Digital Story

For my digital story I used imovie. It was a fun, but sometimes challenging process. I like the music I picked, but the track fades pretty early and I could not figure out how to manipulate the tracks so that the silent pause in between loops would not happen. I really liked experimenting with this tool and making the video. It gave me a lot of ideas for making videos for different lessons in class. I don't know that I would use my video with my students, since there is a lot of reading and they are in 4th grade, but now that I have the tools and some experience fiddling around with them, I could easily create an introductory digital story about myself to share with them.  Overall it was a fun and informative process! I hope you enjoy this little video about my dance life! 

Reaction - 5 Reasons to Allow Students to Use Cell Phones in Class

I really like this article. I know in class we have discussed allowing students to use their cell phone and how it would be beneficial, but there was still a part of me that was hesitant, I think I just immediately envision worst case scenario abuse of the privilege - I know, not the right approach. I think the impending reality of having my own class for the first time and reading about classroom management had me thinking about materials management, and the vision of a room full of 9 and 10 year olds with their cell phones out was a little overwhelming.

However, this article brought me back to the positive reality of the benefits of cell phone usage in the classroom. It's true, todays students will be living and working in a world where their work will involve the application of smartphone technology. As teachers we are responsible for preparing them for their future, and that means exposing them to the technology they will need in the future and allowing them to create and experiment with it.

I think the point about tight budgets and the latest technology not always being available.  It might not always be available to each student in the form of smartphone either. One way of incorporating cell phones without having students who do not own smart phones or whose parents maybe do not allow them to have cell phones would be to have the students work in groups using one smart phone per group.

I love the points made on #3-

"We need to get used to the fact that kids don't need to know "stuff" nearly as much as they need to learn to use that "stuff."  Tests of recall don't prepare our students for the world ahead.  Kids know this - it's why they think school is irrelevant. "


"Policies that ban cell phones because students might text each other are short-sighted.  As Kevin Honeycutt is fond of saying, 'Students used to pass notes on paper.  We never banned paper.' "


These are great points that say it all. #3 actually really swayed any apprehensions I had about cell phone use in the classroom and how important their role in learning today actually is.


We do need to teach responsible ways to use cell phones to students. Shielding them from using them is not "keeping them safe" it is preventing them from learning opportunities that will benefit them in their future. If students learned how to utilize the technology they hold in their phone they would be able to do more productive things with it - beyond calling and texting and using social media to share every breath they take/food they eat.


As a big time HP fan, I LOVED the tie in from the book about the students not being allowed to use their wands! What a great connection!


This reaction was to the blog post http://theinnovativeeducator.blogspot.com/2012/07/5-reasons-to-allow-students-to-use-cell.html

Bridge Year

Open Education's blog entry by Thomas, Taking a Gap or Bridge Year – A Growing Trend, was a great read. I really support this idea. I don't think that just because a student has completed high school, that they are ready for college. Many students enter college with no real idea of what career they would like to pursue and pick a major based on something they think might be interesting/fun/ or provide them with a desirable income. Some are just not mature enough. There is nothing wrong with taking a year to gain some meaningful life experience! I bet a person who takes a year and works their tush off or spends time volunteering in areas they think they might be interested in pursuing as career paths will go into their college studies with more drive and commitment than most students who just go because it's the next step.

Life experience sure showed me a career path I had no idea I would be so passionate about when I was in undergrad. I'm thankful all the time that I found the passion I have have for teaching through life experience, and I'm positive that more people would find careers they loved if they took some time to have life experience before attending college.

PowerPoint Is Evil

Edward Tufte certainly shares his opinion on PowerPoint in his article, PowerPoint Is Evil.


I felt like I was reading a personal rant by the author instead of a well-thought (and well written) piece. I did not like the fact that he used the word, "damn" in his writing - it wasn't necessary as it was not crucial to the writing,and it did nothing to strengthen his argument.


I also find it rude that he compared PowerPoint presentations to school plays, stating that they are, "very loud, very slow, and very simple". Students work hard on their school plays- this statement was uncalled for.


About his actual feeling on PowerPoint...this seems like a personal problem. Maybe he has been forced to sit through some painful powerpoint presentations. If the software is being used properly (as a visual and written support for oral presentations) then the speaking taking place during the presentation should make up the bulk of the material, while the writing and visuals included in the PP provide supportive and appropriate visuals and notation. 


