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Technology Toolbox Critique
In assessing the Web 2 tools I am using the same criteria posted as an example in the online 538 Wiki Website. The criteria are; usability, cost, instructional worth, and safety and security. I agree that usability not only encompasses ease of daily use but how quickly the tool can be learned and efficiently incorporated into my daily work. When addressing the tools cost I gave high marks (5) to tools that are free. Tools that cost money received lower marks dependent on the price. Relative use of the tool was not reflected in the overall rating for this area. If the tool is sponsored by an advertisement that is intrusive to its application a notation was made but the score was not adversely affected. Scoring for the Instructional Use of the tool was predicated solely on whether or not I would potentially use the tool in my future teachings. The last category of safety and security analyzes student’s ability to use the product without fear of being compromised. Consideration was also given if content added to the site was automatically public domain.
The aforementioned criteria are similar to the posted online example with some simplifications in the tools scoring process. The critiquing and assessment of these tools is for the purposes of use in an elementary classroom.
Usability
5 4 3 2 1
Very Easy to Use Extremely Hard to Learn
How easy is the tool to learn and use?
Cost
5 4 3 2 1
Free Not Worth the Cost
Is the tool free or what is the cost? If free, is the tool ad-driven or funded by another means?
Instructional Worth
5 4 3 2 1
Will Definitely Use Don’t See any Use
How can the tool be used in the classroom or for personal use?
Safety and Security
5 4 3 2 1
Safe and Secure Very Unsafe
Is the tool password protected or public domain? How is inputted information used?
Browser Set-up: Firefox
CRITERIA
RATING
COMMENTS
Usability
5
Firefox is a great tool and it seems to be much more user friendly than Internet Explorer.
Cost
5
This Guy is Free!!!
Instructional Worth
5
The Browser is very user friendly and will help out any instr4uctor trying to implement technology into their classroom.
Safety and Security
2
Not much safety and security you really just download it and get going.
Aggregators: Google Reader
CRITERIA
RATING
COMMENTS
Usability
3
I was on it for an hour and could not figure out how to get around and add items to the reader.
Cost
5
Free- Ad driven by Google
Instructional Worth
2
I feel that this is unnecessary and just another password to have. If I find an article I will add it to my webpage for the students.
Safety and Security
3
Requires a password to enter, so you must create an account. But you are able to share items with others
Social Bookmarking: del.icio.us
CRITERIA
RATING
COMMENTS
Usability
3
This was very easy to navigate around the site.
Cost
5
Free
Instructional Worth
4
I feel that this is just another password to remember and is not necessary for bookmarking specific sites
Safety and Security
4
Requires a password, so you must create an account
Search Tools: Dogpile.com
CRITERIA
RATING
COMMENTS
Usability
5
Just as easy as Google
Cost
5
Free
Instructional Worth
5
Uses Google, Yahoo, Bing and Ask to search for information
Safety and Security
4
Search information is kept within the system
Webstart: Google Personalized
CRITERIA
RATING
COMMENTS
Usability
5
Sets up for you just by clicking things you desire to hear about
Cost
5
Free
Instructional Worth
3
Some of the information that appears is not what was requested. Some info is unnecessary for the classroom
Safety and Security
4
Your information is remembered to update the dashboard but no password is required
Weblogs: Bloglines
CRITERIA
RATING
COMMENTS
Usability
4
There are many steps in the process of setting up the blog.
Cost
5
Free
Instructional Worth
4
This will be a useful communication tool and an excellent way to disseminate information.
Safety and Security
2
Not a very secure site. This would be accessible by the public.
WikisSpaces: Wiki
CRITERIA
RATING
COMMENTS
Usability
4
This program has some very nice features. It is quite user friendly and is very useful for networking with groups of people that need to connect with usable navigation.
Cost
5
This is completely FREE!
Instructional Worth
5
Any method of technology that can be used to better increase the communication within a classroom is very useful. This is great for instructors as things can change in the blink of an eye. Keep students posted will be very easy and fun with this program.
Safety and Security
4
This seems to be very safe against other users. However once it is posted it seems as though anyone in the group that you are a part of can view it. So just like anything else, be sure to censor what is being posted with great detail.
Web-Based Word Processing: Zoho Writer
CRITERIA
RATING
COMMENTS
Usability
5
This is very nice. It is just like using Microsoft Word on the internet though. It is great for the user who may not have paid for Microsoft products.
Cost
5
This is absolutely FREE!!!
Instructional Worth
3
It would be very nice for sharing things from person to person being that it is already online. However, it is also easy to just use word that most of already have on our computers.
Safety and Security
5
It is based through my google email so it is very secure.
Creative Writing: Glypho
CRITERIA
RATING
COMMENTS
Usability
4
It is pretty easy to use. There was a struggle trying to find out what the web site was used for.
Cost
5
This is Stupendously Free!!!
Instructional Worth
4
This would be a great way to get students to write stories especially because every story has a shot at getting published.
Safety and Security
4
There is a sign in but it is hard to tell how safe it really is in regards to other users and such.
Web-Based Spreadsheets: Teach-nology
CRITERIA
RATING
COMMENTS
Usability
5
This program was very easy to use and the website was easy to navigate.
Cost
5
Free but the overload of advertising was a little much.
Instructional Worth
3
I liked the idea of having a plethora of lesson plans available and the spreadsheets would potentially be useful
Safety and Security
4
This is password protected and a fairly secure site.
Assessment, Surveys, Polls: Rubistar
CRITERIA
RATING
COMMENTS
Usability
5
Extremely easy to use, whether using a template or creating your own rubric.
Cost
5
Free
Instructional Worth
5
Offers templates on all subject areas, offers an inspiration page, and enables you to make rubrics that are interactive, for example uploading or linking to BlackBoard.
Safety and Security
5
Requires you and your students to create an account.
Podcasting: MyPodcast
CRITERIA
RATING
COMMENTS
Usability
5
Easy to upload and/or record podcasts. Instantly updates any changes you have made to your podcast.
Cost
5
Free
Instructional Worth
5
Could be really cool for your students to be a part of a classroom podcast. You as the teacher could create a podcast and have your students listen to it for extra credit or a weekly homework.
Safety and Security
5
Must become a member to create and listen to podcasts on MyPodcast.
Screencasting: ScreenCast.com
CRITERIA
RATING
COMMENTS
Usability
5
2GB of both storage and bandwidth each month.
Cost
5
Free
Instructional Worth
5
Will display in any format, easy to share.
Safety and Security
5
Must be a member, you control what you upload and whatever is uploaded is in the form you’ve created it in. You hold the rights to your content. You decide who gets to view your account.

