At the beginning of this course, I set goals to strengthen my confidence and proficiency in two National Educational Technology Standards for Teachers (NETS-T) set forth by the International Society for Technology in Education (ISTE) (ISTE, 2007). I felt that I needed to become more proficient at presenting technology-enriched lessons that allowed students to pursue their individual curiosities while modeling fluency in technology to my students. Though these goals sounded simple enough, I soon realized that implementing them would require a little more planning, preparation, and patience than I was initially giving.
After reflecting on my progress the first two weeks, I decided that success would not come naturally – I had to make a conscious effort to progress forward. That is when I decided to turn a new class I was forming into my own opportunity for learning. I arranged for us to meet in a computer lab every day for approximately thirty minutes, no pen and paper would be required, and these students would become “experts” right along beside me. We set our own goals as I outlined the plans I had for them, and though some of them looked at me like I was speaking a foreign language, I promised them that blogs, wikis, and digital storytelling would soon be things they would become comfortable with and enjoy doing. By setting these goals with my students, it made me accountable for my own progress. I accepted the fact that I did not have to be an expert before I introduced my students to these activities, I could learn alongside them. In fact, my students showed me how understanding and forgiving they were when obstacles came up and I had no solutions. They really seemed to enjoy helping me help them! I now realize that I don’t have to be an expert before I try to teach my students a new activity, I only have to have an understanding and a willingness to jump in and explore right along with them.
Because of the experiences garnered from setting goals and monitoring my progress, I no longer will hesitate to implement technology into my classroom practice. I don’t want to use technology just for the sake of technology (Cennamo, Ross & Ertmer, 2009), but I do want to use it as a way to enhance learning in the language arts classroom (Cennamo et al., 2009). While I realized before this experience that I could take any writing assignment and move it into the computer lab as a way to “integrate technology,” I know realize the learning that comes from responding to online text, writing for an authentic audience, and responding to real problems and projects in an effort to find solutions and enhance the world in which our students live (Laureate Education, Inc., 2010). When I can create learning experiences that include these certain criteria, I can enhance the learning that my students achieve. But, before I could do this for my students, I had to realize that my own learning could parallel theirs; it didn’t necessarily have to supersede it. My progress does not have to have a specific target; it is an on-going process that will reach certain peaks, and then continue in a new direction. But most of all, I learned that my students do not expect me to be an expert on everything; they are comfortable just knowing that I am learning along with them and together we can find answers, solutions, and pathways toward our goals.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (1 ed.). Belmont, CA: Wadsworth Publishing.
International Society for Technology in Education (ISTE). (2007). NETS for students 2007. Retrieved from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Laureate Education, Inc. (Executive Producer). (2010a). Ertmer, P. (Speaker). Spotlight on technology: Problem-based learning, Part 1. [DVD]. Integrating technology across the content areas. Baltimore, MD.
Friday, December 24, 2010
Tuesday, December 14, 2010
It's Not How Well You Play the Game, It's How Good You Look In the Uniform
Progress is a funny thing; the first step is definitely the hardest one to take, but it usually initiates a little momentum. I do believe I've got a little momentum going! My students each selected a news story that posed a problem or dilemma they felt worth learning more about. Then, they were able to form groups of common topics to begin researching. They will officially begin the research tomorrow, knowing they are going to create a digital story for a solution/suggestion presentation. After reading and viewing this week's resources, I cannot wait to begin using digital storytelling in my classroom.
Now, I realize this does not sound like a lot of headway in my GAME plan, but you have to consider that my students are now entering the computer lab and immediately logging on and going to the website we are working off of, they are posting comments on their own every day, and they are asking questions about the upcoming things we will be doing. They are excited and enjoying this class! These students were formerly in a study hall type of class where they spent the thirty minute time period reading, getting make-up work, or being tutored. They started this class feeling as though they were being punished and made to work when others were not, and now...they want to be in the class! That certainly backs up a lot of the things we have heard throughout the courses at Walden.
The other interesting thing was when I unexpectedly got to visit with our Superintendent of Curriculum and tell him about the plans we were implementing in this class. He was a little surprised and taken back, and he said he certainly wants to keep up with what we are doing and see some of the results. That does add a little pressure, but hey, I always work better under pressure., I am really getting into some of the things I have been learning about, reading about, and listening to my classmates talk about.
So, tomorrow we begin researching,and then on to digital storytelling, posting to wikis, solving the world's problems, rocket science, brain surgery, etc., etc., etc.
Jane
Now, I realize this does not sound like a lot of headway in my GAME plan, but you have to consider that my students are now entering the computer lab and immediately logging on and going to the website we are working off of, they are posting comments on their own every day, and they are asking questions about the upcoming things we will be doing. They are excited and enjoying this class! These students were formerly in a study hall type of class where they spent the thirty minute time period reading, getting make-up work, or being tutored. They started this class feeling as though they were being punished and made to work when others were not, and now...they want to be in the class! That certainly backs up a lot of the things we have heard throughout the courses at Walden.
The other interesting thing was when I unexpectedly got to visit with our Superintendent of Curriculum and tell him about the plans we were implementing in this class. He was a little surprised and taken back, and he said he certainly wants to keep up with what we are doing and see some of the results. That does add a little pressure, but hey, I always work better under pressure., I am really getting into some of the things I have been learning about, reading about, and listening to my classmates talk about.
So, tomorrow we begin researching,and then on to digital storytelling, posting to wikis, solving the world's problems, rocket science, brain surgery, etc., etc., etc.
Jane
Thursday, December 9, 2010
Even a snail leaves a trail....
Okay, so I'm not sailing through this GAME plan at the speed of sound. Or even the speed of a race car. I'm more along the lines of the slow, slithering snail who doesn't seem to be making progress. You step over him and go in the house. When you come out the next morning, there's a shiny trail that marks where he passed. I like to think I am leaving a shiny trail that will be noticeable at the end of the school year when I reflect back on the previous nine or ten months. Just hope I don't slime anybody in the process!
I have made a little progress, though. The students in my special class have all registered with an online newspaper for tweens and are beginning to browse it for articles and news stories. They made their first postings today and I am anxious to get in there and see what they had to say. After a few days of this, we will step it up a bit. Not sure to what...but a step of some sort. That is the type of progress we are making. We are all snails together, but that is better than staying stagnant.