As far as PowerPoints in classrooms...the teacher needs to be sure to model effective and ineffective examples of PowerPoint slides so that the students have an idea of what they should be creating. Expectations (maybe provided through rubrics) should be clear and attainable. I don't think it is a bad idea to have the students write an essay, but present their writing through a PowerPoint presentation...so that they are still writing, and also incorporating a digital display to share their work through. Of course they could use another platform other than PowerPoint if they wanted.

Common Sense Media Lesson Plan

Lesson: Choosing a Search Site (grades 4-5)

This is a lesson that helps students identify good search engines to use based on specific features of the search engines. 

The students work in pairs or groups to explore search sites designed for children. They are supplied with handouts that provide them with checklists, search engines to explore, and questions that are to be answered individually, but also to be discussed with the group members/partner. After exploring and listing the features of the search engines students determine the features that make up a good search site.

The three sites the students explore through the lesson are Yahoo! Kids ®: www.kids.yahoo.com, Ask Kids ®: www.askkids.com, and KidsClick! ®: www.kidsclick.org


The students use the search engines and assess/analyze them through a series of guided questions on the handouts


While the students work in pairs or groups, the class does take time to come together for discussions on what they are observing and finding with the search engine activity.


The lesson is concluded with a series of questions to be posed to the students by the teacher. There are also homework/extension activities that ask the students to search for topics or answers to questions using search engines (a web address to a site with a list of approved search engines is provided). 


I like this lesson a lot. I did a lesson with 6th graders on how to search for topics on the internet, but I did not do one on search engines they could use (I had provided the search engine they would all use for this particular project). 


I think that including a lesson like this in my unit would have helped them with their research searches a great deal. This is definitely something I would incorporate into a future unit. This is a lesson that gives the students tools to use in their learning beyond the immediate project/task they are working on!

 

Screenr Podcast

Molly and I created a flipped scenario podcast using screener. Enjoy!

Pixlr Picture

I enjoy fishing in dangerous waters ;)

The Importance of Visuals

The use of visuals are definitely important in instruction. Some learners absolutely need visuals, and then are are some who may not need it, but will still have added support from the presence of visual aids. It isn't merely enough to include visuals, the visuals must be purposeful and enhance and/or support the lesson.

The blog entry Instructional Design Training: Using Visuals to Support Learning and Performance outlines the different types of visuals that educators should consider when including them in instruction.   This blog was not only in alignment with my feelings on the use of visuals, but also gave me much more to think about in the selection and purpose of visuals in lessons.

Chris Lehmann, TEDxPhilly

I LOVED this! I want to go visit his school and see all of the things that are happening there! I think there are so many important points that were made by him that educators need to consider. His answer to why students need to learn physics was fabulous! If teachers talked to their students like that it would mean so much more than saying "you need it for college blah, blah, blah".


Pretesting kids to see what they are worst at, and then overloading them on that - while giving students materials and strategies to improve on areas they do not excel in does matter, focusing on strengths and areas of passion and creativity matters as much, if not more. 


So much of what I am seeing and hearing across the board is about the factory model of schools is outdated and that it is not working anymore. "We can do better," says Lehmann and so many others, why aren't we?!


Having kids sharing their work with the world seems so common sense! Letting them know the work they produce and the ideas that they have are important enough to be shared is wonderful. Taking sharing beyond standing up and presenting the work that is done to a more globalized method should take place. students can make an impact on the world, and they should be given the means and support to do so. Amazing things would happen!


Link to the speech: Chris Lehmann - Education is Broken

Reaction to Life in a 21st-Century English Class

Article: 
Life in a 21st-Century English Class, Tina Barseghian

I was really impressed by the learning that the author described taking place. She certainly gives great examples of how technology and PBL can be used to support inquiry based learning and enhance students' high levels of thinking. I was really amazed by how the students expressed a desire for the author to help them design a specific lesson unit based on how they wanted to explore the curriculum (using film to identify and analyze themes, writing, character development, film techniques, setting and plot development.) 


I understand that the instructor has writing woven into the work she is doing with her students, but where do the writing lessons actually come into play and how are the students learning about how to write, edit for publishing, organize ideas, etc.? While I am sure the author takes the time to implement these types of lessons I am very curious as to how she does it (especially since she does not lecture).


I would love further information on this, as it would help to get a more rounded picture of all the parts to the process she is describing. 


Overall I think it sounds like there is a lot of learning and fun happening in that classroom. The PBL activities are allowing the students to take the work they are doing and relate it to their current world - making it SO much more meaningful! I have definitely been inspired by the work of the author and hope to bring the same level of engagement, interest, and excitement into my class (when I have my own :) ).

Mobile Reach #35 – School Is Out, But The Learning Does Not End

In this podcast educators share and discuss some apps they suggest for students during the summer. The apps are all intended for cell phone and mobile technology sources. Some of them are ideal for summer vacation, and some can be extended into the classroom!

"9 Fun Ways to Stop Summer Brain Drain"- inspiration for the podcast show I listened to.

Kids Journal, from apple- daily blog of activities, insert picture on camera role, rate your mood for the day, arrange dates for calendar, blog short paragraphs about your day. Ideal for k-4th grade. Great for logging summer activities. allowed to have a number of journals- can create a classroom journal during the year with students.

Simbaloo (spelling?) app- a way to create a "web-mix", create shortcut pages to different websites. Like a visual Diigo.

Google Navigation and Maps - Using it during summer travel. Can create/setup "custom maps".

Order Up to Go - sequencing. Idea of the app is that you are a chef. Students think they are playing a game - it is about following directions, and creating systems (sequencing). Free in the games section.

Autobon Birds - app for traveling, a field guide to all North American birds. can take notes on the different birds seen. It is cool to be able to ID the different birds that you see.

Trip It - app available everywhere. First, search it, then make an account, then create/book your rentls. The app then creates your itinerary to others.

Tumbler - it can be used a a photoblog. Students create a running blog for their trips as they travel during the summer.

It is important to UPDATE your apps!

Tourists: Allows you to create tours from all of the world. can be done right from your phone. The app even provides direction in the picture taking.




The Eo time machine (SP?)  chose a year (starts as early at the 1800s, goes to the 1000. Kids picking their birthday year, then getting as close to the date as possible. Have kids research and explore what was happening on their birthday when they were born.

Can podcasts enhance/support your classroom instruction? What are the benefits and barriers?

Podcasts can definitely enhance/support classroom instruction. They provide a multi-media learning experience for students. Learners who are more apt to retain information visually receive support from the visuals provided (given that the podcast includes visual media) and students who learn best through listening are given information orally. It provides a different method of instruction where it is not necessarily the teacher standing and talking, even if it is the teachers voice, it is a change up in instruction. Even though the change may be minute, it can still be effective.


There are barriers. If the podcast does not provide any visuals you may lose the attention of students. If the audio is not interesting or engaging (monotone, droning, dull, just factafterfactafterfactafterfact...) all students will most likely tune right out. The podcasts need to be selected and used/created with the students in mind. 


I had a college professor who had to travel a lot during one semester. She was a great instructor and I was always motivated by her teaching to work extremely hard and to really think about my artistry. When she had to travel she created audio podcasts for our class so that we would not be behind in instruction. It was just audio recording and it was terrible. Her teaching went far beyond merely her words....what really motivated her students was the way her entire being radiated what she talked about and how she constantly physically modeled what she expressed verbally. With just her voice, and no visual, the effect was not there. She didn't even sound like herself. It was as if she created the recording while sitting perfectly still and had lost all passion for what she  talking about to us. The entire class' energy was so low during those podcast classes, and we all felt that it was much less enjoyable and much more difficult to get through the class sessions. It was a relief when she returned and the class resumed its normal level of drive and excitement. I think this is a perfect example of how podcasts can be a barrier...and really make students even dread coming to class. 


If the podcasts are created with the students in mind (what drives them, what interests them, how do they learn best...) then they will provide enrichment and enhance learning experiences, for sure. If the students are not the main consideration when creating or selecting podcasts, they will probably be more likely to hinder the learning experience.

In Response to The Nuts & Bolts of 21st Century Teaching

The Blog post The Nuts & Bolts of 21st Century Teaching (http://plpnetwork.com/2011/03/22/the-nuts-bolts-of-21st-century-teaching/) was inspirational. Blogger Shelley Wright is on to something extraordinary with her teaching method of facilitating her students' learning about the Holocaust. It is common knowledge that the best way to learn information, is to teach it - since you are accountable for relaying information to others you are accountable for the information and will research and learn more.

Shelley facilitated this project wonderfully and led her students on a great journey of discovery. Their excitement and enthusiasm was contagious, so much so that even Shelley was infected with the excitement of her students and the project at hand.

I think what was really great (aside from the facilitated, inquiry-based learning) was that when Shelley felt a roadblock had been hit, she did not give up, or get frustrated, she turned to her colleagues through her blog post. The information she received was valuable to her and her students and helped them not only find a great way to move forward on the project, but to connect and understand each other better as students, learners, and educators.

I think it is important to create an atmosphere of discovery where inquiry-based learning can take place. I believe this atmosphere empowers students and enables wonderful learning opportunities to take place. It allows to students to converse, brainstorm, share ideas, get creative, and learn in a way that works for them as individual learners. Shelley's post has given me ideas and inspiration for future lessons and projects i would like to do in a classroom one day.

I would be willing to bet those 10th graders will always remember the work they did on that Holocaust unit, and that they probably learned more about the Holocaust through that project than they did in other classes that covered the same topics.

Digital Media* New Learners of the 21st Century

This PBS special was really cool and made some excellent points about technology and education. I personally value hands on, concrete learning experiences and believe that it is extremely important to “unplug”. However, what I did not consider, and what this special brought to my attention was that for future generations the use of digital media will be considered a concrete learning tool. There was a quote in the beginning of the video by, I believe Nichole Pinkard (I may be wrong on that) that raised the issue of what it means to be literate, how the definition of being literate has changed over time, and what it will mean to be literate in the future with regard to computers and technology. It kind of blew my mind to think that no longer would a person be considered fully literate if they could merely read and write, but that they would also have to be computer literate. It makes sense though.

The New York school where the children are using digital and multimedia to create games really opened my eyes. It was like a performing arts school, except instead of the performance aspect, the kids were using advanced technology to create games. They all seemed stimulated and interested in the work they were doing and in the learning that was taking place. Even the little boy who labeled himself a “daydreamer” pointed out that they often get cool assignments in school so that he is interested and pays attention.

I like the idea that these children are so stimulated and focused because of the technology, but I still think that there needs to be a creative focus on keeping them interested and stimulated through teaching without a screen. I am in no way saying it isn’t useful, I really like what I saw with the use of technology as a way to teach critical thinking and problem solving, and how other content areas were being used in the assignments, I just still believe it is important to have “unplugged” teaching.

I think some of the most important points made in this special was that in the past people were taught everything they needed to know for life. Now, people need to be taught in a way that will prepare them for jobs and industries that do not even exist yet, and that the most important thing is to teach students to embrace change. The world is changing so quickly, and as educators we need to teach in a way that will prepare learners for the world they are growing and living in.

I loved the program that was using digital media in Chicago for high school students. It was giving students a way to creatively express themselves, apply technology and use it in their interest as well as in a way that could prepare them for career fields that they were interested in pursuing. They even got involved in their communities through this program- AWESOME! The clip of the high school senior who now teachers her own class to younger kids about video editing was one of my favorite parts of the special, just because of the excitement in the students, the involvement, and the comments they were making. It was a really nice moment to see these

I really liked how the students at the museums and in the history class were using cell phones and media to create educational learning scavenger hunts and to learn about their communities. If the kids are going to have and use and be interested in cell phones, then why not show them how to use them beyond calling, texting, and mindless internet searching? The kids in the museum probably learned a whole lot more about the exhibits they were looking at through taking pictures and creating their scavenger hunts than they would have if they had merely been walked through the museum, or even had worksheets to fill out and answer. The older history students became interested and involved in their community, its history and it’s future.

Watching this special definitely gave me a new outlook on the pros and valuable uses of technology in education today. It has made me excited and inspired me to try and fine meaningful and creative ways to use it in my classroom one day!

I found this blog really interesting. I was instantly curious to find out how educators are engaging students to learn through twitter. I know from my own personal experience with twitter that most people who tweet share what is basically a "status update" on every single breathe they take during the course of their day. I am not too proud to admit that I too have tweeted in such a way. I found myself thinking twitter was super egotistical - who really cares what nail polish color you are looking at in CVS or what you had for breakfast, lunch, and dinner? So, I don't tweet so much as I follow humorous or interesting accounts.

Only having this kind of experience with the world of twitter made me wonder how this blog was going to explain the role twitter is taking in classrooms. I was pleasantly surprised to see that educators see many benefits to connecting and sharing information with their students through live tweeting and sharing. I really liked that teachers were tweeting links to articles they were reading so that students who follow them could gain further knowledge and insight into the topics being learning about in class. I also really liked the use of live tweeting as a way to "take notes". It turns the notes into a conversation and forum for students.

The greatest thing, in my opinion, was that educators were teaching students HOW to use twitter to interact, engage, and share with others in a productive and enriching way. The blog specifically outlines how to utilize twitter in a manner that helps share meaningful ideas with people who share common interests and thoughts. The blog highlights really great key points to be aware of when setting up a twitter account as well as how to tweet purposefully and effectively.

