Ipad App Review: Concentration

On my second application review I came across a game called "concentration". This game is very helpful for students who have trouble with mathematics and geometry. This game can accommodate 2 players who take turns and have to match the contents of 12 blank squares with one another. As an instructor I would suggest this game because it doesn't overwhelm the students due to its simple gameplay, however it still requires the students to learn in a way that doesn't put too much pressure on themselves.

Ipad App Review: French

On my first application review, I saw a fun game called "French". As if the name didn't say it all, the application has multiple games for learning this language. As a student who doesn't know or even understand the language I did learn how to count to 10 in just minutes with their spelling called "word birds, in order to advance to next stage you had to spell the scrambled number without electrocuting the birds. I find this free application be very fun and educational, and the games can keep young students engaged enough to want to learn French.

When I Become A Teacher

Webquest Digital Media

Here is the digital media is used on the "Myths of pet adoption" which goes along with my Webquest on adoption and volunteerism at the local humane society.

Here is the link to my Webquest:https://sites.google.com/site/washingtonwebquest/ and it is also embedded on my favorites.

Webquest Rubric Save An Animal

Link to Website:http://questgarden.com/148/77/7/121002171331/index.htm

A Rubric for Evaluating WebQuests
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.  See Fine Points Checklist.	4
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	4
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted.  See Fine Points Checklist.	4
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	2
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	6
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	4
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	6
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	2
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	4
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	4
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	6
Total Score				50/50

Original WebQuest rubric by Bernie Dodge.


I found this website to be simple in nature but accomplished at getting the point across. All of the links worked which is more than can be said for most of these sites. Also the navigation was seamless from platform to platform and the process is straightforward which is a huge plus when working with high school business students.

Double Journal Entry #15

Deconstructing Digital Natives: Chapter 8 Beyond Google and The "Satisficing" Searching of Digital Natives.

1. What is the purpose of this chapter? To try and understand how students who are so familiar with today's technology, yet they use it so poorly for academics.

2. What is the major finding from a review of studies that have looked at technology adoption of young people?. Does this finding seem to reflect your own use of technology? The early adoption of technology differ in gender(Males play more video games and get into disciplines where early adoption is a necessity) as well as geographic location(rural to metropolitan, on campus to off campus learners)

3. How do the authors define Information Literacy? It is defined as a set of skills and knowledge that allows the learner to find, evaluate, and use the appropriate information they find.

4. What is the "clear message" from a review of the studies focused on college students information seeking behavior? Do these findings relfect your own information seeking behaviors? The main thing I found most interesting is that students only use one search engine(Google) and don't go beyond the finding it provides. This unfortunately is the extent of my research as well.

5. What does the term "satisfcing" in the area of decision making mean? It is defined as taking the "satisfactory" option instead of the best option at any given time.

6. What are the differences to deep and surface level approaches to a learning task?It is to the extent of which one researches content.

7. What should educators aim to do to improve the scripts student have for sophisticated online information seeking? I believe that educators should dedicate a few class sessions to ensure students are using the appropriate links to research. If not that use progress reports of content resources or even give student a list of resources for them to use.

8. Why is Google's page rank system problematic for information seeking? The ranking process is flawed becuase it is ranked on how many hits it has so website such as Wikipedia is at the top of the list and that isn't bad but in order to find resources approved by educators the researcher/student would have to look much further.

9. Are you "digitally wise" when it comes to information seeking? Give an example of how you approached an information seeking task for one of your academic courses this semester (do not include this class). I would say that I am "digitally careful" because I make sure that certain links' content is as valid as I can find it. I don't use .com and try my best to find .edu or .gov-type sites.  

10. Has the popularity of the Internet and the information contained on the Web created a new problem for undergraduate students research skills? Why of Why not? It poses problems for students who are lazy(like I can be some of the time) because with so much more information available, that mean more useless and more concerning wrong content that students will use just to finish research. On the other side it can give students the opportunity to see all sides of the topic of their research which can lead to better content.

Webquest

WebQuest about WebQuests Worksheet

Print this page out and use it to jot down notes while you examine each site. Remember to stay in character as you examine the sites and don't compare notes until you get back with your four-person group.