So, as I move along at my snail's pace, just know that I am learning to be okay with it. I gain confidence with each little step and find a new step to take when the time is right. I usually feel that I am rushing my students, so this is a little different, but together we are leaving shiny trails on the sidewalk. Just as long as we don't get stepped on!
I have made a little progress, though. The students in my special class have all registered with an online newspaper for tweens and are beginning to browse it for articles and news stories. They made their first postings today and I am anxious to get in there and see what they had to say. After a few days of this, we will step it up a bit. Not sure to what...but a step of some sort. That is the type of progress we are making. We are all snails together, but that is better than staying stagnant.
So, as I move along at my snail's pace, just know that I am learning to be okay with it. I gain confidence with each little step and find a new step to take when the time is right. I usually feel that I am rushing my students, so this is a little different, but together we are leaving shiny trails on the sidewalk. Just as long as we don't get stepped on!
Saturday, December 4, 2010
Who Am I Fooling?
Hahahaha!!! I am sitting here laughing at the fact that I am soon to be a graduate of a master's program relating to technology and I have to stop and try to remember how to log onto my own blog so I can create a new post! I will never be a digital native; perhaps the most I can strive for is to be somewhat 21st century literate!
One thing I learned this week was that when you think you know what you are doing...you are probably wrong. But, on the bright side, the earth does not stop spinning and the students don't really care. You just take a deep breath and regroup. I began my class of specially selected students and we will be utilizing an online newspaper for "tweens" for reading and responding. We met for the first time this week and the students seemed to be looking forward to this class. This is going to be a plan-as-we-go and learn-as-we-apply approach, but I am excited because I am forcing myself to incorporate things I have not done before. I also have another teacher working with me who is totally unfamiliar with any of this, so she is also depending on me. Did I mention that I work better under pressure?
Hopefully by next week I can post of the great strides we have made and how we have begun changing the world...one post at a time. Till then...Jane
One thing I learned this week was that when you think you know what you are doing...you are probably wrong. But, on the bright side, the earth does not stop spinning and the students don't really care. You just take a deep breath and regroup. I began my class of specially selected students and we will be utilizing an online newspaper for "tweens" for reading and responding. We met for the first time this week and the students seemed to be looking forward to this class. This is going to be a plan-as-we-go and learn-as-we-apply approach, but I am excited because I am forcing myself to incorporate things I have not done before. I also have another teacher working with me who is totally unfamiliar with any of this, so she is also depending on me. Did I mention that I work better under pressure?
Hopefully by next week I can post of the great strides we have made and how we have begun changing the world...one post at a time. Till then...Jane
Wednesday, November 24, 2010
Suited Up and Sitting on the Bench...
I have no idea why I have continued with the sports analogies for my blog postings, but they seem to work, so bear with me for one more. I feel like a player on a team (any team, as I don’t get into athletics too much) who has gone out because of the cute uniforms, and is now sitting on the bench due to a lack of skill. I must confess to little progress this week. I have great intentions and high expectations…but progress did not progress too much.
One way I am working to meet my first goal of creating digital-age learning experiences and assessments that are technology-enriched is by coming up with a universal design for learning that will be specifically geared toward a select group of students. These students need extra help, more time, direction, smaller group settings, etc., and I will be working with them every day for approximately thirty minutes. I will be doing this in a computer lab and am looking at reading comprehension and critical thinking skills for the focus. I did re-read the chapters of our text that focused on the universal designs for learning and I can say that I have a better understanding than I did last week. There was a little progress! My desire is to come up with a good place to start with these students. This will be entirely up to me, and can go in any direction I think would benefit these students, but I am just not sure where to start. To give me a little understanding of where to head, I looked at the weaknesses these students share and know that the reading comprehension and critical thinking skills are common for all of them. Would I be crazy to try and have them work on a wiki? I have never done one with my students and I am honestly scared to death of them…but if we did something like this, I would also be working on my second goal of modeling digital-age work as I would grow in fluency of technologies. Two birds with one stone…my kind of pursuit and progress!
Okay, I need suggestions on using a wiki, what to use it for, and where to begin. If you have done one with students who have not experienced a lot of success in a traditional classroom setting, I would love to hear how it went. These kids are driven to learn and have so much motivation, perhaps if we start, they can teach me!
Over the holidays, I am going to play with this a little more. Get a little more comfortable. If I start one just for fun and practice, you wanna join me???
One way I am working to meet my first goal of creating digital-age learning experiences and assessments that are technology-enriched is by coming up with a universal design for learning that will be specifically geared toward a select group of students. These students need extra help, more time, direction, smaller group settings, etc., and I will be working with them every day for approximately thirty minutes. I will be doing this in a computer lab and am looking at reading comprehension and critical thinking skills for the focus. I did re-read the chapters of our text that focused on the universal designs for learning and I can say that I have a better understanding than I did last week. There was a little progress! My desire is to come up with a good place to start with these students. This will be entirely up to me, and can go in any direction I think would benefit these students, but I am just not sure where to start. To give me a little understanding of where to head, I looked at the weaknesses these students share and know that the reading comprehension and critical thinking skills are common for all of them. Would I be crazy to try and have them work on a wiki? I have never done one with my students and I am honestly scared to death of them…but if we did something like this, I would also be working on my second goal of modeling digital-age work as I would grow in fluency of technologies. Two birds with one stone…my kind of pursuit and progress!
Okay, I need suggestions on using a wiki, what to use it for, and where to begin. If you have done one with students who have not experienced a lot of success in a traditional classroom setting, I would love to hear how it went. These kids are driven to learn and have so much motivation, perhaps if we start, they can teach me!
Over the holidays, I am going to play with this a little more. Get a little more comfortable. If I start one just for fun and practice, you wanna join me???
Friday, November 19, 2010
Accountability...Ugh
Accountability….not something I always want, but probably something I usually need. I can have the greatest of intentions, but sometimes fall short of hitting the mark. That is why accountability can be my friend, if I will let it. So, my accountability is here. Right in this blog. I am going to have to answer for the progress I am making on my GAME plan.
