Website Evaluation

http://www.martinlutherking.org/


1. Who is the source of the information.
   1) Can you contact the company or author through a real world postal address or phone number?
      No. There is no postal address.
   2) Has someone taken responsibility for the content of this Web site?
      No. There is no one has claimed that. 
   3) Can you verify the authority of any of the site's content that is attributed to other sources?
       Yes. It has another link to a website called "Stormfront" at http://www.stormfront.org/, which is a 


2. What are you getting?
    1) Are there links to other or alternative viewpoints?
       Yes. It has another link to a website called "Stormfront" at http://www.stormfront.org/ which is a community of White Nationalists. 
    2) Is the information well written and easy to understand?
       Yes. The idea is definitely clear.
   3) What's the copyright status of material found on the site?
       There is no copyright status on this site. 


3. When was the site created?


   1) Is it important that the information you're looking for be absolutely current?
       Yes. It is critical to identify the reliability. 
     
   2) Is a reference date provided to show when the material was put online, or when it was last    
       updated?
       Yes. This website was created in 1999 and the last update was done in January 2011. 
   3) Do the links work?
       Yes. It works. 

Double Entry Journal 9

Quote:

Many national studies found that internet users were not less likely to visit or call friends and that they actually have larger social networks (DiMaggio et. al. 2001).

Reaction:

I am totally with the author of at this point. Most of us do have the opinion that a person who is really obsessed with internet will definitely be unsociable. However, that is not the case anymore. Many years ago I actually did think in this way because of the emerge of vast internet games that fascinated younger generation. Fortunately, this kind of negative affect of internet did not last long. Now, we tend to use internet mostly in gathering information and social life. We keep in touch with our friends, relatives through Skype and Facebook. We also search for useful information with the help of amazing reference websites such as Google and Wikipedia. It is an undeniable fact that internet has brought us all the convenience that we could hardly ask for a decade ago and has become an inseparable part of our routine life.

Reference:

Owens, Laura. "Internet & Anti-Social Behavior Theory Unfounded." suite101. N.p., 23 Apr. 2009. Web. 23 Oct. 2011.

Related Sources:

Interesting Web Tools

1.    Choose a tool that could be used in the classroom. 
2.    Describe the tool. 
3.   What content area would you use the tool? 
4.   Briefly describe a lesson in which you would implement the tool. 
5.   What do you need to consider before using the tool in a classroom?

1. I have found one absolutely practical and funny web tool that can be used in my future classroom. Its name is Game Classroom.

2. I like it, because it has so many different categories from K grade students to 6th grade, and it also contains different areas where students who think need improving can go and learn simple by playing which is really appealing.

3. Since my major is Math Education, I will definitely use it in Math for kids.

4. I probably may give my students assignment to complete some sections in it and bring what they have learned and questions according to it.

5. Elementary students nowadays are usually lack of supervision due to having busy working parents. Thus, the possibility of addiction will come about. To prevent this, the best way is to ask them to do together in digital classrooms at school, so that they will be under my supervision and also, it will be easier for me to observe any problems and help students to solve them immediately before going home.

Voki

Voki in my future lesson

I found Voki really useful, for it could make things easier and more convenient. For example, in my future classroom I can use it as the introduction part of every lecture, which usually takes 5-10 minutes, so that they won’t bother themselves to bring a recorder. Instead, when they are home, they can simply open the web page and listen to it again if they think reviewing is needed.

Favorite Holiday

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Double Entry Journal #7

Quote:

Media literacy is making a comeback, spurred by students' access to unlimited information on the Internet. Can schools provide the skills students need to become media literate in a digital world?

Reaction: 

Through this reading, we know that Media literacy is the ability to sift through and analyze the messages that inform, entertain every day. It's the ability to bring critical thinking skills to bear on all media— from music videos and Web environments to product placement in films. In our world of multi-tasking, commercialism, globalization and interactivity, media education isn't about having the right answers—it's about asking the right questions. The result is lifelong empowerment of the learner. Media teachers today use the terms "media education," "media study," and "media literacy" almost interchangeably. My personal preference is to use the term "media education" as a broad description of all that takes place in a media-oriented classroom, whether the subject matter is English, history, geography or science. "Media study" occurs when schools or teachers organize specific courses or units to study the media. "Media literacy" is the   expected outcome from work in either media education or media study. The more you learn about or through the media, the more media literacy you have. Media literacy is the skill of experiencing, analyzing and making media products.

Reference:

David, Jane L. "Teaching Media Literacy ." Association for Supervision and Curriculum Development. N.p., Mar. 2009. Web. 9 Oct. 2011. 

Related Sources: