Chapter 6:
Teaching with the Internet K-12: New Literacies for New Times
As I thumbed through this text book I found math a couple of chapters away and was wishing we were reading it for this assignment as our PAWS test is right after Spring Break in March. But I hurriedly jotted down a couple of math web sites that would be helpful at this point.
I took a good look at the five goals to reach by reading this chapter. Several sites were reviewed and some of the sites listed. The following is the information that I was able to compile regarding those goals.
The Library of Congress site, I found did not readily give me the information that I was looking for on Wyoming or Western History and mountain men so I went on to check out two other sites. At the American West.com site Copyrighted 2007 was found information that covered Archaeology, Cowboys, Critters, Emigrants, Expansion, and Films. Early and more recent western films were reviewed. Then the other site which was the Best History Site was exceptional and easy to use. Many periods of history were listed. I checked on the Westward Expansion and then the West Lesson Plans which listed Native Americans, Railroads, Images of the West, the Donner Party, Gold Rush, Lewis and Clark, and the Trail of Hope. The Donner Party included a map, review of a film, and a transcript of the film.
Since I had not previously ventured into an Internet Project Registry site, I looked at a few of these sites. One of the Project Registry sites I found most useable and applicable for our curriculum and fourth grade class was the Global School Net Projects Registry at www.gsn.org/pr/index.cfm. I liked the fact that you could select an age level to use as criteria to research. The site I found useable for our class was the Native American Tribes of North America unit. You can register for it beginning on the date of 9-5-06. The project will continue until 6-16-08. At this site children can share the information that they learn regarding the tribe with other classes. This covers the culture, community, history, Social Studies and the technology used. Available sharing formats were listed as E-mail, List Server, Desktop Doc, Sharing Text, Stories, essays, and letters. From this site, I copied all eighteen active project sites listed to share with teachers.
The other site that I liked was the Australian site that has Flat Stanley listed. This is the Oz Project Web Site. They listed “Gator Tales” which would have been fun to complete. This site was outdated but a good sample of where two classes shared state history, culture, population, and symbols. For participating in this activity, you would have received a stuffed alligator from Florida where the project originated. This activity would have been most appropriate for our class.
Finally, personally I wanted information on “Plagiarism: What It Is and How to Recognize and Avoid it”. http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml. This site was written more for college, Sr. or Jr. High School level but I discovered the examples were excellent. The article clearly defined to me what plagiarism is. This information could be condensed and passed on to younger children.
Then the awareness issue was raised about a site’s authenticity. “Teaching Zack to Think” was a very good example of what can happen when individuals are not aware that the site is not an authentic one. He obtained some false information regarding the Holocaust. (Several examples were given of checking on the author, evaluating the address, and looking for information regarding the author.) Zack had run into the awareness issue where the author was a holocaust denier and who was a hate monger. http://www.media-awareness.ca/english/index.cfm
Finally, evaluating “Webpages: Techniques to Apply and Questions to Ask” was clearly located on a Berkeley University Library tutorial for a scholarly full text evaluation of content online. A five minute review of a site, with questions, helped decide whether or not it was scholarly work exemplified. http://www.lib.berkeley.edu/
Then for anyone person who is working on their graduate paper the St.
Martin’s online citations were a very comprehensive source for writing styles from the MLA, Chicago, APA, CBE, to the on line styles for www, E-mail, Listserv and Telenet.
Last of all another helpful feature was how to place PC Web address files into folders in the “Favorite Site”. Recently I set up several different folder headings and have placed my files into these special folders in my favorites at my home. Then when I get back to school, I will attempt help set up folders for the Bookmarks with the Mac computers so that I can assist the teachers in learning how to obtain this skill using the folders to store similar bookmarks.
This Social Studies Chapter had a lot of meat to it. It took time to search it out and digest it all.
Sunday, March 2, 2008
Gaining Knowledge of Popular Culture Texts
Chapter Five
Trading Cards to Comic Strips – Shelley XU
While showing several girls in the class the International Library Reading Site at recess time, I experienced a similar scenario as the teacher in Vignette 5.1. One child was familiar with the site and knew how to enlarge the text to make it large enough to be readable. She said, “Just hit the X key and it will enlarge.” Sure enough it had to be hit several times but each time it enlarged a bit more. We do learn from the children that we work with.
