Since I have already integrated many web-based technologies into my classroom, I think I had a fairly strong knowledge of how to use and manipulate the tools for my desired outcomes. However, I believe that the process by which I apply and implement the tools has improved greatly, which will hopefully allow me to evaluate the overall change enacted by the tool in a more systematic way as well. One of the main goals I had for the certificate courses was to develop a more systematic approach for seeking out new technology tools, meeting curriculum standards, and improving and extending the learning experience in authentic ways. I also really hoped to gain a better understanding of how to use research to drive technology integration, as well as my own ability to assess how learning was actually improved by using the technology tool. I have made substantial progress towards these goals.
One of the most important things I learned during this course was how to focus my own approach towards technology in order to work towards real change. While I was always a strong believer in using technology to re-create the learning experience (not merely for its own sake), I believe that I have developed a much more straight forward method for applying new technology tools in my classroom. Part of this method is identifying and evaluating the issue first, using research to guide my choice of tool and implementation process, determining how I will assess the change in learning via the tool, and reflecting on future improvements and adjustments. Another key element of effective teaching that I reconsidered during this course is to apply what I already know about effective teaching strategies to technology integration. For example, students learn better when they are engaged in the material, which often times in language arts means having the power to choose reading material of interest. This is often limited when working with traditional textbooks, and I can see how teachers could easily incorporate the same limitations into a technology based lesson where students respond to the same electronic article. However, I believe I have really learned to focus on overcoming traditional limitations. If technology tools allow for more effective teaching strategies to be incorporated into the classroom, it is important for me to be aware of creative opportunities to adjust my own curriculum.
My current goals are focused on actually implementing many of the projects I have created over the course of these classes, as well as additional project ideas I have brainstormed. One of the greatest limitations of taking these courses over the summer was the inability to actually implement the work into my classroom. This required me to make guesses and predictions instead of actually analyzing authentic results. Unfortunately, assessing and analyzing the outcomes of using the tools was one of my main goals, so it will be important that I continue to focus on this goal in the coming months when I am actually able to see the technology projects in action. I hope to carefully evaluate and reflect on each of the new technology components I have created (from StAIR’s to WebQuests) in order to better guide future instruction and my own effectiveness as an educator. While I have many more ambitious goals to follow up with (as outlined in my technology plan), of more immediate concern is to stay focused on assessing real change, no matter how busy or frustrating the upcoming year may prove to be.
Showing posts with label 811. Show all posts
Showing posts with label 811. Show all posts
Friday, August 20, 2010
Wednesday, August 11, 2010
Online Teaching Experiences
I was very excited when I read through the list of suggested tools to create online experiences. I realized that students leaving my 7th grade language arts class will already have accumulated the required 20 hours of online learning based on the projects and tools they will be using in my class alone. Some of the tools and projects I have already had success using in my classroom and will continue to implement this year, while others are new projects I have been creating over the course of the summer. One example is the use of WebQuests. My students will be using a WebQuest about the research process to help develop their skills at researching and organizing a thesis based paper. Some of the strategies used in this project include scaffolding, opportunities for feedback, and the use and evaluation of rubrics. Another technology tool I will be using is the RSS feed in collaboration with online researching skills. Students will be creating and following their feed reader over the course of the school year, practicing informational reading skills for assignments based on the articles they find. Then, the final 12 weeks of the school year are dedicated to the research process, including the WebQuest and an extended research project that will require students to use both their RSS feed and a social bookmarking account. One last tool to discuss is podcasting, which though it is not labeled as collaborative, will be used collaboratively for a book talk project. Students will partner up to write, record, and mix a podcast “book talk” promoting an independent reading book of their choice. This project integrates content from general genre study and the drama unit (script writing). The heart of this project relies on cooperative learning, and many students naturally take the role of “expert” in the lab, supporting other classmates in troubleshooting and brainstorming.
While I would be very comfortable leading an online course as opposed to simply an online learning experience, I think this type of learning is most appropriate for high school juniors and seniors who have the initiative and dedication to manage their learning independently. I also think that online simulations and conversations with experts might be harder to incorporate into the language arts classroom. One reason is the difficulty of integrating content standards, though I do think somehow communicating with a published author would be a very engaging and encouraging experience for students. But this leads to another difficulty: the challenge of setting up this type of experience. I think it could be done, but outside funds and cooperative planning might be required.