Type in theI really appreciated this course and its content and I really learned a lot. My favorite part of the class was building the online learning space. I had no idea how to build a web page, blog or any other type of online space. Furthermore I was always under the impression that it cost a lot of money and was a one size fits all type of situation. What I found was really surprising, and pleasantly so. There are several popular web spaces out there that are free, easy to use and extremely customizable. In addition to the space itself are the widgets and other web 2.0 tools available to add to your page here.space. There are millions of widgets and some really cool widgets at that. All in all, creating a learning space, finding web 2.0 tools, including widgets, podcasts, etc., and using all of these to create a place for students and parents to go was at first frustrating, then really easy, and an extremely satisfying experience. I felt really empowered and technologically savvy and I can’t wait to teach my students these skills that I’ve learned. My hope is to create an online classroom space that can be updated by my students; this will be my way of passing on what I’ve learned to my students. Hopefully they will be able to teach me a few things as well.

Type inFor my learning space I chose to use Netvibes. The decision to use Netvibes was based on two things, appearance and usability. Netvibes offers millions of widgets by searching the contentinternet for you. You can search for a specific type of widget, once you’ve found one you want all you need to do is select the “add widget” button and the widget will automatically appear on your page here.page, ready for you to use. Netvibes also offers what they consider essential widgets like mail, notepad, etc.
To view our learning space please click on the link below.
Learning Space

Introduction
The
The game I Lives, 2010)
Your
Your character is rich city.
Real
Real Lives asks and loans.
As
As you play western-style clothing.
Rationale
The
Rationale
The decision to its inhabitants.
I
I feel that your character.
The
The most obvious living in.
Assessing this game could be done in a number of ways. The most simple of these could be to just allow your students to play the game in their free time. Another method could be to have your students keep a journal while playing the game. They could keep track of information they have learned by playing the game, or even reflect on decision they wish they would have or wouldn’t have made if they could go back.
Game Critique Template
Overview
Description
Real Lives 2010
Concept
rich city.
Real Lives allows you to make all important decisions for your character. This includes managing monthly expenses, investments and loans, choosing a job, or to work overtime, going to school, including higher education, choosing to date or get married and to have children, and what you like to do in your free time. As you play the game, information specific to your character will appear, for example, my character is Indian, an item of information that appeared was “Traditional clothing for most Indians consists of a simple draped cloth, a sari for women and a dhoti for men, along with a shirt or blouse, though most Indian men now wear western-style clothing.”
Learning Objectives
(explicit or implicit)
socioeconomic situations.
Assessment
(explicit or implicit)