It was interesting to view the documentation charts of a child and teacher regarding the engagement of texts in each of their lives. It is no wonder there is at times a communication gap between elders and children. Unless an effort is made by both to cross over in sharing media text, neither will understand what the other is absorbing in text materials.
When television was compared to film text it was found that they are quite similar. It did mention five or so differences. While a film has a complete story in one episode, the television may not. For me a movie theater is often times too loud. I would prefer a quieter setting. Although in film watching, I do appreciate the bigger than life scenes. Then my oldest son really enjoys watching the CD’s because of all the additional information that is gained. He enjoys the information learned about the making of the movie such as the trailer for making the movie, the process of making the movie, seeing unedited scenes, hearing the sound track, learning the historical background, and listening to the interview with the cast and crew.
Hypermedia text has so many links to other text types that a person has to be careful or he’ll end up where he doesn’t want to be. An individual can begin at the top, bottom, side, or middle of the page to read and to link into other sites. Then one link can lead to another and another and another. Sometimes all the links have to be checked out to locate the information you want. When you find the information, you had better book mark it or else you might not be able to find it again.
Rap music has been mentioned a lot in this and the other text. At our school we have a talent day. Not any of our children have come up with Rap music as their talent. So this leads me to say that there would be much more interest in Western Music or popular music in this particular community of children. I am certain that these lesson could be adapted to other musical genres. Although, a Reading Coach indicated that she had heard some jiving rap recently coming from a K – 3 room.
It’s been years since I have read a comic book but I do enjoy reading the Cartoon Strips every Sunday. The term Mangas was new to me but I have probably see these in book stores but wasn’t particularly interested in buying any of them. It’s been not too long ago that I noticed a graphic novel section in a bookstore and thought it was rather novel and different. Again I wasn’t interested enough in it to buy it.
When in elementary school my youngest son collected baseball and football cards of his favorite teams and exchanged them with friends. He still has boxes of cards. I am sure that if he would check the value of each card, he would find that the value has increased.
My oldest son had Play Station games and at thirty-nine years of age still enjoys playing these types of games. I want to copy a couple of these pages of text regarding gaming for him to view. It would be interesting to see what his comments are about the probe, hypothesize, reprobe, and rethink cycles in gaming.
When I saw the term “Zine and E-Zine”, I wondered what is this? So it appears that they are E-magazines written by and for women and teens as support in the many facets of life – social issues, liberal politics, humor, entertainment, reviews, and personal reflections. Participation in discussion groups can occur in this setting very readily.
All in all the author states that we will notice that popular culture text apply similar literacy knowledge and skills as they do with print-based texts. So outside of school, children who read the popular cultural text do get additional reading practice. It is just that in the past, it appears to me, that the students have not gotten to share this information about what they know in the classroom.
Trading Cards to Comic Strips – Shelley XU
While showing several girls in the class the International Library Reading Site at recess time, I experienced a similar scenario as the teacher in Vignette 5.1. One child was familiar with the site and knew how to enlarge the text to make it large enough to be readable. She said, “Just hit the X key and it will enlarge.” Sure enough it had to be hit several times but each time it enlarged a bit more. We do learn from the children that we work with.
It was interesting to view the documentation charts of a child and teacher regarding the engagement of texts in each of their lives. It is no wonder there is at times a communication gap between elders and children. Unless an effort is made by both to cross over in sharing media text, neither will understand what the other is absorbing in text materials.
When television was compared to film text it was found that they are quite similar. It did mention five or so differences. While a film has a complete story in one episode, the television may not. For me a movie theater is often times too loud. I would prefer a quieter setting. Although in film watching, I do appreciate the bigger than life scenes. Then my oldest son really enjoys watching the CD’s because of all the additional information that is gained. He enjoys the information learned about the making of the movie such as the trailer for making the movie, the process of making the movie, seeing unedited scenes, hearing the sound track, learning the historical background, and listening to the interview with the cast and crew.
Hypermedia text has so many links to other text types that a person has to be careful or he’ll end up where he doesn’t want to be. An individual can begin at the top, bottom, side, or middle of the page to read and to link into other sites. Then one link can lead to another and another and another. Sometimes all the links have to be checked out to locate the information you want. When you find the information, you had better book mark it or else you might not be able to find it again.
