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.

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.

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=.

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.

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.

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 Number Game

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.