While I would be very comfortable leading an online course as opposed to simply an online learning experience, I think this type of learning is most appropriate for high school juniors and seniors who have the initiative and dedication to manage their learning independently. I also think that online simulations and conversations with experts might be harder to incorporate into the language arts classroom. One reason is the difficulty of integrating content standards, though I do think somehow communicating with a published author would be a very engaging and encouraging experience for students. But this leads to another difficulty: the challenge of setting up this type of experience. I think it could be done, but outside funds and cooperative planning might be required.
Sunday, August 1, 2010
Analysis of Google Presenter
Overview:
For this project, I explored the Google Presenter application. In the fall, I will be teaching a few professional development classes on setting up a SchoolWires page for our district website. So, I thought I would explore this tool as if I were creating a presentation for these classes.
Advantages of Using the Application:
Google Presenter is set up very similar to Microsoft Powerpoint, where you can choose from new slides with different layouts, add text, and import media onto the slides. This application also allowed me to import slides from Powerpoint presentations saved on my computer. This could allow me to either import a few slides as need be, or even to create all of my slides in Powerpoint, taking advantage of more advanced features like slide design, and then import my slides into a collaborative project on Google Presenter.
Downsides to Using Google Presenter:
To begin with, this application is very basic. Sometimes people overdo it with the transitions, animations, colored designs, etc. that Powerpoint offers. However, it is nice to have that option and to use those tools effectively, whereas Google Presenter is not sophisticated enough for you to do so. Another downside has to do with the screen view itself. This is going to sound crazy, but using this application made me nauseous! For whatever reason, every time you pause when typing, the text box somehow slightly re-adjusts. It’s a slight movement to the text, not very noticeable, but when you keep watching it over and over, it can definitely produce a headache.
While you can import media into the presentation, the video feature only allowed me to insert Google videos, and it wouldn’t even let me search. It used the title of my presentation as the search words, which was “Customizing your SchoolWires Webpage.” Unfortunately, the only videos that came up were for customizing your car. Overall, this application serves its purpose and could work great for collaborative projects. However, it has far less potential for creating polished, interesting presentations as opposed to Powerpoint.
Student Knowledge/Skills Required:
In order to use this application in the classroom, students need to have practice creating basic presentations. Anyone who has used Powerpoint (which most students have learned by 5th grade) is more than capable of easily and quickly learning this tool. Another skill that would be helpful is teaching students how to import materials from their current documents into a new presentation. This is a skill students struggle a bit more with, and importing slides from Powerpoint into Google Presenter could be a great opportunity to teach them how to browse and locate their files. The only other knowledge required is really general Web application background: digital citizenship, collaborative working skills, and responsible behavior.
Sharing Products:
When you are finished with your presentation, you can watch it in slideshow mode and present to an audience. There is also an option to share your finished presentation from your Google account.
Teaching Subject Matter:
I think you could use this application in any classroom for any content material that you want students to present. Creating the presentation allows students to practice group-working skills, develop knowledge and use of a new Web 2.0 tool, share their work electronically, demonstrate understanding of content material, and creatively organize and present this material. I think this application also could work well as a scaffolding tool. Instead of collaboration between students, there could also be collaboration between the students and the teacher. The teach could begin a presentation, share it with the class, and then they could finish the presentation. The collaboration could be organized to help students become comfortable with using the new tool (so the information already in the presentation could guide students through the steps of using the tool). Or, the collaboration could exist where the teacher has shared ideas within the presentation and the students have to revise, respond to, or extend upon the argument she has already started.
Collaboration with Google Presenter:
This tool works very well for collaboration, but the teacher will definitely want to model and teach students how they should collaborate. General group-work skills in general, from compromising, delegating, and sharing ideas should be modeled and taught. Other issues to take into consideration include whether students can be modifying the presentation at the same time from different locations, the need to set and follow deadlines when communication is taking place over the internet (as opposed to face to face), and the ability to incorporate everyone’s individual ideas and pieces into one unified presentation at the end.