So far…not a whole lot. But, I have made a little. In regards to my first goal of designing and developing digital-age learning experiences that are technology-enriched and speak to individual interests of my students, I have decided to find out more about the Universal Design for Learning. My school is trying to target specific students, especially ones in certain sub-groups, as a way to make AYP this year. They have called in some big guns and paid big bucks to learn that raising the scores of certain students of certain sub-groups will lead to this goal. We are supposed to be identifying these particular students and working with them during an advisory period. I have decided to try and find some type of Universal Design for Learning that would allow me to take some of the students with the most difficulties into a computer lab and work specifically with them. One of my principals thinks this would be a great idea, but I have yet to really understand what Universal Design for Learning is. So, my goal this week is to gain a better understanding, while figuring out how to utilize this for a very diverse group of students. If anyone has a clear understanding of this, or any suggestions in using this with students who struggle in school, please feel free to share with me.
I can’t wait to tell you next week what I have learned...Jane
So far…not a whole lot. But, I have made a little. In regards to my first goal of designing and developing digital-age learning experiences that are technology-enriched and speak to individual interests of my students, I have decided to find out more about the Universal Design for Learning. My school is trying to target specific students, especially ones in certain sub-groups, as a way to make AYP this year. They have called in some big guns and paid big bucks to learn that raising the scores of certain students of certain sub-groups will lead to this goal. We are supposed to be identifying these particular students and working with them during an advisory period. I have decided to try and find some type of Universal Design for Learning that would allow me to take some of the students with the most difficulties into a computer lab and work specifically with them. One of my principals thinks this would be a great idea, but I have yet to really understand what Universal Design for Learning is. So, my goal this week is to gain a better understanding, while figuring out how to utilize this for a very diverse group of students. If anyone has a clear understanding of this, or any suggestions in using this with students who struggle in school, please feel free to share with me.
I can’t wait to tell you next week what I have learned...Jane
Saturday, November 13, 2010
The Game Plan
A good coach is going to have a game plan for his athletes. A great coach is going to also have one for himself as he not only works to lead his players to victory, but strives to continually improve his own skills. The same principle applies to teachers; we spend time each week on lesson plans with the goal of having our students master predetermined standards and benchmarks. This can be the aim of a good teacher, but a great teacher is also going to have a game plan for his/her own growth and development. As nice as it sometimes sounds, obtaining a license does not mean the end of professional growth. Likewise, professional growth should not be purely for the sake of professional advancement. Increasing skills, abilities, and knowledge should be a lifelong learning process for every teacher in every classroom.
With technology and its implementation becoming so fundamental and foundational in every aspect of today’s society, our students must be exposed to its characteristics and possibilities whenever possible. To implement this, however, the teacher must also become a master of these skills and abilities. Since there is no need to wait until mastery is achieved to incorporate technology into the classroom, teachers can develop a game plan that enables them to learn, practice, and grow right alongside their students.
Looking over the National Educational Standards for Teachers (NETS-T) that the International Society for Technology in Education (ISTE) unveiled in 2008, I find a couple that seem doable enough, but I must admit there are a few that I am having trouble implementing in my classroom. For instance, I think the first one, to facilitate and inspire student learning and creativity, can be met fairly easily. One of the surest ways would be to get online and research and read about ideas from other teachers. To meet some of the others, however, I need to create my own game plan as a way to set goals, determine the actions I will take, monitor my progress, and then evaluate and expand my learning.
Goals: I want to become more efficient at designing and developing digital-age learning experiences and assessments, specifically ones that are technology-enriched while allowing students to pursue their individual curiosities and become active participants in setting their own educational goals. Another goal of mine is to model digital-age work and learning by demonstrating fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Actions: Implementing the first goal will be more difficult for me as I tend to want to control what the students are doing. My district also requires close adherence to the curriculum and teaching the text with fidelity. I will, however, begin to look for opportunities where I can meet the objective while allowing students as much choice and cutomization as possible. An example will be when we begin our unit on persuasive writing and techniques. I will give the students freedom in choosing their topics and the form of presentation for assessment in persuasion. By giving them leeway in their subject and staging, I believe I can expect more passionate and persuasive appeals. To help meet the second goal of modeling my own knowledge and skills, I will continue with my education through Walden University, while taking advantage of any workshops offered by my district. I will also attempt to practice some of the collaborative skills with other teachers who are experienced or who desire to learn the same things.
Monitor: In an attempt to monitor my progress, I will keep this blog current with the actions I am taking and their successes or failures in my learning experiences. I will have to hold myself more accountable now that I am posting this online, knowing that my classmates will be reading and following my progress.
Evaluation and Extension: The easiest way to evaluate my progress with the first goal will be by reflecting on the lessons of the unit and determining whether I was generous enough with the students in allowing them to choose their own passions for persuasion. Also, I can look at their successes with the lessons and see if there was a significant improvement in their participation and engagement. For the second goal, I will be able to look at my own progress and note the level of comfort I achieved. If I can successfully model fluent usage of technology systems, I will know I was successful in my game plan. At these points, I will know if I need to extend my plan, modify my actions, and monitor my growth more carefully as a means to greater growth as an educator and self-directed life-long learner.
Designing a game plan such as this will be the foundation for my growth as an educator. It will also give me direction in meeting the NETS-T set forth by the ISTE. If I expect my students to become self-directed life-long learners, I must ensure that I am first one who can be a role-model for them.
With technology and its implementation becoming so fundamental and foundational in every aspect of today’s society, our students must be exposed to its characteristics and possibilities whenever possible. To implement this, however, the teacher must also become a master of these skills and abilities. Since there is no need to wait until mastery is achieved to incorporate technology into the classroom, teachers can develop a game plan that enables them to learn, practice, and grow right alongside their students.
Looking over the National Educational Standards for Teachers (NETS-T) that the International Society for Technology in Education (ISTE) unveiled in 2008, I find a couple that seem doable enough, but I must admit there are a few that I am having trouble implementing in my classroom. For instance, I think the first one, to facilitate and inspire student learning and creativity, can be met fairly easily. One of the surest ways would be to get online and research and read about ideas from other teachers. To meet some of the others, however, I need to create my own game plan as a way to set goals, determine the actions I will take, monitor my progress, and then evaluate and expand my learning.
