Blogs can be useful to the classroom as well as the personal life. Blogs can help students to keep up with what they are learning. Many times students forget waht they learned about on the previous day. This can help them to see how they are progressing. There progress can be looked at by any parenet or administrator that wants to see.
Outside the classroom blogs can be used as a journal or a planner or just to keep up with the progress in your daily lives.
The teacher should of course be the administrator. The person that makes sure that everything is on schedule and appropriate.
Tuesday, November 17, 2009
A. What did you learn from this blogging experience about yourself and about blogs as tools for teaching and learning?
Blogging is a powerful tool is used appropriaely. It can help to increasestudent learning by increasing the amount of information they have on a certain subject. What I mean is studenbts can get a variety of information from many different sources. People from many different backgrounds and professions can comment and give there poitn of view. The other main detail I feel is useful when dealing with blogs is the fact that blogs enable a user to maintain all the information in one place. Many times research ends up in many different spots. This is not useful when looking at the overall research.
One of the things that I found that was negative about blogs is that you have to keep up when it and make sure that your are posting information or the blog will die. If it has the same information all the time the blog is useless. I really enjoyed bloggin and plan on creating my own.
As for myself I learned that I am not very good at keeping up with the posts.Therefore a regular blog probably is not for me because it did not grab my attnetion. I read the information but I looked at it all as just an opinion. Even when it had a source. This tool probably does teach opthers but I didnt feel like I was learning from this part of the project.
One of the things that I found that was negative about blogs is that you have to keep up when it and make sure that your are posting information or the blog will die. If it has the same information all the time the blog is useless. I really enjoyed bloggin and plan on creating my own.
As for myself I learned that I am not very good at keeping up with the posts.Therefore a regular blog probably is not for me because it did not grab my attnetion. I read the information but I looked at it all as just an opinion. Even when it had a source. This tool probably does teach opthers but I didnt feel like I was learning from this part of the project.
Monday, November 16, 2009
The Educational Value of Blogs
I think that blogs can serve many educational purposes both inside and outside the classroom. The teacher should be both a creator and a facilitator of the blogging experience while students can be both creators and the ones that interacts with blogs already set-up by the teacher. Currently, I operate a classroom blog that communicates information like test dates, homework assignments, and upcoming events to my parents and students. My blog that operates off typepad.com is not an interactive tool, but simply a means for me to communicate information. However, I think that blogs can be so much more. I can see a classroom blog being used for homework assignments every night. Students might have to go on and post a thoughtful reply to a question or prompt. Most of all, I can see my students actually creating their own blogs. For example, as a S.S. project for the unit we just finished up on American Growth and Expansion, students could create a blog on the topic. They would have a required number of posts on specific and curriculum-based topics within the unit. They have the capabilities to post pictures with their posts as well. Then when the test rolls around, they have an excellent study tool to look back on. My students would have a great time responding, correcting, and adding to eachother's postings along the way
Unfortunately, when blogs become interactive,you are entering into a whole new arena with issues of safety to consider. The teacher would probably have to monitor all posts and replies that were made and make sure the blogs remain private. The possibilities for blogs in education are endless!
Unfortunately, when blogs become interactive,you are entering into a whole new arena with issues of safety to consider. The teacher would probably have to monitor all posts and replies that were made and make sure the blogs remain private. The possibilities for blogs in education are endless!
Blog Features
As I first set-up my blog, I was amazed at all the different options available for us to choose from. I like how Blogger already had design layouts for you; this makes it easy on someone like me that can be design challenged at times. I also enjoyed the automatic spell checker as I typed out my posts. It seems that Blogger is connected to many different Web 2.0 technologies on the internet. This made it easy for me to do things like embed my Voicethread example into my post. Finally, I enjoyed how you can personalize your profile by uploading your picture. It's nice to be able to put a face with a name while viewing and responding to blogs.
What I Learned about Blogs
As our semester comes to a close, I can honestly say that my blogging experience has been a great one. Blogger makes it incredibly easy to form and maintain your own blog. Throughout this semester, I have relied on my blog to express my thoughts and ideas on what we are learning and how it connects to my own classroom. I was surprised about how much I depended on my blog as a means to express my thoughts and feelings; being able to get those out can be liberating at times. One of the nice things about the blog is that it now becomes a record of my journey throughout this semester.
What do you see as excellent features of the blog you participated and why? What stands out from this blogging experience for you?