Your Role

___Efficiency Expert

___Affiliator

X Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	1. The links on this page came from the same handful of sources, which helps students with consistency.	1. Along with the links provided there should be a little more content on the page itself.
Shakespeare	1. I particularity like the process piece on how to do a skit, it is very clear and concise for students.	1.I think that more rubric can be made a bit more clear for peer reviews.
Earthquake	1. The picture in the process window is great for not only a visual but the content to with it.	1. The only weakness I see is the dating on some of the links, the information to some can't be accessed.
Foreign Country	1. The links are current and working and familiar with students(travelocity to be specific).	1. Maybe a few more links to add to the content to make it a bit more straightforward.
Waves & Sound	1. The links are great, some link to content others to worksheets, great for students to pick up on.	1. For something like this I would make the evaluation subjective to the students. It may be hard to measure progress by this set of criteria.

Bernie Dodge, Department of Educational Technology, SDSU

Story Bird

Billy The Frog & Friends on Storybird

Think Aloud

Here is a link to my think aloud on tax cuts

http://www.slideshare.net/a_wash7/washington-t-ech

It is also embedded in my blog!

"All I Want" Poem

All I want is someone to love
Someone to who gives selflessly

All I want is someone to love
Someone to laugh
Someone to joke

All I want is someone to love
Someone to give myself to
Someone to give herself to me
Someone to share a oneness with

All I want is someone to love
Someone to hold
Someone to kiss
Someone to love
Someone to miss

All I want is you

Double Journal Entry # 14

Read the introduction through to the sub heading "Studying Digital Youth" on page 102.

1. What is the purpose of this chapter?

This chapter in particular was to look more in depth at the word "digital literacy". What is being looked at is how it relates to the youth's mindset of the world they live in.

2. Why did the author choose to focus on your people in the Nordic countries?

People in the Nordic countries(Denmark, Sweden, Norway, Finland, and Ireland) have a high concentration of daily internet users ages 16-22. Those young people have social networks (LunarStorm, etc.) so they are commmunicating with one another at a high rate.

3. How does education differ in Nordic countries from education in other parts of the world including the United States.

Educational and technology have been working alongside each other in Nordic countries since the 1990s. The highten access by all the youth equally have helped educators have a project-based teaching style, meaning that they use different mediums(lecture, online media, etc.) to educate the youth.

4. Why is more research  needed about how young people use digital media in their lives outside of school?

It is extremely important to learn how students use the digital media away from school because it can help with making the content more enjoyable but most of all it is a good indicator of what exactly the youth is engaging in that is not educational.

Then begin reading again on p. 110 Digital Literacies and Educational Practices

1. Why is it important for there to be more opportunities for young people to use Digital Media in school?

I believe that the more exposure a student has to digital media, the better chance the information will help them with adapting to new media as well as networking and career advancement.

2. What skills do people need in order to be considered digitally literate?

 

Students must have the basic skills of operating the computer itself, the internet, and how to best the software. Secondly, students must have a knowledge of media, the history, the different types, and just powerful it has and will become. Thirdly, students must understand the fundamental changes in technology and how it effects the coursework. Fourth, students develop learning strategies on how they receive and in some cases(such as presentations) sharing the information found. Lastly, students should learn about the culture in which they live, it is essential that students figure out where society is as a whole when it comes to technology and either maintain or innovate new and easier ways to use technology.

Double Journal Entry #13

Global Warming is a problem that has been proven, then unproven, than proven again. I don't know the specifics of this problem but with the world going through the changes that it has gone through in the past decade atleast is cause for concern. I went through YouTube looking for organizations/groups that were trying to make the world aware of what is happening and I found two short informative videos that can give someone like myself with little knowledge of this big concept perspective and a initiative to do something. This organization is not USA-founded or funded so the information I found was solely off this videos but I feel that opportunity to see the world internationally is great for me as well as other American students.

This video is from a marketing group called Fubiz based in Paris France and it is to show that if we as human give up on our earth the natural inhabitants, or animals will give up as well so it is up to save the earth for those who don't have the power to.
Link to their page: http://www.fubiz.net/blog/index.php?2008/09/18/2229-global-warming-quercus

Coverage Do Tax Cut Create Jobs

Coverage

2.    What is the depth and breadth of the information on the webpage?
      It gives all little background information on what the tax cuts were originally meant for, then how it actually effected the people, and how we can fight back.