Goals: I want to become more efficient at designing and developing digital-age learning experiences and assessments, specifically ones that are technology-enriched while allowing students to pursue their individual curiosities and become active participants in setting their own educational goals. Another goal of mine is to model digital-age work and learning by demonstrating fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Actions: Implementing the first goal will be more difficult for me as I tend to want to control what the students are doing. My district also requires close adherence to the curriculum and teaching the text with fidelity. I will, however, begin to look for opportunities where I can meet the objective while allowing students as much choice and cutomization as possible. An example will be when we begin our unit on persuasive writing and techniques. I will give the students freedom in choosing their topics and the form of presentation for assessment in persuasion. By giving them leeway in their subject and staging, I believe I can expect more passionate and persuasive appeals. To help meet the second goal of modeling my own knowledge and skills, I will continue with my education through Walden University, while taking advantage of any workshops offered by my district. I will also attempt to practice some of the collaborative skills with other teachers who are experienced or who desire to learn the same things.
Monitor: In an attempt to monitor my progress, I will keep this blog current with the actions I am taking and their successes or failures in my learning experiences. I will have to hold myself more accountable now that I am posting this online, knowing that my classmates will be reading and following my progress.
Evaluation and Extension: The easiest way to evaluate my progress with the first goal will be by reflecting on the lessons of the unit and determining whether I was generous enough with the students in allowing them to choose their own passions for persuasion. Also, I can look at their successes with the lessons and see if there was a significant improvement in their participation and engagement. For the second goal, I will be able to look at my own progress and note the level of comfort I achieved. If I can successfully model fluent usage of technology systems, I will know I was successful in my game plan. At these points, I will know if I need to extend my plan, modify my actions, and monitor my growth more carefully as a means to greater growth as an educator and self-directed life-long learner.
Designing a game plan such as this will be the foundation for my growth as an educator. It will also give me direction in meeting the NETS-T set forth by the ISTE. If I expect my students to become self-directed life-long learners, I must ensure that I am first one who can be a role-model for them.
Friday, August 27, 2010
My, how things have changed...
When I began teaching eighteen years ago my students needed to be able to read, comprehend what they read, and write intelligibly and legibly to be considered literate. During the twelve year hiatus I took to raise my children, the world of literacy became something I was no longer familiar with. I thought I was, but I was so wrong, on so many levels. Literacy has not only changed for our students, it has changed for the teachers and administrators as well; the sad part is that many of them do not yet realize they have been left behind. Without the opportunity to learn through my Walden University courses, I am afraid I would be one of those left behind. Literacy now requires that one be able to recognize the material needed to fulfill the void, the ability to locate and validate that material, and the skills to bring it all together and present it in a comprehensible way (Eagleton & Dobler, 2007). These are the new literacy skills that today’s students are in need of to be considered knowledgeable and educated. To do my part as an educator, I must become literate according to these standards, even if it means I learn right alongside my students.
Through this Walden University course, Supporting Information Literacy and Online Inquiry in the Classroom, I have seen the value of the new defining requirements of literacy. We are at the mercy of our own imaginations when we try to identify the world our students will enter after school, but we do know it will be different from our own. Jukes and Macdonald (2007, p.1) quote Thomas Friedman as saying “we are preparing students for jobs that don’t exist, using technologies that haven’t been invented, to solve problems we haven’t begun to think about….[therefore] the definition of what it means to be educated in the light of the modern world has changed and continues to change.” Dr. Warlick (Laureate Education, Inc., 2009a) concurs when he states that we are preparing our students for an unpredictable future, so we must stop teaching them how to be taught and teach them how to find and access the resources to go and do what they need to do.
Information is no longer power, knowing how to find information is the key to succeeding today. To begin the process, students must know the right questions that will direct their search. Dr. Armstrong (Laureate Education, Inc., 2009b) believes that students who know how to investigate will go beyond the classroom walls, will think creatively, will think outside the box, and will eventually find answers to questions we have not yet been able to answer. The essential questions will begin the inquiry process.
There are many steps to evaluating the resources our students will be searching through, and the REAL strategy (November, 2008) provides a scaffolded four-step process that enables users to 1) read the URL of the online sites, 2) examine the content found within these sites, 3) ask questions to authenticate the author and owner of the site, and 4) link forward and back to validate the information and site. By teaching these steps to my students, I will equip them with tools to become independent users of online resources. Once these conditions have been met, taking the information and making it his own becomes the responsibility of the user as a means of synthesizing the data. This is actually a series of procedures rather than a single one, as “most assignments involve more than one Synthesis action…” (Darrow, 2005, p. 28). Every time the student takes information from a variety of sources and creates his own understanding, he is synthesizing the information, or making it his own. It requires the student to do more than just recall the data she read, it takes her to a higher-level of understanding as she “personalizes the text by integrating words and ideas with [her] own thoughts and questions” ( Eagleton & Dobler, 2007, p. 199). This process begins with activating prior knowledge as a foundation, but continues as the user skims texts, determines the main or important ideas, and then formulates them into her own.
The final step into inquiry based learning calls for the student to transform the collected information and produce a representation of the data. By allowing students a wide berth in their selection of approaches, their participation and involvement will increase along with their interest. This is a means of “expanding the boundaries of learning for …students” that November (2008) believes will “connect them to authentic audiences and challenge them to create work that can have an impact around the world” (p. 79). These may include such technological opportunities as blogging, podcasts, threaded discussions, or emails, or the student may choose to go with a more multimedia project such as webpage design, video recording, or digital storytelling. These are just a few of the tools available for students and teachers alike in which to learn, participate, and expand their skills.
Though I am far from mastering many of these new literacy skills, I have taken the first step in realizing the needs my students have for learning them. I have practiced them and will continue to work on mastering them, even if I have to do it along with my students. Modeling my own learning will not only encourage my students, but will provide an example of life-long learning that they should all aspire to. These are no longer extra-curricular activities that students should be offered if interested, but are now necessary skills to guide them into becoming educated adults ready to enter their workforce.
References
Darrow, R. (2005, October). Synthesis can take many forms. Library Media Connection, 24(2), 28.
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry
(Solving problems in teaching of literacy). New York: The Guilford Press.
Jukes, I., & Macdonald, B., (2007). 21st century fluency skills: Attributes of a 21st century
learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Producer). (2009a). Program two. New literacies [Motion
picture]. Supporting information literacy and online inquiry in the classroom.
Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Program three. Essential questions in inquiry
projects [Motion picture]. Supporting information literacy and online inquiry in the
classroom.Baltimore: Author.