Organization and Managerial Issues:
Students will need Google Accounts to use this application, however, they can continue to re-use their login information for the rest of the Google applications. It is always a good idea for the teacher to create a list of this information because students will forget. The teacher should also be sure to discuss the acceptable use policy and issues of digital citizenship before beginning work with this tool. In addition, the teacher will probably want to walk students through getting started with the tool as a class. Additional alternatives could be creating a StAIR that allows students to practice using the application, or creating tutorials (screencasts) that students can watch and follow along with. A final idea that I have found success with is teaching a few students with high technology competency how to use the new tool ahead of time, and then asking these students to float and help other students as we all learn it together. This allows the myriad of problems and questions to be answered much more quickly, as implementation is always a slow process. Once students get started, the teacher really takes on the role of “guide on the side,” with the advantage that at the end of the day, she can always chart the progress of group work and see which groups need more support the following day.
For this project, I explored the Google Presenter application. In the fall, I will be teaching a few professional development classes on setting up a SchoolWires page for our district website. So, I thought I would explore this tool as if I were creating a presentation for these classes.
Advantages of Using the Application:
Google Presenter is set up very similar to Microsoft Powerpoint, where you can choose from new slides with different layouts, add text, and import media onto the slides. This application also allowed me to import slides from Powerpoint presentations saved on my computer. This could allow me to either import a few slides as need be, or even to create all of my slides in Powerpoint, taking advantage of more advanced features like slide design, and then import my slides into a collaborative project on Google Presenter.
Downsides to Using Google Presenter:
To begin with, this application is very basic. Sometimes people overdo it with the transitions, animations, colored designs, etc. that Powerpoint offers. However, it is nice to have that option and to use those tools effectively, whereas Google Presenter is not sophisticated enough for you to do so. Another downside has to do with the screen view itself. This is going to sound crazy, but using this application made me nauseous! For whatever reason, every time you pause when typing, the text box somehow slightly re-adjusts. It’s a slight movement to the text, not very noticeable, but when you keep watching it over and over, it can definitely produce a headache.
While you can import media into the presentation, the video feature only allowed me to insert Google videos, and it wouldn’t even let me search. It used the title of my presentation as the search words, which was “Customizing your SchoolWires Webpage.” Unfortunately, the only videos that came up were for customizing your car. Overall, this application serves its purpose and could work great for collaborative projects. However, it has far less potential for creating polished, interesting presentations as opposed to Powerpoint.
Student Knowledge/Skills Required:
In order to use this application in the classroom, students need to have practice creating basic presentations. Anyone who has used Powerpoint (which most students have learned by 5th grade) is more than capable of easily and quickly learning this tool. Another skill that would be helpful is teaching students how to import materials from their current documents into a new presentation. This is a skill students struggle a bit more with, and importing slides from Powerpoint into Google Presenter could be a great opportunity to teach them how to browse and locate their files. The only other knowledge required is really general Web application background: digital citizenship, collaborative working skills, and responsible behavior.
Sharing Products:
When you are finished with your presentation, you can watch it in slideshow mode and present to an audience. There is also an option to share your finished presentation from your Google account.
Teaching Subject Matter:
I think you could use this application in any classroom for any content material that you want students to present. Creating the presentation allows students to practice group-working skills, develop knowledge and use of a new Web 2.0 tool, share their work electronically, demonstrate understanding of content material, and creatively organize and present this material. I think this application also could work well as a scaffolding tool. Instead of collaboration between students, there could also be collaboration between the students and the teacher. The teach could begin a presentation, share it with the class, and then they could finish the presentation. The collaboration could be organized to help students become comfortable with using the new tool (so the information already in the presentation could guide students through the steps of using the tool). Or, the collaboration could exist where the teacher has shared ideas within the presentation and the students have to revise, respond to, or extend upon the argument she has already started.
Collaboration with Google Presenter:
This tool works very well for collaboration, but the teacher will definitely want to model and teach students how they should collaborate. General group-work skills in general, from compromising, delegating, and sharing ideas should be modeled and taught. Other issues to take into consideration include whether students can be modifying the presentation at the same time from different locations, the need to set and follow deadlines when communication is taking place over the internet (as opposed to face to face), and the ability to incorporate everyone’s individual ideas and pieces into one unified presentation at the end.