Rap music has been mentioned a lot in this and the other text. At our school we have a talent day. Not any of our children have come up with Rap music as their talent. So this leads me to say that there would be much more interest in Western Music or popular music in this particular community of children. I am certain that these lesson could be adapted to other musical genres. Although, a Reading Coach indicated that she had heard some jiving rap recently coming from a K – 3 room.
It’s been years since I have read a comic book but I do enjoy reading the Cartoon Strips every Sunday. The term Mangas was new to me but I have probably see these in book stores but wasn’t particularly interested in buying any of them. It’s been not too long ago that I noticed a graphic novel section in a bookstore and thought it was rather novel and different. Again I wasn’t interested enough in it to buy it.
When in elementary school my youngest son collected baseball and football cards of his favorite teams and exchanged them with friends. He still has boxes of cards. I am sure that if he would check the value of each card, he would find that the value has increased.
My oldest son had Play Station games and at thirty-nine years of age still enjoys playing these types of games. I want to copy a couple of these pages of text regarding gaming for him to view. It would be interesting to see what his comments are about the probe, hypothesize, reprobe, and rethink cycles in gaming.
When I saw the term “Zine and E-Zine”, I wondered what is this? So it appears that they are E-magazines written by and for women and teens as support in the many facets of life – social issues, liberal politics, humor, entertainment, reviews, and personal reflections. Participation in discussion groups can occur in this setting very readily.
All in all the author states that we will notice that popular culture text apply similar literacy knowledge and skills as they do with print-based texts. So outside of school, children who read the popular cultural text do get additional reading practice. It is just that in the past, it appears to me, that the students have not gotten to share this information about what they know in the classroom.
Sunday, February 24, 2008
English and the Language Arts: Opening New Doors to Literature and Literacy
Chapter Five
“Teaching with the Internet K-12: New Literacies for New Times”
As a C.S. Lewis had us experience a new world by going through a closet door, we also find that turning on the internet carries us to new worlds on the internet portal.
Many opportunities on the internet are available from reading and listening to poetry, to reading and discussing Shakespeare, to electronic discussions, reading books and reviewing book reviews, publishing writing, and watching author videos.
At this point, I am interested in copyright issues because of the one site I visited looking for material for my ELL students this week. The author said that her material was copyrighted and permission would be needed to give out her web address. I have questions about this because her site was linked to this other web site that everyone has access too. So hopefully, I can peruse the copyright rules web sites and understand this issue in more depth. This address was also helpful for me in giving me ideas for my survey. It is
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
A quote I liked this week with this lesson was “how important it is to learn from one another about the internet.” While at lunch with a friend this Tuesday, I discovered why I could not find the print queue to delete the print job. She told me that the print job information leaves my computer immediately and goes to the host computer at school. That was nice to know.
It was interesting to discover that many books/stories are online now that are not copyrighted anymore. So now children have even more access to books to read. For our fourth grade class, the Magic Treehouse Web address would be interesting http://www.randomhouse.com/kids/magictreehouse/books/ to read. What I found to be especially exciting was to view the author, Mary Pope Osborne give her video story of her beginning in writing at the National Book Festival. She shared how she lived in her imagination as a child. Her best friend was her brother who played make-believe with her. For her, the make-believe life was more real that her real life.
One child in our class has already discovered the delights of viewing the Jan Brett site at Http://www.janbrett.com. Jan has over 4,138 pages of free activities for children. I checked on her video of Honey, Honey Lion. She made three trips to Africa so she shared some views from the trip which are shown on the video. She describes how she got her ideas for the book.
One of our talented writers in the classroom, should see the web site of http://www.kidpub.com/. If you will notice, this address is a bit different from the one in the textbook which will not take you to the correct site. This is a delightful site for children to publish their work and to receive comments from others. Then I checked the http://writing2.richmond.edu/writing/wweb.html web site which is a site that the appears to me to be for older more mature writers such as college or high school age. This site comes from the University of Richmond and is called the Writing Center. There were many topics with links underneath. These include: getting started, writing in disciplines, first draft, focusing and connecting ideas, analysis and argument, editing and peer editing, punctuation, sentence structure, documentation and use sources.
The one particular Web Site that I really like for ESL students was the www.webenglishteacher.com/. At this site are many activities for these students. They can locate online exercises in grammar, vocabulary, and spelling. Then there is a link to Boogle World ESL which would be helpful, also.