November, A. C. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Through this Walden University course, Supporting Information Literacy and Online Inquiry in the Classroom, I have seen the value of the new defining requirements of literacy. We are at the mercy of our own imaginations when we try to identify the world our students will enter after school, but we do know it will be different from our own. Jukes and Macdonald (2007, p.1) quote Thomas Friedman as saying “we are preparing students for jobs that don’t exist, using technologies that haven’t been invented, to solve problems we haven’t begun to think about….[therefore] the definition of what it means to be educated in the light of the modern world has changed and continues to change.” Dr. Warlick (Laureate Education, Inc., 2009a) concurs when he states that we are preparing our students for an unpredictable future, so we must stop teaching them how to be taught and teach them how to find and access the resources to go and do what they need to do.
Information is no longer power, knowing how to find information is the key to succeeding today. To begin the process, students must know the right questions that will direct their search. Dr. Armstrong (Laureate Education, Inc., 2009b) believes that students who know how to investigate will go beyond the classroom walls, will think creatively, will think outside the box, and will eventually find answers to questions we have not yet been able to answer. The essential questions will begin the inquiry process.
There are many steps to evaluating the resources our students will be searching through, and the REAL strategy (November, 2008) provides a scaffolded four-step process that enables users to 1) read the URL of the online sites, 2) examine the content found within these sites, 3) ask questions to authenticate the author and owner of the site, and 4) link forward and back to validate the information and site. By teaching these steps to my students, I will equip them with tools to become independent users of online resources. Once these conditions have been met, taking the information and making it his own becomes the responsibility of the user as a means of synthesizing the data. This is actually a series of procedures rather than a single one, as “most assignments involve more than one Synthesis action…” (Darrow, 2005, p. 28). Every time the student takes information from a variety of sources and creates his own understanding, he is synthesizing the information, or making it his own. It requires the student to do more than just recall the data she read, it takes her to a higher-level of understanding as she “personalizes the text by integrating words and ideas with [her] own thoughts and questions” ( Eagleton & Dobler, 2007, p. 199). This process begins with activating prior knowledge as a foundation, but continues as the user skims texts, determines the main or important ideas, and then formulates them into her own.
The final step into inquiry based learning calls for the student to transform the collected information and produce a representation of the data. By allowing students a wide berth in their selection of approaches, their participation and involvement will increase along with their interest. This is a means of “expanding the boundaries of learning for …students” that November (2008) believes will “connect them to authentic audiences and challenge them to create work that can have an impact around the world” (p. 79). These may include such technological opportunities as blogging, podcasts, threaded discussions, or emails, or the student may choose to go with a more multimedia project such as webpage design, video recording, or digital storytelling. These are just a few of the tools available for students and teachers alike in which to learn, participate, and expand their skills.
Though I am far from mastering many of these new literacy skills, I have taken the first step in realizing the needs my students have for learning them. I have practiced them and will continue to work on mastering them, even if I have to do it along with my students. Modeling my own learning will not only encourage my students, but will provide an example of life-long learning that they should all aspire to. These are no longer extra-curricular activities that students should be offered if interested, but are now necessary skills to guide them into becoming educated adults ready to enter their workforce.
References
Darrow, R. (2005, October). Synthesis can take many forms. Library Media Connection, 24(2), 28.
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry
(Solving problems in teaching of literacy). New York: The Guilford Press.
Jukes, I., & Macdonald, B., (2007). 21st century fluency skills: Attributes of a 21st century
learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Producer). (2009a). Program two. New literacies [Motion
picture]. Supporting information literacy and online inquiry in the classroom.
Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Program three. Essential questions in inquiry
projects [Motion picture]. Supporting information literacy and online inquiry in the
classroom.Baltimore: Author.
November, A. C. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Sunday, February 28, 2010
All This Learning Going on...
The infusion of technology in our society is having a profound effect on every aspect of our lives. It is virtually impossible to find a corner that is not influenced by the use of it, and yet we continue to remain prejudiced towards its presence in the classroom. Instead of taking advantage of the students’ technological connections, “…schools have decided that all the light that surrounds kids – that is, their electronic connections to the world – is somehow detrimental to their education” (Prensky, 2008, p. 42). My own education about various ways to use these tools in the classroom has changed my perspective on the role of the teacher. Teachers should no longer remain instructors or providers of information. Instead, they should “…take on the roles of explainer, context provider, meaning maker, and evaluator/coach” (Prensky, 2008, p. 45). Richardson says that “by inviting students to become active participants in the design of their own learning, we [can] teach them how to be active participants in their lives and future careers” (2009, p. 133).
Before January, I had certainly heard of blogs, had looked at a couple of them, had even know someone who wrote her own. I had also subscribed to a couple of podcasts that I listened to on my iPod while walking. I must admit, though, that I had no idea what a wiki was…didn’t even realize that Wikipedia was an on-going, collaborative creation. Eight weeks later, I have started my own blog, participated (though weakly) in the shared construction of a wiki, and recorded my own podcast that I posted to my blog. While these may sound like small feats to someone tech-savvy, one must realize that I came into this course a digitally-illiterate individual. I was resistant to admit that the classroom needed to be changed and the curriculum adapted. My perspective is far different now and I find myself looking for ways to utilize these tools of the 21st century into my classes. I am now getting my students into the computer lab at school at least once a week to ensure they spend time on the computer doing more than just social networking. Instead of sitting at their desks writing, I am making sure they are utilizing the tools of the computer and learning how to navigate their way through a document. According to Dr. Thornburg, this is only “doing the same thing differently”, but it does allow students exposure to the skills they will need (2004).
Aside from just doing the same work in a different format, I am also adjusting what I am having my students do. In the past, I have had my students respond in writing to a prompt and turn in their papers for a grade. I was the only audience, and that was simply for the grade I would hand down. Now, I am posting the prompt online through a threaded discussion and not only having the students respond to my post, but also to one of their peers. They must also search online for information and sources to back up, or support, their responses. This creates a new genre that Richardson says “…could be called ‘connective writing,’ a form that forces those who do it to read carefully and critically, that demands clarity and cogency in its construction, that is done for a wide audience, and that links to the sources of the ideas expressed” (2009, p. 28). He goes on to say that this connective writing “…requires critical thinking skills as [students] consider their audience and clarify the purpose of the writing (2009, p. 29). I believe my students will gain expertise not only in their literacy skills, but in their ability to “navigate the World Wide Web, locate information, evaluate it critically, synthesize it and communicate it – all skills that are becoming vital to success in this century’s economy and workforce” (Miners & Pascopella, 2007, p.27).