3.    Does it contain original information or just links to other sources?
     All the information is from the ITEP.

4.    Does the information have real value? Explain.
    I feel as though it has some valid points, however anytime you find information from a certain group biases are so easy to fall into.

Value-Do Tax Cuts Create Jobs?

Value: Was the page worth visiting? Does the site offer anything informative, substantial, or insightful? Is the site free of spelling and grammatical errors? 

I feel as though the page was worth looking over because the content was stat-based, and as someone who is into numbers I see fact in them because it is hard for them to become misleading, but that is not to say that they can't be.

Objectivity Do Tax Cuts Create Jobs?

The page itself was made to persuade those who don't exactly know about the tax situation(such as myself). Since all this information is coming from two groups, biases are present however I do like how they are coming together to show people like me the finer points of tax cuts.
  
What is the author's point of view? Summarize the argument being presented. What is the purpose of the site? The point of view is that tax cuts are not helpful to develop economies but they are still provided to companies. The purpose of this site is to help the people understand that tax justice should be fought for.

What is the author's / speaker's socio-political position? With what social, political, or professional groups is the speaker identified? Their position isn't really set in stone, but from what I read they were just looking for the full interest of those who are most effected by tax cuts, which aren't the companies.

Does the speaker have anything to gain personally from delivering the message?
I think all organizations look to gain something from making statements like this, however what they are looking for is admirable because the people are the ones who matter, not faceless companies. 

Who is paying for the message? Where does the message appear? What is the bias of the medium? Who stands to gain?
 The CTJ funds their own messages so the biases will show themselves slightly and as for what they stand to gain I think support is the main objective for any online organization.

What sources does the speaker use, and how credible are they? Does the speaker cite statistics? If so, how were the data gathered, who gathered the data, and are the data being presented fully?
The author linked all the information to 3 Pdf's from ITEP's research on tax cuts and from what I saw the content is brought very clearly. 

How does the speaker present arguments? Is the message one-sided, or does it include alternative points of view? Does the speaker fairly present alternative arguments? Does the speaker ignore obviously conflicting arguments?
This was the only problem I found with the site is that they completely discount the other side of this argument which is to be expected from organization websites.

If the message includes alternative points of view, how are those views characterized? Does the speaker use positive words and images to describe his/her point of view and negative words and images to describe other points of view? Does the speaker ascribe positive motivations to his/her point of view and negative motivations to alternative points of view?

The only thing that was said about other points of view was that there is no evidence of its productivity. And their point is followed with statistics. 

Currency Do Tax Cuts Create Jobs?

1.    Does the web page tell you when it was created and last revised? Are there outdated (dead) links? 
   This page was posted last year during the decision in order to keep or discontinue tax cuts. Although this information may seem dated it was the most recent from an organization

   When was the information on the page originally written? Has the site been kept up-to-date?

  

  

Double Journal Entry #12

Chapter 6: Analyzing Students' Multimodal Texts: The Product and the Process

1. Why do educators need to be careful about  terms like "Digital Native"?
Because the term generalizes an entire generation that vary in tech consumption and to some degree, competency.

2. What outcome occurs when young people are encourage to transform their understanding of particular topics by designing a multimodal text?
The student can tackle the task almost immediately depending on their competency of the multimodal text.

3. You may skip the section titled "Context for the Project".

4. What was the goal of the project in terms of product?

The goal was to study the understanding of the participants concerning multimodol literacies over a two year period.

5. What was the goal of the project in terms of process?

Gain an understanding of how multimodal texts are made.

6. How were the participants fro the study selected?
From the sounds of it, age was the only factor that was used in the selection process, from a this particular class a student was chosen and then studied for two years to track thier progression.  After they have been tracked 10 students were selected to participate in a focus group.

7.  Describe the task students engage is for the purpose of this study?

First, a student was required to make a website in the first year and then have it be compared to that same students work two years later. Then the student was paired with another student to create a website together and see how they work together.

8. Explain how the researchers compared the student created multimodal texts?
They used a 3x3 two dimensional method that graded the presentation of the title slide, the grammar and makeup of the headings and the quality of the knowledge in the presentation.