Then for the Jr. High or High School student “Why Does the Caged Bird
Sing” http://edweb.sdsu.edu/wip/examples/cagedbird/index.htm ,which is an inquiry project, would be helpful to those writers.
It was exemplary that internet information for all ages are found in this chapter on English and the Language Arts. Each person taking this class should be able to find some helpful information that is very useable.
“Teaching with the Internet K-12: New Literacies for New Times”
As a C.S. Lewis had us experience a new world by going through a closet door, we also find that turning on the internet carries us to new worlds on the internet portal.
Many opportunities on the internet are available from reading and listening to poetry, to reading and discussing Shakespeare, to electronic discussions, reading books and reviewing book reviews, publishing writing, and watching author videos.
At this point, I am interested in copyright issues because of the one site I visited looking for material for my ELL students this week. The author said that her material was copyrighted and permission would be needed to give out her web address. I have questions about this because her site was linked to this other web site that everyone has access too. So hopefully, I can peruse the copyright rules web sites and understand this issue in more depth. This address was also helpful for me in giving me ideas for my survey. It is
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
A quote I liked this week with this lesson was “how important it is to learn from one another about the internet.” While at lunch with a friend this Tuesday, I discovered why I could not find the print queue to delete the print job. She told me that the print job information leaves my computer immediately and goes to the host computer at school. That was nice to know.
It was interesting to discover that many books/stories are online now that are not copyrighted anymore. So now children have even more access to books to read. For our fourth grade class, the Magic Treehouse Web address would be interesting http://www.randomhouse.com/kids/magictreehouse/books/ to read. What I found to be especially exciting was to view the author, Mary Pope Osborne give her video story of her beginning in writing at the National Book Festival. She shared how she lived in her imagination as a child. Her best friend was her brother who played make-believe with her. For her, the make-believe life was more real that her real life.
One child in our class has already discovered the delights of viewing the Jan Brett site at Http://www.janbrett.com. Jan has over 4,138 pages of free activities for children. I checked on her video of Honey, Honey Lion. She made three trips to Africa so she shared some views from the trip which are shown on the video. She describes how she got her ideas for the book.
One of our talented writers in the classroom, should see the web site of http://www.kidpub.com/. If you will notice, this address is a bit different from the one in the textbook which will not take you to the correct site. This is a delightful site for children to publish their work and to receive comments from others. Then I checked the http://writing2.richmond.edu/writing/wweb.html web site which is a site that the appears to me to be for older more mature writers such as college or high school age. This site comes from the University of Richmond and is called the Writing Center. There were many topics with links underneath. These include: getting started, writing in disciplines, first draft, focusing and connecting ideas, analysis and argument, editing and peer editing, punctuation, sentence structure, documentation and use sources.
The one particular Web Site that I really like for ESL students was the www.webenglishteacher.com/. At this site are many activities for these students. They can locate online exercises in grammar, vocabulary, and spelling. Then there is a link to Boogle World ESL which would be helpful, also.
Then for the Jr. High or High School student “Why Does the Caged Bird
Sing” http://edweb.sdsu.edu/wip/examples/cagedbird/index.htm ,which is an inquiry project, would be helpful to those writers.
It was exemplary that internet information for all ages are found in this chapter on English and the Language Arts. Each person taking this class should be able to find some helpful information that is very useable.
Friday, February 22, 2008
Educator's Guide to Copyright and Fair Use
Web Site Review
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
Technology and Learning’s Online Educator’s Guide
to Copyright and Fair Use
From this site I was able to print a very attractive two page poster on Copyright and Fair Use Guidelines for Teachers. Guidelines were listed for printed materials, illustrations, video, music, internet, and television. Main headings included specifics, what you can do, and the fine print.
Included was a quizz regarding copyright and fair use. This had some very difficult situations that could occur and how to handle it.
Also, available at this web site were assessments to buy to check the Computer Literacy of children. Eighth grade children were to be computer literate by the Year 2006 they stated. Now in Arizona and in North Carolina children are being assessed for their computer knowledge. Some samples of the type of test questions were given. These questions included multiple choice and then actually doing an activity that was listed. Expectations were listed for the eighth grade students in Computer Literacy.
This was a helpful site.