Besides these adaptations to my classroom instruction, I also plan to integrate the use of a wiki as a way for my students to collaborate on a project. In the past I have had my students create a scrapbook based on a character from a novel we read in class. This year I would like to put the students into groups and have them create the scrapbook using a wiki, a venue that “allows [them] to work together on a single piece of writing or a body of work” (November, 2008, p. 90). Because I am still hesitant about using a wiki, this project will be an experimental one, but one I hope to learn from and gain knowledge in. I am, however, reassured by Richardson who states that, as teachers, “…we can’t pretend to know everything any more….” Instead, we must become “…true collaborators….and begin to see [ourselves] more as learners alongside [our] students” (2009, p. 136). If I wait until I am an expert in using these tools, they may never get integrated into my curriculum. By learning with my students, I am also modeling a lifelong learner, something I wish for each of them to become. One more goal I have for my classroom is to begin more communication with my students and their parents through a page I have created on our school website. It is simple called “Mrs. Eidson’s page” as it was set up by the school’s webmaster, and right now only has links to the Student Discussion Forums, a blog I am starting about the novel we are currently reading, and a calendar, but I would like to begin using it to post podcasts created by me for assignments, or by students for projects they have done. I would also like to utilize email for students to submit work, and to communicate more effectively with students who are absent or have questions about assignments. I am already doing this with parents, but have not used this with students. To implement this, my students must have an email address, something I have requested them to have available in the near future.
Wikipedia says that learning is acquiring new knowledge, behaviors, skills, values, or preferences (Learning- Wikipedia, 2010), while another source claims that it is any improvement in behavior, information, knowledge, understanding, attitude, values or skills (Ali, 2007). If these hold true, then learning has been at the forefront of activity in my life these past eight weeks. Even without these definitions to back me up, I can attest that I have learned more (and enjoyed it!) during the current course than any other schooling I have participated in. Who knew that by embracing the very components that our schools are working so hard at resisting, we could open up a portal for our students to connect to school, the educational system, and actual learning.
Jane Eidson
7th grade Language Arts
References
Ali, S. (2007). Dictionary of education: Language of teaching and learning. -: Authorhouse.
Learning - Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved February 28, 2010, from http://en.wikipedia.org/wiki/Learning
Miners, Z., & Pascopella, A. (2007). The new literacies. District administration, 43(10), 26–34.
Used by permission. Retrieved January 26, 2010.
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Copyright 2008 by Sage Publications, Inc. Used by permission of Sage. Retrieved January 13, 2010.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Database:Academic Search Premier database. Accession Number: 31926035. Retrieved January 14, 2010.
Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms (Second Ed ed.). California: Corwin Press Inc.,U.S..
Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved January 12, 2010, from http://www.tcpdpodcast.org/briefings/expectations.pdf.
Before January, I had certainly heard of blogs, had looked at a couple of them, had even know someone who wrote her own. I had also subscribed to a couple of podcasts that I listened to on my iPod while walking. I must admit, though, that I had no idea what a wiki was…didn’t even realize that Wikipedia was an on-going, collaborative creation. Eight weeks later, I have started my own blog, participated (though weakly) in the shared construction of a wiki, and recorded my own podcast that I posted to my blog. While these may sound like small feats to someone tech-savvy, one must realize that I came into this course a digitally-illiterate individual. I was resistant to admit that the classroom needed to be changed and the curriculum adapted. My perspective is far different now and I find myself looking for ways to utilize these tools of the 21st century into my classes. I am now getting my students into the computer lab at school at least once a week to ensure they spend time on the computer doing more than just social networking. Instead of sitting at their desks writing, I am making sure they are utilizing the tools of the computer and learning how to navigate their way through a document. According to Dr. Thornburg, this is only “doing the same thing differently”, but it does allow students exposure to the skills they will need (2004).
Aside from just doing the same work in a different format, I am also adjusting what I am having my students do. In the past, I have had my students respond in writing to a prompt and turn in their papers for a grade. I was the only audience, and that was simply for the grade I would hand down. Now, I am posting the prompt online through a threaded discussion and not only having the students respond to my post, but also to one of their peers. They must also search online for information and sources to back up, or support, their responses. This creates a new genre that Richardson says “…could be called ‘connective writing,’ a form that forces those who do it to read carefully and critically, that demands clarity and cogency in its construction, that is done for a wide audience, and that links to the sources of the ideas expressed” (2009, p. 28). He goes on to say that this connective writing “…requires critical thinking skills as [students] consider their audience and clarify the purpose of the writing (2009, p. 29). I believe my students will gain expertise not only in their literacy skills, but in their ability to “navigate the World Wide Web, locate information, evaluate it critically, synthesize it and communicate it – all skills that are becoming vital to success in this century’s economy and workforce” (Miners & Pascopella, 2007, p.27).
Besides these adaptations to my classroom instruction, I also plan to integrate the use of a wiki as a way for my students to collaborate on a project. In the past I have had my students create a scrapbook based on a character from a novel we read in class. This year I would like to put the students into groups and have them create the scrapbook using a wiki, a venue that “allows [them] to work together on a single piece of writing or a body of work” (November, 2008, p. 90). Because I am still hesitant about using a wiki, this project will be an experimental one, but one I hope to learn from and gain knowledge in. I am, however, reassured by Richardson who states that, as teachers, “…we can’t pretend to know everything any more….” Instead, we must become “…true collaborators….and begin to see [ourselves] more as learners alongside [our] students” (2009, p. 136). If I wait until I am an expert in using these tools, they may never get integrated into my curriculum. By learning with my students, I am also modeling a lifelong learner, something I wish for each of them to become. One more goal I have for my classroom is to begin more communication with my students and their parents through a page I have created on our school website. It is simple called “Mrs. Eidson’s page” as it was set up by the school’s webmaster, and right now only has links to the Student Discussion Forums, a blog I am starting about the novel we are currently reading, and a calendar, but I would like to begin using it to post podcasts created by me for assignments, or by students for projects they have done. I would also like to utilize email for students to submit work, and to communicate more effectively with students who are absent or have questions about assignments. I am already doing this with parents, but have not used this with students. To implement this, my students must have an email address, something I have requested them to have available in the near future.