Organization and Managerial Issues:
Students will need Google Accounts to use this application, however, they can continue to re-use their login information for the rest of the Google applications. It is always a good idea for the teacher to create a list of this information because students will forget. The teacher should also be sure to discuss the acceptable use policy and issues of digital citizenship before beginning work with this tool. In addition, the teacher will probably want to walk students through getting started with the tool as a class. Additional alternatives could be creating a StAIR that allows students to practice using the application, or creating tutorials (screencasts) that students can watch and follow along with. A final idea that I have found success with is teaching a few students with high technology competency how to use the new tool ahead of time, and then asking these students to float and help other students as we all learn it together. This allows the myriad of problems and questions to be answered much more quickly, as implementation is always a slow process. Once students get started, the teacher really takes on the role of “guide on the side,” with the advantage that at the end of the day, she can always chart the progress of group work and see which groups need more support the following day.
Friday, July 23, 2010
4.6 Instructional Strategies Reflection
Instructional Strategies for Blogging
Blogs increase relevancy and meaning making through social construction, giving student voice an authentic audience with which to engage. Blogs work well for cooperative learning groups, both to communicate with peers in your group and to see what other groups are doing/discussing. This works well for the teacher to review and chart the progress of groups as well, based on what students are discussing in their blogs and how they are interacting. Blogs are also a good tool for providing scaffolding for students. For example, I have previously used blogs as a way for students to practice using new writing forms, developing authentic voice, and expressing knowledge about the content. One assignment was to quote a peer’s blog and integrate it into a complete sentence while also fully integrating it into the context of their own writing. Eventually, this skill would build in complexity for the research paper students would be writing. So blogs work nicely to build and support the pieces of small steps that can later grow in complexity and professionalism.
Less Applicable Instructional Strategies for Blogs
While most instructional strategies could be enhanced in some way by using blogs, the only context I can think of that would not work well is a teacher-centered classroom (sage on the stage). One of the greatest advantages of using blogs is the social construction of knowledge, which directly opposes the purpose of this teaching style that relies on the transmission of knowledge from teacher to student. I suppose that this approach to instruction might find blogging to be unnecessary or even undermining the authority with which information is delivered (not created).
Blogs in My Classroom
I have had great experience using blogs in my classroom in the past. My students have used them to discuss literature, share poetry, and practice writing forms. This year I hope to use blogs in three specific ways. First, I am hoping to keep my own blog on our classroom page, updating it on a weekly basis with updates and information of interest to my parents. Secondly, I am going to use the blog site for students to post and comment on peer poetry again, because this has always been very fun for students, while also improving the quality of their poetry. I will slightly alter the comment feature, to insure that more comments on focused on using terminology and discussing more detailed features of the poems, as opposed to some of the more random “great job” comments. Finally, I am considering using blogs as part of my TechQuest project for 812. This project uses an RSS feed and social bookmarking site to develop student informational literacy skills. I am debating between using the commenting feature on Diigo or a blog site for students to post their assignments, which will be short activities focused on informational reading skills.
The Case for Adaptation
I think because I have already manipulated many applications to achieve new goals, I have a very easy time being creative about use. I didn’t include the listed example of understanding math facts as a situation that wouldn’t be benefited by using blogs, because I thought blogs would actually work very well for that. For example, blogs could be used to demonstrate student thinking, as they could explain not only the steps but the reasoning behind the steps required to solve a problem. Or, students could create their own word problems/situations to post on blog entries and then be required to respond to peer problems. Or, students could use a blog for a group review activity (even though a wiki would probably work better), to cover different sections of material to share with group members.
Blogs increase relevancy and meaning making through social construction, giving student voice an authentic audience with which to engage. Blogs work well for cooperative learning groups, both to communicate with peers in your group and to see what other groups are doing/discussing. This works well for the teacher to review and chart the progress of groups as well, based on what students are discussing in their blogs and how they are interacting. Blogs are also a good tool for providing scaffolding for students. For example, I have previously used blogs as a way for students to practice using new writing forms, developing authentic voice, and expressing knowledge about the content. One assignment was to quote a peer’s blog and integrate it into a complete sentence while also fully integrating it into the context of their own writing. Eventually, this skill would build in complexity for the research paper students would be writing. So blogs work nicely to build and support the pieces of small steps that can later grow in complexity and professionalism.