The only features of a blog I found were excellent was the fact that it allowed the user to quickly comment on any topic. There was not a certain amount you had to type or a certain topic to type on. Anyone could type in the blog if they were invited. The invite part was kind of confusing. I think it would betrter if you let any intersted user post to your blog and you could delete the ones that were not relavent. Another feature I enjoyed was the fact that you can follow certain blogs easily. This makes it easier to check in quickly as to what was posted. If a user is able to check in quickly I think that they will be more inclined to log on.This can get the participation rate up.
Honestly what stands out to me is the possiblities. I never knew about. You can make a blog out of anything on any subject. Once i get into it I think that a blog will be very detailed.
Honestly what stands out to me is the possiblities. I never knew about. You can make a blog out of anything on any subject. Once i get into it I think that a blog will be very detailed.
Monday, November 9, 2009
Reflections on PBL
As our PBL Project draws to a close, I am left with many thoughts and ideas when it comes to implementing this model in my own classroom. Since student projects are a cornerstone of my teaching as it is, I don't think it would be too hard of a transition to make the learning more authentic and connected for my students. An immediate thought that come to mind when I think of project-based learning is all the time that must go into planning the projects. Nowadays we have to be super-focused on our teaching standards. Is it possible to cover all our teaching standards using the PBL model? If I could get my entire grade-level team on board to try out PBL, I imagine some powerful planning could take place if we all put our heads together to create worthwhile and real-world projects for our kids to engage in.
There is no doubt in my mind that kids are more engaged when they are the ones creating and doing. I can see that in every project we do. However, I think an aspect of PBL that I still struggle with is handing over the reins to my students. I agree that they should be able to pursue their interests and are more engaged that way, but what about the students that lack direction? I think some students are comforted by the more traditional rubric that I provide to them with every assignment. It gives them security in their learning because they know exactly what to do on every assignment. I can see students like that struggling at first in a more PBL environment. I am looking forward to using the knowledge I have gained through the development of my activity plan, the collaboration with my group, and the PBL readings we have done. As I gain more confidence in the process, I can see my students benefiting greatly in both their learning and their engagement.
There is no doubt in my mind that kids are more engaged when they are the ones creating and doing. I can see that in every project we do. However, I think an aspect of PBL that I still struggle with is handing over the reins to my students. I agree that they should be able to pursue their interests and are more engaged that way, but what about the students that lack direction? I think some students are comforted by the more traditional rubric that I provide to them with every assignment. It gives them security in their learning because they know exactly what to do on every assignment. I can see students like that struggling at first in a more PBL environment. I am looking forward to using the knowledge I have gained through the development of my activity plan, the collaboration with my group, and the PBL readings we have done. As I gain more confidence in the process, I can see my students benefiting greatly in both their learning and their engagement.
PBL Article
I found and read an article titled Why Teach with Project Learning?: Providing Students With a Well-Rounded Classroom Experience by Edutopia. This article explains all the qualities of Project-Based Learning in an easy to understand way. PBL incorporates many different subject areas into one project and includes real-world issues and problems that the students must examine and pursue. Students may work collaboratively on projects which hones communication and teamwork skills. Engaging in PBL could inspire students to look deeper at topic areas that interest them or may even inspire a future career choice. Importance lies in students being able to connect what they are learning in school to what is going on in the "real-world." PBL is a great way to make learning more authentic, and thus, more engaging for students.
Revised PBL Idea
After really delving into the sixth grade curriculum, my PBL idea radically shifted. My activity ended up being a cross-curricular activity that covers state standards in both Math and Language Arts. Students are composing a persuasive essay to convince their principal that middle schoolers need recess. Along with the essay, students will be conducting research across their grade level as to what playground equipment is desired and will be used the most by the sixth grade students. Using the data they collected, the students will be creating a graph using Excel to organize their information. Lastly, using the results of their survey, students will be creating a scaled drawing of the play area and how it should be designed. As a culmination, an architect or builder should come visit the sixth graders to explain the importance of doing market research and using a detailed plan as a foundation for a future project.