Wikipedia says that learning is acquiring new knowledge, behaviors, skills, values, or preferences (Learning- Wikipedia, 2010), while another source claims that it is any improvement in behavior, information, knowledge, understanding, attitude, values or skills (Ali, 2007). If these hold true, then learning has been at the forefront of activity in my life these past eight weeks. Even without these definitions to back me up, I can attest that I have learned more (and enjoyed it!) during the current course than any other schooling I have participated in. Who knew that by embracing the very components that our schools are working so hard at resisting, we could open up a portal for our students to connect to school, the educational system, and actual learning.
Jane Eidson
7th grade Language Arts
References
Ali, S. (2007). Dictionary of education: Language of teaching and learning. -: Authorhouse.
Learning - Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved February 28, 2010, from http://en.wikipedia.org/wiki/Learning
Miners, Z., & Pascopella, A. (2007). The new literacies. District administration, 43(10), 26–34.
Used by permission. Retrieved January 26, 2010.
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Copyright 2008 by Sage Publications, Inc. Used by permission of Sage. Retrieved January 13, 2010.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Database:Academic Search Premier database. Accession Number: 31926035. Retrieved January 14, 2010.
Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms (Second Ed ed.). California: Corwin Press Inc.,U.S..
Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved January 12, 2010, from http://www.tcpdpodcast.org/briefings/expectations.pdf.
Sunday, February 7, 2010
Our Digital Natives are Restless
I just found out that I'm an immigrant...a digital immigrant, that is. But if the truth be told, I am probably more of a digital illiterate than anything else. That's okay...I am in an TSL class now, so I will someday be speaking the language with the natives, though I will probably always have an accent that will give me away. Oh, the TSL stands for Technology as a Second Language.
This wouldn't be such a problem if I weren't facing a room full of digital natives every day that were restless. Prensky (2001) has coined these terms because our students today have grown up in a world full of technology; they have been playing video games since they were toddlers; most have never had to talk on a phone that was attached to a wall with a cord connecting them to it. The internet has always been there for them and they have had a student ID and password that allowed them to log-on to the internet at school since they were in first grade. They are digital natives and adapt to technology with an ease that I will never know. That leaves me feeling like an immigrant with no language skills trying to teach the native children how to read and write in their own language. Scary thought!
Because I am taking the initiative to learn what I can about the available technology and how to incorporate it into my classroom, my students are going to have an advantage over many others. This will take time and a lot of trial and error, but every little step we take will mean a gain in my expertise and a gain in their preparation for the world they are getting ready to face.
Before I could really begin, though, I needed to find out where my students were in regards to availability and usage of this technology. I chose three students at random to interview, asking about the time they spent utilizing the different formats, their comfort with internet research, and the availability in their own homes and school. These were seventh grade students, two in my own classes, and one in another school in my town. Please listen to the podcast to get a general idea of what these students have available, and how they use these tools.
Reference
Marc Prensky. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. Retrieved February 7, 2010, from ProQuest Education Journals. (Document ID: 1074252411).
This wouldn't be such a problem if I weren't facing a room full of digital natives every day that were restless. Prensky (2001) has coined these terms because our students today have grown up in a world full of technology; they have been playing video games since they were toddlers; most have never had to talk on a phone that was attached to a wall with a cord connecting them to it. The internet has always been there for them and they have had a student ID and password that allowed them to log-on to the internet at school since they were in first grade. They are digital natives and adapt to technology with an ease that I will never know. That leaves me feeling like an immigrant with no language skills trying to teach the native children how to read and write in their own language. Scary thought!
Because I am taking the initiative to learn what I can about the available technology and how to incorporate it into my classroom, my students are going to have an advantage over many others. This will take time and a lot of trial and error, but every little step we take will mean a gain in my expertise and a gain in their preparation for the world they are getting ready to face.
Before I could really begin, though, I needed to find out where my students were in regards to availability and usage of this technology. I chose three students at random to interview, asking about the time they spent utilizing the different formats, their comfort with internet research, and the availability in their own homes and school. These were seventh grade students, two in my own classes, and one in another school in my town. Please listen to the podcast to get a general idea of what these students have available, and how they use these tools.
Reference
Marc Prensky. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. Retrieved February 7, 2010, from ProQuest Education Journals. (Document ID: 1074252411).
Wednesday, January 27, 2010
Exactly whose fault is it?
Looking at the website for Partnership for 21st Century Skills(http://www.21stcenturyskills.org/)and reading through the articles on this site can be an eye-opening experience, especially if technology is a topic that has not been in your thoughts or conversations of late. When you hear about problems in our schools, it seems the first blame is always on the teacher. I appreciated the article by Douglas Reeves, Three Challenges for Education Leaders, and the fact that he is more than willing to spread the blame around (Reeves 2010). He gives three areas for the failure to successfully integrate technology into our classrooms, but I disagree with his order of listing these, though perhaps he was just listing them at random. He names the three main problems on a lack of universal, or common, assessment of success; the pressure on teachers to push students through a system where academic accomplishment might not be the true priority; and a leadership which spouts the latest catch phrase, but fails to guarantee the implementation of proven strategies or programs.
While I believe each of these plays a role in the rift that is growing between our schools and the needs of our students, I believe the ultimate responsibility must fall on the shoulders of our educational leaders. It is far too common to hear of the latest bandwagon our leaders have jumped on and promised to infuse into the district, only to have it trickle down to little or nothing until something new comes along. This is not to say that teachers should not be held accountable, too. But, very few will take the initiative and continue to educate themselves without encouragement, incentives, and examples. Districts must step up and provide the education for the teachers, but only after they have educated themselves. This would be like me telling my students to start using technology in their work, but not knowing how to use it myself.
Lastly, we must have a common standard with which to assess the students’ success, as well as the schools’ achievement rate. Reeves states that the ease is in agreeing our students need skills that make them proficient in “communication, teamwork, critical thinking, and problem solving” (Reeves, 2010). The problem lies in the ability to rate these students’ successes in meeting these standards. What is proficient for one might not be for another.
Partnership for 21st Century Skills has provided a format that addresses these concerns while laying out some guidelines that identify the skills needed, gives individual school districts the ability to assess their place in this movement, and then plan the means to reach set goals (Herbert, 2010). It also names specific ways to integrate these actions after identifying exactly what skills the students are going to need for success in the 21st century. Rather than leaving these assessments up to the individual districts or states, they have named the most critical needs our students are facing in regards to the work force today’s students will enter. This gives a standard that is clear and easy to recognize…no need to guess, or assume by districts or teachers.
