On the other hand, we have to exercise our own discretion and judgement, to assess the reliability and validity of resources. It's just like, we often 'preach' to students that not all information available online are reliable because anyone can just post any information and share it with others. I think the basic rule is to remember, whatever presented up there are presented from the writer's perspective and could be a result of one's experiences:
- There could be those with ill-intent to weave up inaccurate information to mislead others
- There are also ignorant ones who unknowing put up incorrect (or partially incorrect) information.
- There are also those who are trying their best and unknown to them, due to their lack the knowledge of a complete picture and therefore mislead readers.
- etc, etc....
In fact, this morning came across the following:
Learning Never Stops: Graphing Stories - Using videos to apply math concepts
which leads to this website filled with videos put up by an educator in the school:
It's a commendable effort.
It's a good collection of video clips that we can use for lessons, especially linking the usefulness of graphing to chart data (hence allowing observations). It even comes with the a 'graph' (embedded in the video clip) that guides students in the graphing. A useful resource.
On the other hand, as I mentioned, resources have to be examined closely... and sometimes there are 'blind spots' (when the intent of doing is not articulated, I supposed).
For instance, the first clip on "Time". What can we plot? See what's embedded in the clip.
Here's a snapshoot... My first reaction is... something is not right about the axes... Or any other thoughts to enlighten my ignorance?
Of course, we don't write-off resources straightaway when there are info that we don't agree on. Resources are 'dead' but it's really up to the user who can tweak it so that it can serve some useful purpose, too....
Look at the clip on "Weight of Stack", there is certainly something that we can bring back to classroom... It's not just about seeing a linear graph by plotting number of cups against the weight... which definitely (should by right) show a linear relationship. If we were to track the weight of the cup using 'continuous' line graph (instead of discrete data). In fact, it lands itself nicely with the topic of force - air resistance, too! Guess what's in my mind :)