Monday, November 2, 2009
Thoughts on eLearning
As I educated myself on eLearning through Egbert, I had several thoughts towards the topic. As an eLearner myself, I can definitely agree that by nature, eLearning is very flexible and places a lot of control into the hands of the learner. This is a great feature that I enjoy with my constantly hectic schedule. I'm just not sure I can see the flexibility serving younger learners. I try to teach time management and work habits to my fifth graders, but many still struggle with this developing skill. Many of my students struggle when I gave them flexibility in their current learning environment; some are better with strict structure. The flexibility piece can clearly be a blessing or a curse I think. Furthermore, in an eLearning setting, students are required to be responsible in part for their own learning. I think this responsibility is still in progress in many of my students. Without being face to face with their teacher every day, many of mine would struggle in this area even more than they do now. Egbert also mentions how shy students can shine in an eLearning environment. I can see several of my students who may be too reserved to contribute in class, thrive in a more virtual setting. There is something about the comfort of being at a distance that can help some come out of their shell. In conclusion, eLearning works great for me, but I can see it having a slower start with younger learners.
Tuesday, October 27, 2009
PBL Ideas
We have been discussing the focus of our PBL proposal via Google Docs. Brian, our group leader, is looking to focus on a problem area that he frequently sees with the students at his school. One of the factors affecting their motivation is the fact that they see little relevance between what they are learning at school and what skills get put to work in the “real world.” Brain’s idea is to center our PBL proposal around creating relevance for his students by making a clear connection between what they are learning in school and what is occurring in their community. One way to do this is to involve members of the community when possible in the learning activities.
The first idea that came to me involved students tracking the stock market. Middle school math and social studies is not my expertise, but I can see students buying fictitious stock and tracking its growth. At the end of the project, students can see who made the most money, figure out what their average stock price was, discuss when it is smart to sell or buy, etc. Then a stock trader from the community can come in and speak to them about the realities of the stock market.
After thinking some more about Brian’s idea, I also thought about perhaps involving local banks and builders in a school project. Students could be in charge of coming up with a construction plan for a local park, playground, community center, etc. They would have to draw up a budget for their building with how much each needed supply would cost them, how long it would take to build, and a sketch of the building. They would have to contact a bank for a loan and calculate interest on their borrowed money. The culminating event could be a visit to a local construction site and a talk with the contractors and/or architects. They could also visit a bank and talk about what it takes to get a loan, etc. This could be easily connected to the struggle that builders are facing now to get loans and sell their current inventory.
We are still in the initial planning stages, but I think we have some great ideas circulating!
The first idea that came to me involved students tracking the stock market. Middle school math and social studies is not my expertise, but I can see students buying fictitious stock and tracking its growth. At the end of the project, students can see who made the most money, figure out what their average stock price was, discuss when it is smart to sell or buy, etc. Then a stock trader from the community can come in and speak to them about the realities of the stock market.
After thinking some more about Brian’s idea, I also thought about perhaps involving local banks and builders in a school project. Students could be in charge of coming up with a construction plan for a local park, playground, community center, etc. They would have to draw up a budget for their building with how much each needed supply would cost them, how long it would take to build, and a sketch of the building. They would have to contact a bank for a loan and calculate interest on their borrowed money. The culminating event could be a visit to a local construction site and a talk with the contractors and/or architects. They could also visit a bank and talk about what it takes to get a loan, etc. This could be easily connected to the struggle that builders are facing now to get loans and sell their current inventory.
We are still in the initial planning stages, but I think we have some great ideas circulating!
Monday, October 26, 2009
DL Reflection
Last semester I completed a Digital Storytelling course that used Windows Movie Maker pretty heavily. At the beginning of the semester, as we were choosing projects to become the leaders of, I immediately leaned towards becoming the leader for the digital storytelling project. I felt that I had a solid enough base of knowledge to be able to guide people through the process and provide them with resources that have helped me along the way. Now that the project is complete, I felt that I fulfilled what I set out to do. Windows Movie Maker is an excellent tool that can be bent to support any curriculum standard for any grade level. Although the program (like all programs out there) comes with its quirks, it is fairly easy to learn. I have found that my students need minimal modeling time to be able to navigate their own way through. This will be my fourth year utilizing the program and it gets easier every year as I eliminate the different hurdles I come across.
I am currently using Windows Movie Maker with my students; their assignment is to create an instructional video on the important event of the Civil War that was assigned to their group. Topics range from Sherman’s Burning of Atlanta to the surrender at Appomattox Courthouse. Not only are my students incredibly motivated by their task, but the creation of their movies is helping them become experts on an important event of the war. After the movies are completed, we will have a viewing where groups will show their movies to the class; this is a way for students to showcase their work and give the class a solid review of the key concepts of the chapter. In the past, I have also used Windows Movie Maker to create silent movies illustrating the changes of the Roaring Twenties. The movie-making process gets easier on both the students and the teacher every time you go through it and students reap many learning benefits from using it.