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
Technology and Learning’s Online Educator’s Guide
to Copyright and Fair Use
From this site I was able to print a very attractive two page poster on Copyright and Fair Use Guidelines for Teachers. Guidelines were listed for printed materials, illustrations, video, music, internet, and television. Main headings included specifics, what you can do, and the fine print.
Included was a quizz regarding copyright and fair use. This had some very difficult situations that could occur and how to handle it.
Also, available at this web site were assessments to buy to check the Computer Literacy of children. Eighth grade children were to be computer literate by the Year 2006 they stated. Now in Arizona and in North Carolina children are being assessed for their computer knowledge. Some samples of the type of test questions were given. These questions included multiple choice and then actually doing an activity that was listed. Expectations were listed for the eighth grade students in Computer Literacy.
This was a helpful site.
Thursday, February 21, 2008
Integrating Popular Culture Texts in Developmental Reading Classes for Sixth - to Eighth - Grade Students
Chapter 4
“Trading Cards to Comic Strip” Xu
Vignette 4.1 indicated to me how totally enthused students can act when being taught in other modes of learning styles such as rap music and song. I know that there are many learning styles. Teachers so seldom use these other styles to enhance learning in our classrooms that when it is used, the children respond passionately to this change.
I am thinking it would be fun to use rap to help teach some math facts but we don’t even have a rap C.D. in our house. My brother has told me that on the Youtube.com almost any kind of music can be found under a search mode at that site. They even found old Beetle songs – the words and the music. So I suspect I could find some rap songs there, also.
Lark used not only popular cultural interest but also added in the theme of bullying and injustice which is prevalent topics in real life nowadays.
The class routines were totally remarkable, purposeful, and useful. Lark started with warm-ups, fluency, modeling, to using the Collaborative Strategic Reading method which is preview, click and cluck, get the gist, and wrap-up. Students also practiced drawing conclusions, evaluating, synthesizing the main idea, and visualization.
I liked the fact the teacher Lark immersed (herself/himself) into learning cultures outside the ordinary comfort level.
The web site www.rapmusic.com would be interesting for me to look at because it suggests how to write-up music. www.bbc.co.uk/education/listenandwrite sounds safe for students for writing lyrics, too.
Lark used a four-box journal which I find to be very helpful in composing and in student comprehension. First fold paper into four parts, write a summary of a text, write interesting words and definitions, write Fat Discussion Questions, and finally Make Connections. FAT means Focus on the main theme or idea, Answers may be inference type, and it can examine Thoughts and feelings of the character. Larks creativity was exemplified with her/his making-up the FAT idea to use in class.
A Bubble Map, Fat Questions Chart, and the Stair Step Chart were used to clarify ideas.
I felt figure 4.5 the Checklist for an Artistic Collage was quite interesting as I’d never seen one used before. The other checklist that was helpful was about the Rap where content and writing conventions were evaluated and checked off by the students.
These lessons not only met the Standards and Benchmarks but motivated children who were two years or more behind in school. The "two sentence" student writer was inspired to be focused and to write a much longer rap than only two sentences.
This was an enjoyable chapter to read.
“Trading Cards to Comic Strip” Xu
Vignette 4.1 indicated to me how totally enthused students can act when being taught in other modes of learning styles such as rap music and song. I know that there are many learning styles. Teachers so seldom use these other styles to enhance learning in our classrooms that when it is used, the children respond passionately to this change.
I am thinking it would be fun to use rap to help teach some math facts but we don’t even have a rap C.D. in our house. My brother has told me that on the Youtube.com almost any kind of music can be found under a search mode at that site. They even found old Beetle songs – the words and the music. So I suspect I could find some rap songs there, also.
Lark used not only popular cultural interest but also added in the theme of bullying and injustice which is prevalent topics in real life nowadays.
The class routines were totally remarkable, purposeful, and useful. Lark started with warm-ups, fluency, modeling, to using the Collaborative Strategic Reading method which is preview, click and cluck, get the gist, and wrap-up. Students also practiced drawing conclusions, evaluating, synthesizing the main idea, and visualization.
I liked the fact the teacher Lark immersed (herself/himself) into learning cultures outside the ordinary comfort level.
The web site www.rapmusic.com would be interesting for me to look at because it suggests how to write-up music. www.bbc.co.uk/education/listenandwrite sounds safe for students for writing lyrics, too.
