A4.5: Augmentative/ Adaptive Technology Search
Search Engine1: Google
Number of Hits: 18,200
Search Protocol: augmentative/adaptive technologies
Search Results: Amazingly, Sam Fry’s weblog popped up as the number one hit is this search. It took me directly to her entry for this assignment! Mostly, these hits were either involving sales or information about certain types of adaptive technologies. I made a point to check some of the last pages, seeing as how they are usually less relevant, and found several good websites giving information about all different types of adaptive technologies including details about each type of device. As i looked through these hits i noticed that they were most helpful in defining what populations would implement such devices. Overall, very helpful.
Search Engine 2: ERIC database (not via Marshall University)
Number of Hits: 2
Search Protocol: augmentative/adaptive technologies
Search Results: Although this search yielded only two results, the two it produced were helpful. The first one was a resource book that listed more than a thousand adaptive technologies for people with disabilities. Further it gives pictures and information on each product that i found to be very useful. The second result was a technical report from a adaptive technology program that is found in five boroughs in NYC. The authors of this report illustrated how the technologies were implemented in the program along with information about current progress and future goals of each facility—informative but not as helpful.
Search Engine 3: Marshall University Libraries Page—-under quick search
Number of Hits: 32
Search Protocol: augmentative/adaptive technologies
Search Results: This way of searching could not be more useless. This search did not include anything related to my search criteria. In fact search results such as ‘functional bowel disorders’ as well as methods in engineering. Needless to say, this search engine was completely useless.
A4.2: Response to RSS Readings
Date: September 21, 2008
Sources: Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nded.). In H. Perigo (Eds.), RSS: the new killer app for educators (pp.71-83). Thousand Oaks, CA: Corwin Press.
7 things you should know about rss (2007, April). Retrieved Sept. 21, 2008, from http://net.educause.edu/ir/library/pdf/ELI7024.pdf
Purpose:The main purpose of these texts is to inform the reader about what RSS is and how it is used to gather subscribed information automatically in one place so that the subscriber can conduct information gathering in a more efficient and effective way.
Question:The key question that both authors are addressing is: How can RSS be used in the learning environment to aid students and teachers in gathering and assessing requested information?
Information: The most important information in the Richardsontext is the ‘how to’ section that describes how to setup and use an RSS feed along with suggestions that can make using the feed easier. The most important information in the edcause article is the ‘How Does It Work?” section that describes, much like Richardsondid, how to best utilize the application. Both agree that the implications on learning are great and address that the number of RSS feeds are on the rise.
Inferences/Conclusion:The main inferences/conclusions in these texts are that RSS can do nothing but improve the information super highway and by allowing subscribers to customize their needs, RSS is the tool that can save people time and effort. In addition, both texts stress the importance of being able to customize settings so that the most requested information is found making this application one that is incomparable to other methods of gathering information.
Concept:The key concept we need to understand in these texts is that when you know how to use the RSS you can get the best and most accurate information that you are asking for. Being able to set your parameters is important to ensure that one is not wasting time with superfluous information. The author urges that the more and more the RSS is monitored the reader will be able to evaluate sources.
Assumptions:The main assumption underlying the authors’ thinking is that by describing what RSS is and in Richardsoncase, how to use it, that the reader will be fully aware of the capabilities of RRS. However, for some, reading a ‘how to’ is not the best way to learn how to apply the information. The author does not address that although RSS can be helpful some do not know how to deal with the barrage of information that is offered when one subscribes to a source.
Implications:If we take this line of reasoning seriously, the implications are that RSS can revolutionize the way people gain access to information. Although the author mentions there will be a lot less time spent on deciphering needed information from useless information readers of the RSS are going to have to be able to analyze their feeds to figure out what they want from what they do not want. If we fail to take this line of reasoning seriously many people will miss out on the opportunities that RSS has to offer the information gatherer.
Points of View: The main point of view presented in Richardsonchapter on RSS is biased because he is a proclaimed user of RSS. In Richardson’s case, he is a teacher and profound user of RSS that supports its use in the classroom setting. The educause point of view is that of an informer however; there is some bias in the ‘implications’ section that allows the reader to understand that the authors are supportive of using RSS in the classroom curriculum.
A4.1: Response to Wiki Readings
Date: September 21, 2008
Sources:
Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nd ed.). In H. Perigo (Eds.), Wikis: Easy collaboration for all (pp.55-69). Thousand Oaks, CA: Corwin Press.
7 things you should know about wikipedia (2007, April). Retrieved Sept. 21, 2008, from http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/44397. pdf
Purpose: The main purposes of these texts are to inform the reader of premise underlying the creation and continuation of the wiki. The authors of both texts give examples ways wikis can be utilized to enhance collaboration, communication, and research particularly in the classroom setting.
Question: The main question that the author’s of these texts are addressing is: How can the wiki be utilized in a classroom setting to give students an opportunity to advance their skills to allow for better learning experiences?
Information: The most important information that these texts share is information on how the wiki works, including the pos and cons, along with the significance wiki itself and the potential impact it can have on learners as well as teachers. Both texts agree that wiki allows students to be active participants in expanding in the information process of giving and getting.
Inferences/Conclusions: The main inferences/ conclusions in these texts are that with wiki students and teachers can participate in the collaboration process of building a larger body of knowledge accessible by all. By allowing students to participate in the wiki community, students are able gain experiences including, an understanding of the collaboration process and the process involved with disseminating information. Richardson concludes, that students can also learn how to monitor there own wiki communities allowing for the improvement of evaluating and discerning information.
Concept: The key concepts we need to understand are how the wiki works. Wikis are a community based environment that allows its participants to share research and information that its other users can either add to, asses, or edit text to allow for the expansion of accurate information available to all. By understanding the process to make and evolve the information found on a wiki, students will better understand the purpose and significance of this information sharing culture.
Assumptions: The main assumptions in these texts are people are willing to participate in the collaboration process of building this body on knowledge. The authors assume that people should aid in creating a biased source of information. Of course there are going to be biased people allowing for clouded and possibly one sided information sharing. If one is biased that means that the one who is assessing the biases of a text may be bias to another’s bias. This issue leads on to think that maybe wiki is unable to present unbiased information.
Implications: If we take this line of reasoning seriously, the implications are that all would become information givers and interpreters willing to engage in the practices to allow everyone information on any topic in the world. However, could so many participants make it impossible to keep up with any information and for that matter if anyone anywhere can change information will this allow for chaos. Say a student cites information one day and the next day it is gone, what ideas or impressions is this student receiving could that student later pay if a teacher was to say that he or she was plagiarizing or fabricating information.
Points of View: Richardson’s point of view is one that is a wholehearted believer in the ways of the wiki. From his perspective a teacher, he sees nothing but leaps and bounds for education if wikis are utilized in the curriculum. The author speaks as someone with past experiences when describing the ways in which wiki can enhance the student teacher dynamic as it has for him before.
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