Being project leader of this assignment led to some self-discovery for me. As it is, I’m not sure I would describe myself as a leader. Sure, I lead my students every day, but when it comes to being a leader among my peers, it is a different story. I find that I choose to lead out of necessity. If nobody else takes charge, I will, but usually only as a last resort. In the last few months, I have noticed a shift in my leadership tendencies and I think it has to do with my confidence level. As I become more confident in myself as a teacher and as a technology-user, I am finding it easier and more natural to take charge. I have enjoyed being the leader on this project and sincere thank you goes out to my group for being such hard and helpful workers.
I am currently using Windows Movie Maker with my students; their assignment is to create an instructional video on the important event of the Civil War that was assigned to their group. Topics range from Sherman’s Burning of Atlanta to the surrender at Appomattox Courthouse. Not only are my students incredibly motivated by their task, but the creation of their movies is helping them become experts on an important event of the war. After the movies are completed, we will have a viewing where groups will show their movies to the class; this is a way for students to showcase their work and give the class a solid review of the key concepts of the chapter. In the past, I have also used Windows Movie Maker to create silent movies illustrating the changes of the Roaring Twenties. The movie-making process gets easier on both the students and the teacher every time you go through it and students reap many learning benefits from using it.
Being project leader of this assignment led to some self-discovery for me. As it is, I’m not sure I would describe myself as a leader. Sure, I lead my students every day, but when it comes to being a leader among my peers, it is a different story. I find that I choose to lead out of necessity. If nobody else takes charge, I will, but usually only as a last resort. In the last few months, I have noticed a shift in my leadership tendencies and I think it has to do with my confidence level. As I become more confident in myself as a teacher and as a technology-user, I am finding it easier and more natural to take charge. I have enjoyed being the leader on this project and sincere thank you goes out to my group for being such hard and helpful workers.
Monday, October 19, 2009
Thoughts from Boss and Krauss
As I was reflecting about this week's topic, there was one specific part from Boss and Krauss that was extremely applicable in my eyes. In the Technology Focus section on pages 84-87, Boss and Krauss discuss what is needed by the students and the teachers to aid in the management of a project. The authors recommend developing a way to assess the load balance among a team to avoid one student doing too much or too little. This seems to be a constant problem for me year after year. I developed a form that my students complete at the end of projects describing the participation and role of their fellow group members (and themselves). Their comments and my personal observations go into a participation grade for each project. If students are warned ahead of time that this is the procedure we will be following, sometimes the inequalities like Boss and Krauss were describing can be avoided. However, if one or two members do the bulk of the work, at the end it is too late to do anything about it. I'm thinking a mid-way group assessment could be the answer, but all of these assessments just serve in tacking on time to a project.
Boss and Krauss also discussed the technology tools that are ideal to use in a collaborative group setting. The authors started with a discussion on the shared school server and how it can be extremely useful in sharing and storing work files. I am a testament to this fact! I often use the shared drive for technology-based projects that I have my students complete. We are currently working on Civil War movies and I have a toolbox already created for them on the shared drive full of images, music, movie clips, and sound effects for their movies. Creating a "toolkit" like this can really save time. The only problem lies in the fact that anyone can manipulate the shared drive, including students. On several occasions I have had folders magically disappear to find them later within another folder. Accidents can happen with the slip of a mouse, but utilizing the shared drive is definitely the way to go!
Boss and Krauss also discussed the technology tools that are ideal to use in a collaborative group setting. The authors started with a discussion on the shared school server and how it can be extremely useful in sharing and storing work files. I am a testament to this fact! I often use the shared drive for technology-based projects that I have my students complete. We are currently working on Civil War movies and I have a toolbox already created for them on the shared drive full of images, music, movie clips, and sound effects for their movies. Creating a "toolkit" like this can really save time. The only problem lies in the fact that anyone can manipulate the shared drive, including students. On several occasions I have had folders magically disappear to find them later within another folder. Accidents can happen with the slip of a mouse, but utilizing the shared drive is definitely the way to go!
Monday, October 12, 2009
Movie Maker Article
I read and reviewed the article "Digital Storytelling Finds Its Place in the Classroom" by Tom Banaszewski. In his article, Banaszewski, an educator to older elementary students, explains how he incorporates digital storytelling into what he calls his "Place Project." For this project, his students compose a writing piece on an important place and turn it into a movie. To further develop his students' writing and make sure there was a clear beginning, middle, and end, Banaszewski asked probing questions about the place they selected. Banaszewski also discusses the importance of trust in the Digital Storytelling process. The classroom must be a risk free environment where students feel comfortable sharing their ideas in order for digital storytelling to really take off.