Lark used a four-box journal which I find to be very helpful in composing and in student comprehension. First fold paper into four parts, write a summary of a text, write interesting words and definitions, write Fat Discussion Questions, and finally Make Connections. FAT means Focus on the main theme or idea, Answers may be inference type, and it can examine Thoughts and feelings of the character. Larks creativity was exemplified with her/his making-up the FAT idea to use in class.
A Bubble Map, Fat Questions Chart, and the Stair Step Chart were used to clarify ideas.
I felt figure 4.5 the Checklist for an Artistic Collage was quite interesting as I’d never seen one used before. The other checklist that was helpful was about the Rap where content and writing conventions were evaluated and checked off by the students.
These lessons not only met the Standards and Benchmarks but motivated children who were two years or more behind in school. The "two sentence" student writer was inspired to be focused and to write a much longer rap than only two sentences.
This was an enjoyable chapter to read.
Sunday, February 17, 2008
Macintosh Tutorial Information - Web Site Review
http://scilet.fortlewis.edu/edtech/mac/practice.htm
Since the Website in the textbook was not available, I looked up this site which gives very basic information for the beginning user of the Macintosh Computer. This would be good information for new students learning about the computers also. Some schools are fortunate to have computer lab teachers which other schools are not. This would be of assistance to the schools who do not have a computer lab teacher.
Sandy Turner from the Fort Lewis College/Adams State College system was the instructor of record.
Lesson One was a overview of the computer system with pictures and names of the hardware items.
Lesson Two covered getting started on the Mac. Here was indicated that a Tutorial could be located on each Mac and can be reached through the “question mark” on the right top corner of the screen.
There is a Part I and Part II on the Tutorial and it should take about one and one-half hours to two and two-half hours to complete these lessons..
Then complete the Lesson Three section on this web site. It is a review and practice of what was learned from the tutorial. It has Desktop, mouse, word processing applications, filing, and placing items in the trash questions.
I thought that this web site should have the information that I need for the computer to stop a print job. While I have a P.C. at home to use, I do not have a Mac so will attempt to check this out at school later.
Ida M. Rounds
Since the Website in the textbook was not available, I looked up this site which gives very basic information for the beginning user of the Macintosh Computer. This would be good information for new students learning about the computers also. Some schools are fortunate to have computer lab teachers which other schools are not. This would be of assistance to the schools who do not have a computer lab teacher.
Sandy Turner from the Fort Lewis College/Adams State College system was the instructor of record.
Lesson One was a overview of the computer system with pictures and names of the hardware items.
Lesson Two covered getting started on the Mac. Here was indicated that a Tutorial could be located on each Mac and can be reached through the “question mark” on the right top corner of the screen.
There is a Part I and Part II on the Tutorial and it should take about one and one-half hours to two and two-half hours to complete these lessons..
Then complete the Lesson Three section on this web site. It is a review and practice of what was learned from the tutorial. It has Desktop, mouse, word processing applications, filing, and placing items in the trash questions.
I thought that this web site should have the information that I need for the computer to stop a print job. While I have a P.C. at home to use, I do not have a Mac so will attempt to check this out at school later.
Ida M. Rounds
Communicating on the Internet: E-mail, Mailing Lists, and Other Forms of Electronic Communication
Chapter 4
“Teaching With the Internet K – 12: New Literacies for New Times” Leu
At first I thought that I already knew about all the E-Mailing information but I was delighted to find new useable material from the Leu text. Keypals and mailing lists were new ideas for me. Also, I felt compelled to look up the information available on netiquette or (manners on the internet). Information can be found at http://stellacentral.com-pdf-netiquette.pdf. and at
http://www.albion.com/netiquette/corerules.html
The teacher, Marilyn, found that E-mail was not only useful in obtaining information but also in evaluating and synthesizing it for her class.
I had not totally understood the term “thread” previously. Whereby, “related messages and replies may be grouped together by topic, called “threading”. Click the triangle to point down - this reveals all the messages in a thread.”
When composing an E-mail letter and not being able to complete it, I discovered that the letter could be saved by clicking either the “save” button or selecting “ Save” from the File in the menu. It is retrieved by clicking the drafts or edit drafts. The “draft” menu also saves the letters that you compose while working off line.