9. What differences in Jenny's PowerPoint presentation do you find the most interesting?
I wasn't surprised but was the most intrigued by just how the title slides differed in two years. Jenny gained more knowledge on how to build web presentation and with that new knowledge was able to introduce the reader to the content rather then just throw in their faces.

10. How is working together on a computer unlike working together using a pencil and paper?
The creativity is the first difference to me because the artistic limitations one may possess are nonexistent on a computer. Another difference is the notion that not all members of a group/team have to be in the same location to complete the task. In the book, lag time is a differnce on computer opposed to one paper also that lag can happen at any time on a computer.

11. What was interesting about student's behavior as they collaborated on a task at the computer?
How the student's interacted with each other with the peripherals(mouse, keyboard, etc.) and even some off top conversation that is essential to team building.

12. What can teacher learn about designing learning activities that involve the creation of multimodal texts from this study?
I think that teachers can learn that the creativity potential with use multimodal texts can be limitless if brought to the students the right way. I would suggest to make any sort of lesson plan as fun as possible maybe a common interest assignment chosen by the students.

13. According the the conclusion of this study, what do student need to learn in order to successful complete a multimodal text construction?
Students need to understand team roles(leaders, supporters, slackers, etc.), establish where they place in the group, and use processes that will be best facilitate any less-powerful processes while working together.

14. Are you surprised by the conclusions drawn in this study?
I was shocked by one the conclusion that students "require traditional skills to complete a task". I do understand the reasoning but I respectfully disagree because the tradtional skills that we have now aren't the same that our parents had therefore my traditional skills won't be the same for my children and so to complete a task there is no "traditional way" it is just the best way a particular student can get something done.

Authority Do Tax Cuts Create Jobs?

2.    URL: http://www.ctj.org/taxjusticedigest/archive/2011/09/tax_cuts_dont_lead_to_new_jobs.php

3.    What can you tell about this web page from the URL?I can tell that the information found will come from a place were tax injustices are most frequent(the people) and that the content will be a little biased because they don't see any benefits from corporate policies.

Authority

1.    Is there an author of the document or web page? Yes, it is Annie Singer, Communications Director of the group. With a strong history of the group I would imagine anyone who is selected by their committee to represent them must have expertise in their field.

2.    If yes, who is the author?The Institute on Taxation and Economic Policy  is a non-profit, non-partisan research organization founded in 1980 that works on federal, state, and local tax policy issues.

3.    Are his/her affiliations and qualifications given? Yes the organization has a background and mission statement page-http://ctj.org/about/background.php

4.    Is contact information provided (address, phone, number, email)?Yes a "Contact Us" page is given with information on how to contact Mrs. Singer as well as being added to the mailing list. -http://ctj.org/about/contact_us.php

5.    Who is the publisher or sponsoring organization for this web page?The Citizen for Tax Justice.

    

    

Accuracy Do Tax Cuts Create Jobs

Accuracy

1.    Do you trust the information given on the webpage? Is it reliable and valid? I would trust this because the organization is citizen-driven(the group that gets hit the most by taxes or tax-cuts) and they are about trying to combat bad tax policies.

2.    Does the web page document its sources? In other words, does it tell you where the information comes from?On the page itself there are no sources cited. The CTJ gives three fact sheets from ITEP findings were directly linked to this webpage without any editing or work from CTJ, but still receiving their endorsement.

3.    How does the information on the web page compare with what you already know?I feel the same way on this issue because, when granted tax cuts companies don't appropriate their growth in profit correctly, in other words they keep the bonuses they are given and their workers don't see any proof of the tax cuts. 

 Do you have good reason to believe that the information on the site is accurate? Are the facts documented? The facts of their claim are for the most part accurate but what helps validate this is the information they are endorsing from another organization that share the same vision.

Identify a claim and use another source of information on the web to verify the accuracy of the claim

Double Journal Entry #11

1. Why are networks better than hierarchies?

Networks are more flexible and adaptable, they use their components(or employees) more efficiently, and the higher ups are less stressed in networks because information is being transmitted and implemented in all facets of the networks, not just at the top.

2. What is a nation state and how is it being threatened?

This is the concept that one has the power to assign a particular territory's poliitcal, environmental, and economic systems. This is being threatened by the evolultion of today's economic system, in the sense that the borders are becoming less relevant.