He also outlines several challenges that present themselves throughout this process. To begin with, teachers really must surrender control to be effective leaders of digital storytelling. Due to the creative nature of the work, the students need to be the directors every step of the way. Also, by nature, digital storytelling is a time-consuming process especially when students are first learning about the technology. Timetables can vary wildly from student to student as they move through a long-term movie-making project. Teachers must have supplementary activities available for early finishers. Most importantly, Banaszewski explains that the technology component must take a back seat to the storytelling process. The finished products that some out of his "Place Project" never cease to amaze him1
He also outlines several challenges that present themselves throughout this process. To begin with, teachers really must surrender control to be effective leaders of digital storytelling. Due to the creative nature of the work, the students need to be the directors every step of the way. Also, by nature, digital storytelling is a time-consuming process especially when students are first learning about the technology. Timetables can vary wildly from student to student as they move through a long-term movie-making project. Teachers must have supplementary activities available for early finishers. Most importantly, Banaszewski explains that the technology component must take a back seat to the storytelling process. The finished products that some out of his "Place Project" never cease to amaze him1
Monday, October 5, 2009
Thoughts from Egbert
As I was reading our selected readings for this week, a few things really jumped out at me. A focus at my elementary school for the last few years has been higher-order thinking skills (HOTS). I am fortunate to be able to teach in a fairly affluent area where my students, for the most part, come ready to learn. We have a high percentage of students that exceed standards on the CRCT, but at the same time, many of our students are unable to really think. They shut down in the face of a challenge instead of meeting it head-on. I tell my students that it is okay to struggle sometimes; the best learning comes out of a little struggle. However, our typical student wants the "right answer" and a quick fix to a problem. According to Egbert, students reap many benefits from beings exposed to HOTS like academic independence and a willingness to stick with a task until completion. We as teachers have the obligation to not always lead our students to the right answer. If we want to encourage independent thinking, they need to be able to lead themselves down the path of discovery.
DS Progress
Just a little update on our group's progress working with Digital Storytelling and Windows Movie Maker. We are in the stage now where we are experimenting with Windows Movie Maker and trying to solve the little obstacles we encounter along the way. Most of the group members have thought about their topics and zeroed in on a specific area of focus. Betty is thinking of completing a movie about the American Revolution. Sheila is thinking about a movie on flags as symbols of America and Charlotte is thinking of guiding her students in a video project journal using Windows Movie Maker. Everybody has gotten off to a great start on their individual projects while Lindsey, the project leader, is focusing on the directions handout for how to use Windows Movie Maker and the Digital Storytelling Power Point that will be used for staff development.
Thursday, October 1, 2009
ComicLife
I love your Civil War ComicLife. Your idea of having them write their own strip would be interesting to most students. They will learn to enjoy writing and social studies. You did a great job.
Monday, September 28, 2009
Comic Life Reflection
Working with the software Comic Life for our most recent group project was a very positive experience. There are three specific elements of Comic Life that make it a worthwhile technology tool to integrate into the curriculum. First of all, Comic Life was easy to figure out even with little to no formal training on the program. The ease of use I had tells me that my students will be able to catch on just as quickly or even quicker than I did. In addition, Comic Life is an incredibly versatile tool. Comic Life software can be used by teachers as a teaching aid, or by students to improve their learning. I can see students from all grade levels utilizing the software in a variety of subject areas. Bottom line is this: Comic Life can be bent to fit the needs of the teachers. Therefore, any teaching objective can be satisfied through the use of this software. Lastly, the use of Comic Life is incredibly motivating and engaging for kids. I think that it is easy for teachers to get stuck in a teaching rut; constantly varying your teaching methods can help prevent getting stuck in a mundane teaching cycle that is difficult to break. At the same time, the students of today require more and more to sustain their attention. Our students live in a digital age where computers and Web 2.0 technologies are a focal point of their everyday lives. We as teachers need to incorporate technology constantly to be able to successfully reach this new kind of learner.
