meet the requirements?
• Presentation/Performance. How well did the student convey their ideas?


B. What impacts could the developments portrayed in epic2015 have on your classroom, particularly with respect to things like podcasting?

I enjoyed watching the predictions in epic2015 and it will be interesting to see if any of them become a reality in the near future. However, I don’t think we will have to wait for the future to receive sensational, shallow and false news, just turn on the TV or grab a copy of the latest gossip magazine and you will find it. I have always believed in the need to dig deeper into where information originates. It is crucial that we ask where information comes from; what institution published it, who wrote the piece, what else do we need to consider about how the information is presented?

I am new to the world of podcasting; before this class I had never heard a podcast. However, after doing a little independent research into what podcasting entails I think they could become useful tools in the classroom. Students could have the opportunity to be creators of information and would have access to other work from students around the world.

C. How might you use Sabrina’s piece as a model for something you would do with your own students?

In the media piece SabrinaJourney I was intrigued by Sabrina’s personal growth. Throughout the piece she asked the essential question “do I belong here?” In the end she had an answer to her question.

I would create a similar project for my students that would last the duration of the year. Students would examine what they know about themselves at the being of the school year and ask how they want to grow as learners. Some questions might include:

• I struggle with reading; how can I improve my reading skills?

• I think I am a shy person; how can I become more active in class?

• I am good at helping other people; how can I use this skill?

Throughout the year students will have opportunities to reflect on the progress they have made. The end product will be a media piece that demonstrates personal growth and answers the question posed at the beginning of the school year.