Less Applicable Instructional Strategies for Blogs
While most instructional strategies could be enhanced in some way by using blogs, the only context I can think of that would not work well is a teacher-centered classroom (sage on the stage). One of the greatest advantages of using blogs is the social construction of knowledge, which directly opposes the purpose of this teaching style that relies on the transmission of knowledge from teacher to student. I suppose that this approach to instruction might find blogging to be unnecessary or even undermining the authority with which information is delivered (not created).
Blogs in My Classroom
I have had great experience using blogs in my classroom in the past. My students have used them to discuss literature, share poetry, and practice writing forms. This year I hope to use blogs in three specific ways. First, I am hoping to keep my own blog on our classroom page, updating it on a weekly basis with updates and information of interest to my parents. Secondly, I am going to use the blog site for students to post and comment on peer poetry again, because this has always been very fun for students, while also improving the quality of their poetry. I will slightly alter the comment feature, to insure that more comments on focused on using terminology and discussing more detailed features of the poems, as opposed to some of the more random “great job” comments. Finally, I am considering using blogs as part of my TechQuest project for 812. This project uses an RSS feed and social bookmarking site to develop student informational literacy skills. I am debating between using the commenting feature on Diigo or a blog site for students to post their assignments, which will be short activities focused on informational reading skills.
The Case for Adaptation
I think because I have already manipulated many applications to achieve new goals, I have a very easy time being creative about use. I didn’t include the listed example of understanding math facts as a situation that wouldn’t be benefited by using blogs, because I thought blogs would actually work very well for that. For example, blogs could be used to demonstrate student thinking, as they could explain not only the steps but the reasoning behind the steps required to solve a problem. Or, students could create their own word problems/situations to post on blog entries and then be required to respond to peer problems. Or, students could use a blog for a group review activity (even though a wiki would probably work better), to cover different sections of material to share with group members.
Monday, July 19, 2010
Wiki Lab
For my wiki addition, I added a line of updated information concerning our new status as a Schools of Choice district.
I have used Wikispaces in the past to create a presentation for the Bright Ideas Conference and in my classroom (as a book review site and a collaborative project to create a companion site to the Inferno). Currently, I am working on a wiki with group members from 812 and also am working on a page for my WebQuest (which students will be adding to this coming school year).
Here is the link to my webquest page and our classroom Inferno page.
I have used Wikispaces in the past to create a presentation for the Bright Ideas Conference and in my classroom (as a book review site and a collaborative project to create a companion site to the Inferno). Currently, I am working on a wiki with group members from 812 and also am working on a page for my WebQuest (which students will be adding to this coming school year).
Here is the link to my webquest page and our classroom Inferno page.
Tuesday, July 6, 2010
2.6 Reflection: WebQuests
When creating computer based instructional objectives you have to plan carefully and thoroughly. One thing to think about is choosing objectives that students can accomplish on their own or in groups. It is important to provide scaffolding throughout the learning process, so students feel supported rather than overwhelmed. The focus needs to be on the content, not on trying to use the new technology.
Also, while you could focus on lower-level thinking objectives, there is huge potential for higher-level thinking and engagement with material that students will find interest and relevancy in. With specific directions (expectations/rubrics) and careful guidance, student learning can be fostered in a student-centered, interactive way through computer based instruction. As students progress through the activities and work towards completion of the objective, it is also beneficial to provide feedback. This is a benefit of using computer based instruction, as you can more easily provide immediate response on an individual basis.
One final note is also to be sure to closely evaluate any sources/sites you are using for the activities. Websites should be chosen that match the particular audience, from reading level to display of content, so students can easily navigate and find the necessary information. Taking these points into consideration should help guide the process of creating/choosing a WebQuest or StAIR project appropriate for any classroom.
Some of My Favs
I found many interesting and useful webquests to use in my 7th grade language arts classroom, but there were a few that particularly stood out because they apply to areas of my instruction that I need to do a better job of teaching and supporting.
Greek Mythology
One topic is the genre study of mythology, which we cover right before the end of the year. I found a great webquest to uncover the stories of the Greek Gods and Goddesses. I particularly liked this quest because after researching the different myths, students could choose from a variety of response projects, all involving research information but requiring students to create something new using this information. Most importantly, the projects were focused on creative writing, which is the style I want to focus on for this genre unit.