As I worked with Comic Life, I started thinking of all the ways that I could integrate the software with my own teaching. With my ideas and thoughts, came a few concerns. Considering the benefits of using this software, the cost of purchasing the software seems minimal. However, once a purchase is made, I wonder of the license will be able to be spread to multiple computers. I see Comic Life being at its most effective when students are able to get their hands on the software to make educational products of their own. However, this could not productively happen in a classroom with only three computers available for student use. I see my students interacting with Comic Life in our school computer lab where every student has access to a computer of their own. If a license is purchased, could this program be downloaded to all the computers in the lab? If so, could I do it myself or would our county technology specialists have to get involved? There are several logistical issues I would need to work out involving the use of this software, but I do believe all the work would be worth it in the end.
As I worked with Comic Life, I started thinking of all the ways that I could integrate the software with my own teaching. With my ideas and thoughts, came a few concerns. Considering the benefits of using this software, the cost of purchasing the software seems minimal. However, once a purchase is made, I wonder of the license will be able to be spread to multiple computers. I see Comic Life being at its most effective when students are able to get their hands on the software to make educational products of their own. However, this could not productively happen in a classroom with only three computers available for student use. I see my students interacting with Comic Life in our school computer lab where every student has access to a computer of their own. If a license is purchased, could this program be downloaded to all the computers in the lab? If so, could I do it myself or would our county technology specialists have to get involved? There are several logistical issues I would need to work out involving the use of this software, but I do believe all the work would be worth it in the end.
Wednesday, September 23, 2009
Reflections on Boss and Krauss
After reading Chapter 2 from Boss and Krauss about creating a professional learning community, I automatically began to reflect on my current school and grade-level learning communities. One very true point that Boss and Krauss made is that education is traditionally a very isolated profession. We teachers can sometimes have zero adult interaction throughout our entire day. Sometimes this type of interaction has to be sought out and we can be very limited in the time our very scheduled day allows. Unfortunately, sometimes making time for collaboration can be more work than it is worth. Many schools are starting to offer periods of collaboration within the school day. My elementary school is doing just that; our grade-level team enjoys two hours of collaboration a month. However, we must focus on what administration tells us to and we sometimes feel like our time can be unproductive. The fact is that we expect our students to collaborate and work cooperatively, but rarely do we embrace the same principles in our own work. Our job could be so much easier if we all worked together, but instead we all continue about our business reinventing the wheel within the closed doors of our own classrooms. It's easier that way.
Tuesday, September 22, 2009
Comic Life Article
The article I chose to read and review can be found at http://www.techdis.ac.uk/print.php?p=2_1_7_25_25&id= .
Philip Wane (2008) from Nottingham Trent University took the time to weigh the uses and outcomes of using Comic Life Software for educational purposes. According to his various studies, Comic Life is able to overcome barriers for students such as lack of artistic ability. In addition, Comic Life is economical for schools to purchase and use with students. The software is very intuitive, easy to use, and does not require much training for teachers or students. Comic Life is a welcome change for students that resist more text-heavy tasks in school and is a naturally motivating task for students to participate in. The uses of Comic Life are diverse; it can be used as a tool to convey information or a tool to aid teaching or student learning. Everyone that had experience using Comic Life was enthused about their experience and immediately put it to use with their own students (p. 1).
Reference:
Wane, P. (2008). Comic life: just for laughs or also learning? Retrieved from http://www.techdis.ac.uk/print.php?p=2_1_7_25_25&id=.
Philip Wane (2008) from Nottingham Trent University took the time to weigh the uses and outcomes of using Comic Life Software for educational purposes. According to his various studies, Comic Life is able to overcome barriers for students such as lack of artistic ability. In addition, Comic Life is economical for schools to purchase and use with students. The software is very intuitive, easy to use, and does not require much training for teachers or students. Comic Life is a welcome change for students that resist more text-heavy tasks in school and is a naturally motivating task for students to participate in. The uses of Comic Life are diverse; it can be used as a tool to convey information or a tool to aid teaching or student learning. Everyone that had experience using Comic Life was enthused about their experience and immediately put it to use with their own students (p. 1).
Reference:
Wane, P. (2008). Comic life: just for laughs or also learning? Retrieved from http://www.techdis.ac.uk/print.php?p=2_1_7_25_25&id=.
Comic Life Example
My Comic Life: Causes of the Civil War
I chose to create my comic life example on various Causes of the Civil War. I chose this topic because it is what my fifth graders are currently studying in Social Studies. There are specific causes laid out in our S.S. standards that they have to know. I could use the example I created to launch a Comic Life project where my students use the program to create their own comic page outlining the causes of the Civil War. Instead of including all the causes on one page like I did, each students could concentrate on creating a comic strip on one cause. Then each group could compile their comic strips to create a larger comic that included all the causes they needed to know. Their work would be a great display item for the hall.