3. How is civil society gaining legitimacy over government agencies? Give an example of a NGO (Non-Government Agency) whose goals and services you think are beneficial to solving a global problem. 

Civil societies have been gaining clout due to their use of the technology(websites, etc.) and with that they can get more support of their mission and vision. Example: National Alliance to End Homelessness

Link:http://www.naeh.org/

4. How can business be a helpful global enforcer?

I think that a lot of industry leaders have done a good job of in enforcing the well-being of our world. They have recylced better, lowered emissions by using better machinery, even found alternative ways to perform tasks in the interest of the world. However, the bar has risen because it forces some companies who don't lead their industry to follow suit and that can only help the environment.

5. What can too much economic and social change lead too?

I believe that if done appropriately change is a great thing, I don't think it's the change that's the problem rather the intent behind that change. I think that changes that have been made so far is in the best interest of the wealthy or the poor, not to say that they don't matter but the middle class(such as myself and my parents) are the ones who feel those changes and most of the time it is to our detriment. I believe that in theory the proposed changes sounded great but in practice, the focus should shift a little more to those are most effected.

 

6. What Global Issue concerns you the most? Why?

The main issue that concerns me and has for so long is poverty. Those who don't have the resources to suppport themselves or their loved ones in the world puts a sour taste in my mouth.

Double Journal Entry #10

Chapter #3: Students, the Net Generation, and Digital Natives

1. What is the fundamental problem with the discourses around children's use of technology?

The biggest problem is a "teacher-centered" approach to education. In a time where a technological shift has taken place, the biggest issue is not keeping up with these times and not tailoring to those who are growing with those advancements.

2. What is meant by the term "moral panic"? Link to an image, online article, cartoon, or some other resource that depicts the "moral panic" associated with young people's use of digital technologies.

Moral panic, is the identifying of a certain group as a threat to society, this group is then put in the media forefront in order to put said society on notice. Black Panthers:http://www.blackpanther.org/

3. How do you feel about engaging in more  "collaborative learning" during your education at Fairmont State? I feel as though, this is the new way to teach today's students. I also think that students can build leadership skills because more diverse opinions can help a student develop their reasoning skills.

4. Do you think Universities should move to a more free-market based privatization business model? Why?

I do only in the since that the consumer(or student) should have free range to access  whatever they desire for their education.

5. According to the author what is wrong with Prenskey's revised position on his definition of "digital native"? Do you agree with this authors criticism  of Prenskey's view of the role technology plays in the education of young people? I do agree I just believe that the author isn't fighting the opinion but more or less expecting more from Prenskey. I feel that his point is great but maybe more effort and thought should be added.

6. What are the characteristics of Millennial? Are you a Millennial? Millennials are those who have a high exposure to technology and their core values are community, technology, and affluence. I consider myself a millennial because I value the same things and my way of thinking is congruent with the times of high technology and expanded thinking.

7. Do you think there is such a thing as the "Net Generation"? Why? Why not? I do think so because people that were born after a certain time have more exposure to technology giving them a better grasp on the content that comes with it.

8. What is meant by the term "networked individualism"? The term comes from the thought that more communication should be people to people, opposed to place to place.

9. How would you feel about Fairmont State discontinuing the use of Blackboard and Webmail to using Gmail and Google tools? I would be indifferent to it because these two share the same tools, but with the Google tools less maintenance issues and more frequent upgrades.

10. Why does the term "Digital Native" persist despite lack of empirical evidence of age related difference due to rapid increase of digital technologies? I think it is still there because the stigma associated with older people and technology is still there. I do think that there is a difference in the grasping of the information however no evidence can be shown as to the competence.

11. Who societal sector seems to be benefiting the most from the social construction of a "Digital Native" generation? I would say that the younger generation benefits because to employers assume that we are more technology-savvy as opposed to an older applicant who may have more experience with the same technology.

12. Which argument about "digital natives" needs to be discarded and which one needs to be explored? Why?The main one i would discard would be the gap in the age groups because that is a huge hindrance on older people looking for jobs in the tech field. I think that argument that younger people readily accept new technology should be looked into a little more because if their is no gap in the understanding who is to say that older people don't accept new technology just as readily?

