Category Archives: virtual

The Twitter Teacher or Teaching Twitter

On November 23, a #tfwf14 classmate of mine, @hamilt35, posted an article on twitter. “Classroom innovators: the Twitter teacher,” by “The Irish Times.” As I have discussed the importance of “Zite” in my prior blog post “Educational Innovations,” here is another example of it’s asset to education. This article was posted on an Irish news website, on November 22, 2014, and without “Zite,” would have never made it to my computer screen. Zite is not the only application providing a positive academic resource, Twitter is also implemented into classrooms all around the world.
Teachers are learning how to shape their curriculum around new technologies that their students are using. This process helps teachers engage their student’s conscious effort, attention, and participation. Any college student in Rowan Universities’ Introduction to Writing Arts course, #tfwf14 #tfebt, could explain how Twitter can be used as an academic asset and an educational resource. Now, there is evidence world wide of Twitter’s positive influence on a classroom, as well as, the student’s success.
The article “Classroom innovators: the Twitter teacher,” explains the process of how Twitter can be utilized in an academic setting. “For a typical class, groups of students are asked to research a topic online and then to start tweeting facts in chronological order. He monitors quality, deleting misspelt or out-of-sequence tweets. He then uses Storify to grade and document the tweets. The groups have a sense of researching like historians, he says.” His lessons are structured around the established use of Twitter in the classroom. This creates a positive way for students to use their cellphones in class, therefore, combining the educational information of the History class with the common interests of the students. Essentially providing an efficient way for teachers to obtain their student’s effort and dedication.
Porter and DeVoss express the influence of new technology on writing. “New economies of writing are emerging that promise to carry writing practices in directions that are not yet clear but which will have significant impact on basic literacy.” (Porter, DeVoss, page 195). Twitter influences student’s writing in the classroom. Instead of writing their notes on paper, the chalk board, or typing them on a computer, Twitter has provided an user friendly interface. The respond rate is almost instantaneous, allowing students to observe their classmates ideas. Twitter remediates word documents, pen and paper, and even the chalk board, because the teacher and students can read and respond to the individual comment, or post. Bolter defines remediation as “homage and rivalry, for the new medium, but also makes an implicit or explicit claim to improve the older one.” (page 23). Twitter and Zite are two new educational applications, that offer an academic resource for students of ages. Implementing student’s interests into a lesson plan can derive enveloped participation and academic success.

Disney Creatively Inspires Learning

On December 4, 2014, Brooks Barnes of The New York Times, posted an article titled “Disney to Introduce New Apps Focused on Learning.” To a college student studying new technologies influence on writing, learning, and education, this title jumped off the page, and captivated my attention. However, due to my current use of new literary technologies, this metaphor is relatively obsolete. Now I have to say, jumped off the “screen,” because the article by Barnes was not posted in The New York Times newspaper. It was posted on The New York Times website, with no subscription or purchase necessary. If this is not supporting evidence of technologies influence on writing, than what is?

The New York Times website is an evident example of technological remediation. Defined by Bolter, “Remediation involves both homage and rivalry, for the new medium, but also makes an implicit or explicit claim to improve the older one.” (page 23). Do The New York Times’ online articles improve their newspaper? If I were to answer this question I would say absolutely. The networking capabilities of the Internet created an efficient and accessible news station. Ask my grandfather the same question and he won’t dignify a response. Though there are assets and complications to both sides of the news publishing processes, the importance lies with The New York Times “implicit or explicit claim to improve the older one.” (Bolter, page 23).

As well as The New York Times, Disney has had an essential influence on the public for multiple generations. Disney’s’ intentions to implement positive learning applications are similar to the progressional effort of The New York Times, and the creation of their website. They should not be viewed negatively, and according to Barnes, “Disney Publishing Worldwide unveiled a technology-driven learning initiative called Disney Imagicademy. Aimed at families with children aged 3 to 8.” The use of technology has substantially increased in children, and Disney is taking a positive advantage by providing a “learning” resource. “The media conglomerate is being careful to describe the initiative as learning and not educational,” due to “harshly criticized marketing claims tied to its Baby Einstein line.” (Barnes). Porter and DeVoss offer some support for Disney’s effort. “New economies of writing are emerging that promise to carry writing practices in directions that are not yet clear but which will have significant impact on basic literacy.” (page 195).

Disney’s application’s “significant impact on basic literacy” is yet to be defined. Though there intentions are clearly positive and progressional. Barnes explains, “Disney developed Imagicademy in conjunction with advisers like Douglas H. Clements, an expert on early childhood mathematics from the State University of New York at Buffalo.” “Imagicademy will include more than 30 app-based “experiences” centered on various subjects – math, science, language arts, emotional and social skills.” (Barnes).There are a vast variety of applications available to children, and Disney is trying to provide an app. that derives a learning process from it’s users. An unsurmountable amount of applications need parents to consciously consider the hindering interference they have on their child’s education and ability to learn. Bolter explains that the effort of improvement is the important property (page 23). “This is a substantial commitment,” Bob Chapek, president of Disney Consumer Products, said in an interview.” (Barnes). Disney’s conscious effort and commitment is clear. Imagicademy, was developed based on “learning,” and should be the last application ridiculed, as well as, accused of deceit.

Unachievable Achievements: The Problem with Living a Virtual Life

It is now possible to become a virtual ghost; an Internet user can write any comment without taking any responsibility.


Invisibility and anonymity are becoming extremely sought after by users for various reasons. While some people are paranoid about being on the Internet, others are hiding behind anonymity in order to experiment with unfamiliar feelings.

In an article called “How to Anonymize Everything You Do Online” by Andy Greenburg, which I found through a tweet by Alexis Lane,  Greenburg writes about a new software that will essentially disconnect people from users. A seemingly normal person can go online and reinvente themselves without a trace. Anonymity on the Internet causes a fake sense of power; in a way, there is too much space for negative creativity  While being creative is normally applauded, in this situation, it is truly dangerous. People are creating new lives for themselves, and exploring themes that have been repressed due to fear of judgement.People are taking shots of Internet courage in order to let go of all inhibitions; users are becoming drunk off anonymity.

While anonymity is becoming more popular on the Internet, it has existed in video games for decades. Video game players have the controller, but in reality, they are the ones being controlled. Video games are designed for addiction, to frustrate the player just enough to motivate them. It is also designed to inflate egos and make the player feel as though they are invincible. Just like Internet users creating a new life for themselves, video game players are fictitiously decorating their lives.

In a Ted Talk called “Are Games Better Than Life“, David Perry talks about his addiction to video games. He comments that “alternate existence is [his] virtual reality” and that video games have ruined his “understanding of what is real and what is not”. Video games mean so much more to Perry, and many other video game players, because it creates room for achievement. When a player continuously unlocks levels or earns achievement points, they start to think that they can achieve in real life as well. Except, are players actually achieving achievement points? All the effort, skill, and encouragement are being used virtually, and should only count virtually.

The Internet and video games could be used for pleasure, but it is starting to become a truly dangerous place. The lines of reality are seriously becoming blurred; it does not help that program designers are lacing them with more anonymity and more action. Users are becoming addicted to something that does not exist. So, next time you play a game and your 6′ 5″ muscle God of a character unlocks a new achievement, know that the achievement turns off the second your console does.