Monday, September 14, 2009
Technology Frustrations
Today was one of those frustrating days with technology Sometimes the most minor of tasks can take the longest amount of time. I have found that the first year is always the hardest when integrating a new technology-based project and Voicethread has proved no different. I was having microphone issues when I tried to have my students comment on my Math VT example. In the end, since we were under a time crunch, they ended up typing their comments instead. Since then, I've been trying to figure out what the issue is with the mics. After a lot of wasted time, I finally figured out I was plugging the cord in the wrong jack.
To sum it up, technology takes time. Time on the teachers trying to figure out how it all works and the added instructional time it takes to teach standards with it. I guess the best thing to do is consider all the extra time an investment. An investment in better teaching for the teacher this year and many years to come, and better learning for the students.
To sum it up, technology takes time. Time on the teachers trying to figure out how it all works and the added instructional time it takes to teach standards with it. I guess the best thing to do is consider all the extra time an investment. An investment in better teaching for the teacher this year and many years to come, and better learning for the students.
Saturday, September 12, 2009
Reflections on VoiceThread
After working with VoiceThread for our latest group project, I have learned a lot about its capabilities and applications. One of the neatest things about VT is that it is an incredibly flexible tool; it can be used for any subject area and any grade level. VoiceThreads can be molded for any academic need. Integrating VTs into the curriculum not only gets students excited about learning, but also can extend their learning outside the classroom walls and into their own homes. VoiceThread technology is very similar to other technologies that students engage with on a daily basis like Instant Messenger and Facebook. VoiceThread could easily get worked into their nightly online routines.
The four kids that I had comment on my Math VT took some time in the morning to make their comments; all the other students were intrigued by what they were doing and kept giving longing glances at the computer screens. Based on their response, I developed a S.S. project they will complete using VT. They will be explaining the causes of the Civil War using pictures and narration, and then the class will get an opportunity to make comments on their presentation. I'm excited to see how it will turn out! I'm also excited to see how some of my students react to the project. Every class has certain students that are more withdrawn and reserved than others. Another cool thing about VT is that it gives every student a voice and allows them to participate in a non-threatening manner.
After viewing my Math VT, I realized what a great assessment tool VT is as well. Based on their comments, I could figure out what misconceptions still existed when it came to what we were studying in Math. I do believe it is important for us as teachers to vary our assessment techniques to guarantee student success. VT is a great tool to add to the mix!
The four kids that I had comment on my Math VT took some time in the morning to make their comments; all the other students were intrigued by what they were doing and kept giving longing glances at the computer screens. Based on their response, I developed a S.S. project they will complete using VT. They will be explaining the causes of the Civil War using pictures and narration, and then the class will get an opportunity to make comments on their presentation. I'm excited to see how it will turn out! I'm also excited to see how some of my students react to the project. Every class has certain students that are more withdrawn and reserved than others. Another cool thing about VT is that it gives every student a voice and allows them to participate in a non-threatening manner.
After viewing my Math VT, I realized what a great assessment tool VT is as well. Based on their comments, I could figure out what misconceptions still existed when it came to what we were studying in Math. I do believe it is important for us as teachers to vary our assessment techniques to guarantee student success. VT is a great tool to add to the mix!
Monday, September 7, 2009
Thoughts From Egbert
As I was reading our class textbook Supporting Learning with Technology by Joy Egbert, there were several portions of the reading that really stuck out in my mind. When Egbert began discussing the physical contexts necessary for supporting technology-based learning, I was picturing my own classroom. According to Egbert, the location of the technology within a classroom can greatly determine how often that technology will be accessed and used. Over the summer I moved classrooms from one end of the hall to the other. All of the classrooms in our school are equipped with Smartboards and projectors and when they were installed, the individual teachers got to decide where they would be placed. In my old room, I choose a large wall that could easily become the focal point of my daily instruction. In my new room, however, the Smartboard is placed on a small wall that is difficult for all students to see when they are sitting in their desks. The result is that use of the Smartboard requires movement for both me and the students. I am already noticing that I am not using it as frequently as I did in my old classroom!
My Voicethread Example
As I began to gather my various ideas for creating my VoiceThread example, one particular Math idea stuck in my head. Lately I have had several students struggling in Math and I've been looking for different ways to present the same material. The unit we are currently working on is one where they are learning about different qualities of numbers (odd/even, prime/composite, multiples, factors, divisibility, etc.). The VoiceThread that I ended up developing presented students with different images of numbers. I used the first number (27) to model what it was I wanted them to do. I did a brainstorm of spoken comments about all that I knew about the number 27. Then, with the rest of the numbers, I encouraged my students to make comments on what it was they knew about the number. They had to support all spoken or written comments with mathematical evidence.