Double Journal Entry #9

1. Why is inflation less of a concern in the new world economy? Inflation has become less of a problem in this highly competitive, transparent economy(or Nude Economy). This in turn makes the increasing of prices a difficult task and inflation rates will be better managed.

2.What is the difference between a negative feedback economy and a positive feedback economy? Negative feedback economies were characterized by newly introduced products start out at high prices, leading to less cosumer purchases(Supply and Demand Issues). On the other hand Positive feedback economies don't suffer supply and demand issues because with so many new products that aren't as expensive consumer purchasing is more frequent.

3. Give a example of how new technologies can provide developing countries with an opportunity to catch-up with modern economies? A great example in the book was in Monterrey Tech University, with e-campuses accross Latin America this is great to give everyone a chance to receive the best education available. Also this is a solution to lack of educators in Latin America as well.

4. What is one prediction the author made concerning the new economy that appears to be true? The biggest prediction I saw was the over-reliance on our economy the main thought that the economy is this machine that runs on consumer preferences and just how that is an attitude that will be here for a while.

5. Why is excessive trust in free-market economies promoted by free-market fundamentalists a cause for concern? The main issue with over-trusting the free market economy is the thought that the market will "take care of itself" and this has led to complacency as far as regulating the market.

6. Read and Link to a Website that provides information about regulation and markets. Based on the information provided in the website, what is your position on markets and regulations? Then list two questions you have about markets and regulation. I feel as though that regulating when and how our money will be circulated is a great idea, however it depends who is moving this money. In this article this is a policy to fund businesses as well as investors to make business moves and I believe it has a good premise of helping out initially.

Who is in charge of regulating this money?

Are the borrowers in a bad position financially before they begin?

http://finance.mapsofworld.com/capital-market/global/

8. What is the cause of the crisis of complexity in the new world economy?Exponentiality of plenitude.

Double Journal Entry # 8

"I am shocked at how many supposedly well-educated, thinking people just "can't take a metaphor."-Marc Prensky

1. What was the term "Digital Native" meant to be used as? The term was intended to be used as a metaphor for the attitudes people have concerning the technology that was around them leading into the 21 century.

2. According to author what are the characteristics associated with Digital Natives? In the book digital natives were described as those who are comfortable in their use of the latest technology. Generally speaking most of these people are young with more capabilities to extend their competency in digital technology.

3. Do you consider yourself a Digital Native? I do because I'm comfortable using digital technology and for the things i don't know I can pick up on these things almost immediately.

4. What is Digital Wisdom? It is the wisdom from the use of digital technology that enhances tech knowledge and the wisdom in the use to increase tech capabilities.

5. How does the author define "wisdom"? It is defined as how efficiently one can use the resources presented to them and how technology can help with that.

6. How can technology enhance our Wisdom? Give three examples from the chapter? Technology can improve cognitive skills(recognition), memory(the various storage and vast amount of space for it), and judgment(due to the increase in data better decisions can be made)

7. What concerns did Socrates have about the technology of writing? Socrates believed that writing will dim the ability for one to remember and access certain parts of their memory.

8. How can teachers practices Digital Wisdom? I think it has one simple solution, have teachers become more acquainted with the latest digital technology figure out what things can brought to their students to help them learn.

9. The author states that he is "...opposed to those who claim the unenhanced mind and unaided thinking are somehow superior to the enhanced mind." Are you? Why or why not? I am opposed to that because in a world that is constantly enhancing the minds of the citizens must follow suit in order to advance in efficient time management. I'm not sure but if I read this wrong or not but I think what is being said that an enhanced is one that "knows all" or to that extent, I happen to believe that an enhanced mind is one that can still learn and discover new things and following that train of thought can pick up new things easier because an enhanced mind has been trained to learn new things opposed to an enhanced mind that hasn't been introduced to those capabilities. So through my interpretation an enhance mind is superior to one that has no structure.

This video is not only adorable but a snapshot of what the world is demanding even at the tender age of 3.....

1. Prensky, M. (2011). Deconstructing digital natives. New York: Taylor & Francis Group(Routledge).

2.VALA - Libraries, Technology and the Future Inc. (Producer) (2010). What digital natives want from their library [Web]. Retrieved from http://www.youtube.com/watch?v=7_zzPBbXjWs