Even though I enjoyed reading through this blog and the articles linked in it, I will probably not be using twitter with my students. I just would not be comfortable asking elementary school children to participate in learning via twitter because I think there is a lot of room for disaster and mistakes. Twitter can be a dangerous way to communicate if it is not used responsibly, and I'm not sure young children truly understand the repercussions of what they may post on a social forum such as twitter. Plus There is always the chance (very likely chance) that parents would be opposed to their child having twitter, which would not allow the whole class to participate in the learning and activities that would happen there. However, I think it is a great idea for college and university level learning!

“Giving Reluctant Students a Voice”

I really enjoyed this article and love the idea of using a class blog to facilitate learning and discussions. I think it provides a terrific forum for students to all share their thoughts and bounce ideas and opinions off of one another in a constructive way. This is a terrific platform for learning and the students are not only sharing ideas and discussing academic concepts/answering questions, but they are also learning how to respectfully communicate with one another. They learn how to respectfully agree and disagree with opinions, give constructive criticism, and how to share their thoughts clearly to others through their writing.

I also really like that this provides EVERY student an opportunity to share and contribute at their own pace. Not every person thinks at the same pace, processes at the same pace, or shares with large crowds comfortably. Having a class discussion forum such as the blog allows them to share within their comfort zone, and may even give those level 3 and 4 students a bit of a confidence boost to share more in class.

I think another strong point with the blogs is that it provides students an opportunity to practice typing. Depending on the blog/assignment/teacher the blogging could even be part of a typing or writing grade. The submitted blog entries could have such requirements as having to apply spelling and grammar check before submitting. This would also have students practicing the utilization of word processing toolbars. It may also make them more aware of their spelling and grammar.

What standard are you using as a target of focus this semester? How can you link activities for different learning styles to this standard?

I will be doing a non-fiction reading and writing project in 6^th grade language arts. Students will integrate technology into this unit by exploring the internet for credible sources to use in their non-fiction research project. the graphic organizers will have a variety of ways to be utilized so that different learners can organize the information the gather in a way that makes sense to them and final presentations will be a creative non-fiction writing display, allowing different learners to create and organize writing that works for them.

English Standards of Learning, Grade 6

Reading

6.3    The student will read and learn the meanings of unfamiliar words and phrases.

d)     Use word-reference materials.

6.4    The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.

d)     Describe how word choice and imagery contribute to the meaning of a text.

e)      Describe cause-effect relationships and their impact on plot.

f)      Use information stated explicitly in the text to draw conclusions and make inferences.

g)      Explain how character and plot development are used in a selection to support a central conflict or story line.

h)     Paraphrase and summarize the main points in the text.

6.5    The student will read and demonstrate comprehension of a variety of informational selections.

a)      Identify questions to be answered. 

c)      Use context to determine meanings of unfamiliar words and technical vocabulary.

d)        Draw conclusions and make inferences based on explicit and implied information.

e)        Organize the main idea and details to form a summary.

f)         Compare and contrast information about one topic contained in different selections.

g)        Select informational sources appropriate for a given purpose.

Writing

6.6    The student will write narratives, descriptions, and explanations.

a)      Use a variety of planning strategies to generate and organize ideas.

b)     Establish central idea, organization, elaboration, and unity.

c)      Select vocabulary and information to enhance the central idea, tone, and voice. e)       Revise writing for clarity.

6.7    The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure.

a)      Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

b)     Use subject-verb agreement with intervening phrases and clauses.

d)     Maintain consistent tense inflections across paragraphs.

f)         Use correct spelling for frequently used words.

Computer/Technology Standards of Learning

Grades 6-8 Basic Operations and Concepts

C/T 6-8.1

The student will demonstrate knowledge of the nature and operation of technology systems.

 • Describe how technology impacts learning.

C/T 6-8.4

The student will practice responsible use of technology systems, information, and software.

• Demonstrate the correct use of fair use and copyright regulations.

• Demonstrate compliance with the school division’s Acceptable Use Policy and other legal guidelines.

C/T 6-8.5

The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

• Work collaboratively and/or independently when using technology.

• Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.

Technology Research Tools

C/T 6-8.6

The student will use technology to locate, evaluate, and collect information from a variety of sources.

• Use databases and spreadsheets to evaluate information.

• Use Internet and other electronic resources to locate information in real time.

C/T 6-8.7

The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

• Use search strategies to retrieve information.

• Evaluate the accuracy, relevance, and appropriateness of electronic information sources.

Technology Communication Tools

C/T 6-8.9

The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

• Choose the appropriate tool, format, and style to communicate information.

• Independently use technology tools to create and communicate for individual and/or collaborative projects.

• Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.