While I don’t believe these are going to simplify everything for everyone, I do agree that our leaders must take the initiative with their teachers, just as I must take the initiative with my students. Our leaders must lead by example just as I am expected to do. And, when we have a standard that allows each teacher, or district, to see the desired goal, then we can begin to create assessments that clearly show the success of our students.
References
Herbert, M. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Reeves, D. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
While I believe each of these plays a role in the rift that is growing between our schools and the needs of our students, I believe the ultimate responsibility must fall on the shoulders of our educational leaders. It is far too common to hear of the latest bandwagon our leaders have jumped on and promised to infuse into the district, only to have it trickle down to little or nothing until something new comes along. This is not to say that teachers should not be held accountable, too. But, very few will take the initiative and continue to educate themselves without encouragement, incentives, and examples. Districts must step up and provide the education for the teachers, but only after they have educated themselves. This would be like me telling my students to start using technology in their work, but not knowing how to use it myself.
Lastly, we must have a common standard with which to assess the students’ success, as well as the schools’ achievement rate. Reeves states that the ease is in agreeing our students need skills that make them proficient in “communication, teamwork, critical thinking, and problem solving” (Reeves, 2010). The problem lies in the ability to rate these students’ successes in meeting these standards. What is proficient for one might not be for another.
Partnership for 21st Century Skills has provided a format that addresses these concerns while laying out some guidelines that identify the skills needed, gives individual school districts the ability to assess their place in this movement, and then plan the means to reach set goals (Herbert, 2010). It also names specific ways to integrate these actions after identifying exactly what skills the students are going to need for success in the 21st century. Rather than leaving these assessments up to the individual districts or states, they have named the most critical needs our students are facing in regards to the work force today’s students will enter. This gives a standard that is clear and easy to recognize…no need to guess, or assume by districts or teachers.
While I don’t believe these are going to simplify everything for everyone, I do agree that our leaders must take the initiative with their teachers, just as I must take the initiative with my students. Our leaders must lead by example just as I am expected to do. And, when we have a standard that allows each teacher, or district, to see the desired goal, then we can begin to create assessments that clearly show the success of our students.
References
Herbert, M. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Reeves, D. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Wednesday, January 13, 2010
...not enough answers...
Thinking about creating a blog for my 7th grade Language Arts students is really quite exciting. There are so many different possibilities for using a blog in class, and I really need more information, tips, suggestions, etc., from those that have done this, but I find myself mulling over some of the different things that can be done. I really like what Will Richardson says in his book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms on page 29, “…bloggers that write in this way [connectively] learn to read critically because as they read, they look for important ideas to write about….[it]requires critical thinking skills as they consider their audience and clarify the purpose of the writing” (2009). Having just completed a unit in class about identifying the audience and writing with a purpose, this seems to be a great tool to reinforce and continue what my students have learned.
We are about to start reading a novel in class and I would really like to come up with a way to use the blog with this. I am not sure exactly how, as I am still so new to this, but in the novel, Tangerine, by Edward Bloor, the main character writes in a journal and I know there has to be a way to connect this to the blog. I think perhaps, if I can figure all this out, I could set up the blog to resemble a journal (?), or not (!), and assign something like two entries per week, per student. Maybe one could be an original posting and one a response to another student. Perhaps they should be required to write in the voice of one of the characters, or even the main character. There are so many questions, and I just don’t have all the answers to this right now. I would love to hear from some other teachers that have already begun incorporating blogs into their classes. I welcome any ideas and suggestions that could be offered.
Now I really am excited about starting this adventure. My students (as probably most) get tired of the typical writing assignments and this offers such a new and different venue for them. I can even see their parents getting involved, which could only reinforce the blogs success. Hopefully this is something that I can become experienced and comfortable with, so that I can effectively share it with my students.
Jane
Reference
Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms (Second Ed ed.). California: Corwin Press Inc.,U.S..
We are about to start reading a novel in class and I would really like to come up with a way to use the blog with this. I am not sure exactly how, as I am still so new to this, but in the novel, Tangerine, by Edward Bloor, the main character writes in a journal and I know there has to be a way to connect this to the blog. I think perhaps, if I can figure all this out, I could set up the blog to resemble a journal (?), or not (!), and assign something like two entries per week, per student. Maybe one could be an original posting and one a response to another student. Perhaps they should be required to write in the voice of one of the characters, or even the main character. There are so many questions, and I just don’t have all the answers to this right now. I would love to hear from some other teachers that have already begun incorporating blogs into their classes. I welcome any ideas and suggestions that could be offered.
Now I really am excited about starting this adventure. My students (as probably most) get tired of the typical writing assignments and this offers such a new and different venue for them. I can even see their parents getting involved, which could only reinforce the blogs success. Hopefully this is something that I can become experienced and comfortable with, so that I can effectively share it with my students.
Jane
Reference
Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms (Second Ed ed.). California: Corwin Press Inc.,U.S..
Sunday, January 10, 2010
Thursday, January 7, 2010
It really is complicated right now!
Apparently education is headed in a new direction and I am just finding this out. Because I chose to further my education, I am being exposed to a whole new world. While this is a little (ha) overwhelming, the more I read, explore, think about, these opportunities, the more excited I become. I am starting this blog for two reasons. One, I am required to for a class I am taking. Would I do this if I didn't have to? Probably not. Am I glad I have to? Yeh, I think I am! The second reason I am doing this is because I really do want to hear from other teachers who are trying to incorporate technology into their curriculum and classrooms. I want to hear about the trials and errors that you have, or are experiencing. Give us some ideas! If something worked for you, share it with us. If it failed, tell us why - perhaps we can help.
We have to start somewhere, so this is as good a place as any. Right now, it does seem very complicated to me. Maybe you feel the same way. Hopefully it will become a tool we can share with our students. I don't want to be left behind, I just know that right now, I am not yet ready to lead!
We have to start somewhere, so this is as good a place as any. Right now, it does seem very complicated to me. Maybe you feel the same way. Hopefully it will become a tool we can share with our students. I don't want to be left behind, I just know that right now, I am not yet ready to lead!
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