Blog Post #2

#1

As student privacy becoming a top issue in education, Audrey Watters stresses the importance of giving students their own domain in her article “The Web We Need to Give Students”.

In the beginning of the article, Watters puts two contrasting opinions regarding students’ online data – whether to restrict it or use it for research. Then she points out that they all failed to take account of students’ own opinions by saying “Students have little agency when it comes to education technology — much like they have little agency in education itself.” (Watters, 2015)

By presenting The Domain of One’s Own initiative at the University of Mary Washington, Watters argues that students should have a blog as a place to write and have full control over it.

Watters further developed her argument by using examples of how 3 students utilized their domains. Then, she concludes that domains enable students to create their digital portfolios.

Overall, with examples and citations, Watters efficiently builds her claim about the necessity for students to have their own domains.

 

Watters, A. (2015, July 15). The Web We Need to Give Students. Retrieved September 06, 2017, from https://via.hypothes.is/https://brightreads.com/the-web-we-need-to-give-students-311d97713713

#2

Andrew Rikard, the author of the article “Do I Own My Domain If You Grade It?”, build his argument on the basis of what Watters asserts in “The Web We Need to Give Students”. He suggests that having control over a domain is not enough, but letting students decide the content can be the fundamental shift in pedology.

Rikard starts off his article with a personal story about the domain he got at Davison College. He regards it as a live presentation of his digital identity. And he expresses his approval of Watters’s idea about giving students their own domains.

However, Rikard asked 3 sharp questions and concludes that maybe having domains is just doing traditional assignments via contemporary technology. He makes the readers think about what can bring real changes in teaching methods. After presenting how two students utilize their domains, he gives the readers his answer – giving students the control over the content.

By using a personal anecdote, rhetorical questions, and examples, Andrew Rikard successfully argues that students should have the freedom of choosing the content of their domains and how they want to present it.

 

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