Introduction
The game I chose is Real Lives 2010. Real Lives is a unique, interactive life simulation game that enables you to live one of billions of lives in any country in the world. Through statistically accurate events, Real Lives brings to life different cultures, human geography, political systems, economic opportunities, personal decisions, health issues, family issues, schooling, jobs, religions, geography, war, peace, and more! (Real Lives, 2010)
Your character is born based on real world statistics, meaning you have a very good chance of being born in China and India, and a high chance of being born poor. You might also be born into a rich family in a rich city.
Real Lives asks you to make all important decisions for your character. You’ll need to manage every aspect of your character’s life including schooling, work, whether you wish to work overtime or not, dating, marriage, whether to have children or not, monthly expenses, and handle their investments and loans.
As you play the game, information specific to your character will appear, for example, one of my character’s was Indian, an item of information that appeared was “Traditional clothing for most Indians consists of a simple draped cloth, a sari for women and a dhoti for men, along with a shirt or blouse, though most Indian men now wear western-style clothing.
Rationale
The decision to play and critique this game was easy. Out of the entire array of role playing games out there, this one is truly educational! Real Lives allows a statistically accurate view of different cultures, geography, human geography, political systems, economic opportunities and disadvantages, personal decisions, health and family issues, schooling, jobs, religions, war, peace, etc. It is perfect for upper elementary or middle school students who are starting to study the world and its inhabitants.
I feel that students would really enjoy playing this game. Any game where the students get to make the decisions for their characters is usually a big hit. Though the game can be lengthy, (you are living a lifetime for your character), there is always that chance that your character will live a short life. This alone makes playing the game continually exciting; you just never know what could happen to your character.
The most obvious curricular connection for this game is that of a social studies nature. Whether you are teaching world history, geography, government, or simply just introducing your students to the world and the people who live in it, this game is perfect. It is the ideal way to give your students a first-hand experience with a lifestyle unlike their own. This experience will not only enhance their knowledge of different cultures but make students aware of major issues going on the world including poverty, disease and war. This in-turn will develop the student’s empathy for those living in different situations than the ones they are living in.
Assessing this game could be done in a number of ways. The most simple of these could be to just allow your students to play the game in their free time. Another method could be to have your students keep a journal while playing the game. They could keep track of information they have learned by playing the game, or even reflect on decision they wish they would have or wouldn’t have made if they could go back.
Game Critique Template
Overview
Description
Title
Real Lives 2010
Concept
Real Lives is a role playing game. Your character is born based on real world statistics, meaning you have a very good chance of being born in China and India, and a high chance of being born poor. You might also be born into a rich family in a rich city.
Real Lives allows you to make all important decisions for your character. This includes managing monthly expenses, investments and loans, choosing a job, or to work overtime, going to school, including higher education, choosing to date or get married and to have children, and what you like to do in your free time. As you play the game, information specific to your character will appear, for example, my character is Indian, an item of information that appeared was “Traditional clothing for most Indians consists of a simple draped cloth, a sari for women and a dhoti for men, along with a shirt or blouse, though most Indian men now wear western-style clothing.”
Learning Objectives
(explicit or implicit)
To demonstrate the ability to make responsible decisions and empathize with other countries socioeconomic situations.
Assessment
(explicit or implicit)
Game emphasizes a combination of higher-level thinking skills and lower-level thinking skills. Students assessed on success of decisions made and impact those decisions had on their characters life.
Content
(explicit or implicit)
Unique, content rich and empathy-building real world, real life simulation that challenges your life skills as you make difficult, high-stakes choices that lead to your success, or failure.
Values & Skills (explicit or implicit)
Decision making, money management, world studies.
Game Method/Style
Role-playing game (player assumes role of a person).
Audience
Children, teens, adults, teacher student, both male and female.
Platform
Publisher
Educational Simulations
Developer
Educational Simulations
Release Date
2010
Design Aspects
High
Average
Low
Graphics & Sound
x
Playability
x
Entertainment
x
Replay Value
x

Learning Model
For the purpose of reading comprehension a learning model was chosen that best suits common strategies used for reading comprehension. The learning model chosen was the Schema theory of learning. The idea of this model is that all of the knowledge is contained within an elaborate network of cognitive structures that create one understanding of the world. The guiding principles of the schema theory are: one must be taught general knowledge and generic concepts, teachers must help students build this general knowledge, also known as schemata, and make connections between different ideas, teachers need to help build students preexisting knowledge or remind them of what their preexisting knowledge is, ones schema grows as new learning takes place, once one has a preexisting idea of a concept, tension occurs when new learning contradicts what has already been learned, it is the teachers role to understand and be sympathetic to this tension, along with this idea is the realization that deep-seated schemata are incredibly hard if not impossible to change, most would prefer to live with inconsistencies rather than change their values or beliefs.
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Framework for Analyzing & Evaluating Media
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