Propaganda and Persuasive Writing
Another topic I found a great webquest for was Propaganda Techniques. I liked this webquest because it was interactive for many different learning styles. Activities included reading about the techniques, watching commercials and evaluating them for these usages, and then creating a script and a commercial to promote a product. Then after watching each other’s commercials, students will try to identify which technique their peers used. I think this is great for a variety of learners and will help to make this unit very fun!
Responding to Genocide
My favorite webquest, however, was one on Genocide. We spend a 9 week period covering the Holocaust, and I loved the idea of using this quest as a follow up to the unit by expanding the idea of genocide beyond just the Holocaust. Most importantly, after researching different genocides, the final project asks students to write a persuasive letter to the Secretary of State, requiring them to follow letter format, elements of persuasive writing, including research, and also considering and applying the challenging questions of whose responsibility is it to stop genocide. I thought this quest made the topic very relevant and real to students, while also allowing them a form of action by writing the letter. It wraps up this important unit very well, while targeting high level skills students are working on throughout the course of the year. Love it!
Also, while you could focus on lower-level thinking objectives, there is huge potential for higher-level thinking and engagement with material that students will find interest and relevancy in. With specific directions (expectations/rubrics) and careful guidance, student learning can be fostered in a student-centered, interactive way through computer based instruction. As students progress through the activities and work towards completion of the objective, it is also beneficial to provide feedback. This is a benefit of using computer based instruction, as you can more easily provide immediate response on an individual basis.
One final note is also to be sure to closely evaluate any sources/sites you are using for the activities. Websites should be chosen that match the particular audience, from reading level to display of content, so students can easily navigate and find the necessary information. Taking these points into consideration should help guide the process of creating/choosing a WebQuest or StAIR project appropriate for any classroom.
Some of My Favs
I found many interesting and useful webquests to use in my 7th grade language arts classroom, but there were a few that particularly stood out because they apply to areas of my instruction that I need to do a better job of teaching and supporting.
Greek Mythology
One topic is the genre study of mythology, which we cover right before the end of the year. I found a great webquest to uncover the stories of the Greek Gods and Goddesses. I particularly liked this quest because after researching the different myths, students could choose from a variety of response projects, all involving research information but requiring students to create something new using this information. Most importantly, the projects were focused on creative writing, which is the style I want to focus on for this genre unit.
Propaganda and Persuasive Writing
Another topic I found a great webquest for was Propaganda Techniques. I liked this webquest because it was interactive for many different learning styles. Activities included reading about the techniques, watching commercials and evaluating them for these usages, and then creating a script and a commercial to promote a product. Then after watching each other’s commercials, students will try to identify which technique their peers used. I think this is great for a variety of learners and will help to make this unit very fun!
Responding to Genocide
My favorite webquest, however, was one on Genocide. We spend a 9 week period covering the Holocaust, and I loved the idea of using this quest as a follow up to the unit by expanding the idea of genocide beyond just the Holocaust. Most importantly, after researching different genocides, the final project asks students to write a persuasive letter to the Secretary of State, requiring them to follow letter format, elements of persuasive writing, including research, and also considering and applying the challenging questions of whose responsibility is it to stop genocide. I thought this quest made the topic very relevant and real to students, while also allowing them a form of action by writing the letter. It wraps up this important unit very well, while targeting high level skills students are working on throughout the course of the year. Love it!
Thursday, July 1, 2010
1.8- Blogs vs. Webpages
The main difference between blogs and web pages is the connection between the reader and the content. With traditional web pages, the user is able to make choices about clicking on hyperlinks (as they can also do with blogs) or trying to find the author’s e-mail for additional information. However, the whole purpose of the blog is to engage the reader. There are keywords/tags to help organize blog topics for easy searching, and entries are often organized by most recent posting which helps users to find the most up to date information from the source. Most importantly, they allow for the user to comment right on the page in response to the information presented. This allows for an exchange between author and reader(s) which can enrich the work posted and allow for the connection and inclusion of the reader in creating meaning, which so many other contexts leave out wholly. This feature takes away the authority that usually comes with publishing written material and allows for the reader to give and receive feedback based upon their own insights.
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