I was especially ecstatic to see an online tutorial address listed for Macintosh. But when I checked the text’s address I found that this address was old and was not available. I was able to find some information on the Macintosh Tutorial at http://scilnet.fortlewis.edu/edtech/Mac/practice.htm which is a site set up by Fort Lewis College for training.
I recently wanted to delete a large print job and was having difficulty doing this on a Mac. (I know how to delete print jobs on my P.C. at home.) Was I ever thrilled to observe the District Computer Technicians in our building who helped out with that dilemma. (I had just taken the paper out of the printer to stop the printing until they came to delete the print job.) Prior to the Technicians coming, I had even checked in my “Macs for Dummies” book by Edward Baig and could not find the information that I needed there. The above web site address suggested that the Tutorial could be found on most Macs. In the Macs for Dummies I did find some interesting sites listed through. The Macworld site helped with information on “Wireless Network Acting Flaky?” Try these fixes. This address is http://www.macworld.com/article/60801/2007/11/dec07mobilemac.html?t=107
Weblogging and blogging are now familiar to me as I experience using it with this particular college class. I’d say that using the internet and E-mailing are here to stay.
Then I checked out the Internet Detectives at http://www.madison.k12.wi.us/tnl/detectives/ and here found an interesting site on Space Science which had listed “Nine Planets” with pictures and much detailed information regarding the planets.
Finally, the Woodlands School: Clearinghouse for Elementary Sites was easy to use. At this site I checked out the Literacy and Writing information on making sentences, and writing beginning and endings of sentences. It’s at http://www.woodlands-junior.kent.sch.uk/ It is handy to have safe sites listed available for all to use.
Ida M. Rounds
“Teaching With the Internet K – 12: New Literacies for New Times” Leu
At first I thought that I already knew about all the E-Mailing information but I was delighted to find new useable material from the Leu text. Keypals and mailing lists were new ideas for me. Also, I felt compelled to look up the information available on netiquette or (manners on the internet). Information can be found at http://stellacentral.com-pdf-netiquette.pdf. and at
http://www.albion.com/netiquette/corerules.html
The teacher, Marilyn, found that E-mail was not only useful in obtaining information but also in evaluating and synthesizing it for her class.
I had not totally understood the term “thread” previously. Whereby, “related messages and replies may be grouped together by topic, called “threading”. Click the triangle to point down - this reveals all the messages in a thread.”
When composing an E-mail letter and not being able to complete it, I discovered that the letter could be saved by clicking either the “save” button or selecting “ Save” from the File in the menu. It is retrieved by clicking the drafts or edit drafts. The “draft” menu also saves the letters that you compose while working off line.
I was especially ecstatic to see an online tutorial address listed for Macintosh. But when I checked the text’s address I found that this address was old and was not available. I was able to find some information on the Macintosh Tutorial at http://scilnet.fortlewis.edu/edtech/Mac/practice.htm which is a site set up by Fort Lewis College for training.
I recently wanted to delete a large print job and was having difficulty doing this on a Mac. (I know how to delete print jobs on my P.C. at home.) Was I ever thrilled to observe the District Computer Technicians in our building who helped out with that dilemma. (I had just taken the paper out of the printer to stop the printing until they came to delete the print job.) Prior to the Technicians coming, I had even checked in my “Macs for Dummies” book by Edward Baig and could not find the information that I needed there. The above web site address suggested that the Tutorial could be found on most Macs. In the Macs for Dummies I did find some interesting sites listed through. The Macworld site helped with information on “Wireless Network Acting Flaky?” Try these fixes. This address is http://www.macworld.com/article/60801/2007/11/dec07mobilemac.html?t=107
Weblogging and blogging are now familiar to me as I experience using it with this particular college class. I’d say that using the internet and E-mailing are here to stay.
Then I checked out the Internet Detectives at http://www.madison.k12.wi.us/tnl/detectives/ and here found an interesting site on Space Science which had listed “Nine Planets” with pictures and much detailed information regarding the planets.
Finally, the Woodlands School: Clearinghouse for Elementary Sites was easy to use. At this site I checked out the Literacy and Writing information on making sentences, and writing beginning and endings of sentences. It’s at http://www.woodlands-junior.kent.sch.uk/ It is handy to have safe sites listed available for all to use.
Ida M. Rounds
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