Voicethread Article
I recently read the online article titled "VoiceThread Extends the Classroom with Interactive Multimedia Albums" by Laila Weir. In the article, the author discussed the qualities of VoiceThread technology and how it can help support classroom curriculum. The fact that our students arrive home from school and spend hours upon hours on the internet lends itself well to this new technology. The sixth grade teacher highlighted in the article set up various VoiceThreads that supported his curriculum for students to optionally comment on at home. He was amazed when many students made his VoiceThreads part of their regular online routine. Utilizing VoiceThreads are an excellent way to continue instruction outside the classroom walls. In addition, the article discussed how it is easier for all students to participate in the digital setting that Voicethread promotes. The more reserved students in your classroom are more comfortable sharing their thoughts and ideas in a more virtual environment. For any of us that were wondering how VoiceThread can be integrated effectively into the curriculum, this article is staunch support for how effective this integration can be.
Monday, August 31, 2009
Article Analysis
I recently completed an analysis on an article called Classroom Technology Integration by Zach Meyers. Within the article, Meyers made many interesting and important points about the nature of technology and its integration. Below you will find my analysis of the article and its corresponding reference.
The article I found and read titled Classroom Technology Integration by Zach Meyers discusses how to use technology to its maximum level of effectiveness. According to Meyers, the key to true technology integration lies in effectively training the teachers. Teachers need to be trained on not only how to use and integrate technology, but also how to make technology instruction standards-based and inclusive of higher order thinking skills. There have been several initiatives recently, including funds straight from the president that feed the EETT state grant program and a program where teachers train other teachers called the Teacher Leadership Project. However, despite these efforts, there are still many hurdles that exist when it comes to technology integration in schools. These hurdles include the scheduling and time issues that come with an increase in staff development. In addition, our schools these days are extremely driven by standardized testing; unfortunately, technology is often not a priority in this new high-stakes environment. The expenses that incur with technology are always an issue as well along with negative dispositions of the teachers expected to implement technology daily. In the end, our schools have a long way to go in making sure we are adequately preparing our students for the digital world that they will soon take part in.
Reference
Miners, Z. (2009). Classroom Technology Integration. District Administration. 35-38. Retrieved August 17, 2009, from Galileo.
The article I found and read titled Classroom Technology Integration by Zach Meyers discusses how to use technology to its maximum level of effectiveness. According to Meyers, the key to true technology integration lies in effectively training the teachers. Teachers need to be trained on not only how to use and integrate technology, but also how to make technology instruction standards-based and inclusive of higher order thinking skills. There have been several initiatives recently, including funds straight from the president that feed the EETT state grant program and a program where teachers train other teachers called the Teacher Leadership Project. However, despite these efforts, there are still many hurdles that exist when it comes to technology integration in schools. These hurdles include the scheduling and time issues that come with an increase in staff development. In addition, our schools these days are extremely driven by standardized testing; unfortunately, technology is often not a priority in this new high-stakes environment. The expenses that incur with technology are always an issue as well along with negative dispositions of the teachers expected to implement technology daily. In the end, our schools have a long way to go in making sure we are adequately preparing our students for the digital world that they will soon take part in.
Reference
Miners, Z. (2009). Classroom Technology Integration. District Administration. 35-38. Retrieved August 17, 2009, from Galileo.
Working Definition
Below is my working definition of technology integration. Don't be surprised if this is revised as the semester progresses...
Technology integration is the involvement of technology in everyday classroom activities. The hands-on nature of technology is a guaranteed way to get kids motivated in what they are learning about. However, in order for technology integration to be at its most effective, several factors need to play a part. For one, technology activities need to tie back to state standards in order to positively affect student learning. In addition, teachers must be properly trained in the use of technology for it to be effective. Lastly, the technology needs to promote higher-order thinking skills in students.
Technology integration is the involvement of technology in everyday classroom activities. The hands-on nature of technology is a guaranteed way to get kids motivated in what they are learning about. However, in order for technology integration to be at its most effective, several factors need to play a part. For one, technology activities need to tie back to state standards in order to positively affect student learning. In addition, teachers must be properly trained in the use of technology for it to be effective. Lastly, the technology needs to promote higher-order thinking skills in students.
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