I think that blogs can be integrated appropriately and effectively in K-12 classrooms. The concerns over security and managing content can be address through educating the students and using features within the blog to review a post before allowing it to be published. The teacher's role is to design the instruction that incorporates the blog, manage the content, and coach the students through the process of posting appropriate content.
To be effective, there needs to be a reason the blog is created and a reason for authors and viewers to visit the blog. Inside the classroom, those reasons can include a place to publish student work, an opportuntity for students to comment on each other's work, a place to find resources needed to complete classwork such as instruction, websites, and helpful postings.
Outside of the classroom, the blog is available to students and parents at home as a platform for communication and a resource for information. One of my current students is learning long division for the first time as a 5th grader (this is usually learned in 4th grade). Her parents are from another country and learned another process for long division. I have located an on-line demonstration example through our math text book and linked it to my blog. I was able to show the parent how to get to my blog through our school blog and the link at a parent conference on Friday. The mother now has the resource she needs to support her daughter's practice of long division. I also let the mom know that this math resource has all of the required vocabulary her daughter is expected to know, such as quotient. The student will need to know the process as well as the specific vocabulary to be successful in math. I've posted this information on a math resources page. Students and their parents go to these resources for help with homework and to remediate the skills they need to achieve their grade-level standards.
A blog could also be established to support a specific project for older students. It would be a way for a grade-level or various sections of the same class to communicate with each other on their progress. Students could be responsible for designing the blog and making posts as they develop content. The security feature that allows only specific viewers could be used while the blog is "under construction". Once the teacher has approved the content, it could then be released to a wider audience.
The blog itself is also an excellent tool to teach copyright law and critical thinking when evaluating information on the Internet. The teacher would have the opportunity to model appropriate Internet practices and the class would have the opportunity to demonstrate and reflect upon their understanding of developing and accessing Internet content. So many students are posting pictures and information on Internet sites without considering the consequences. Blogging in class would be another opportunity to reinforce the responsibilities and dangers that come with making your thoughts and information available through the Internet and other networks such as Twitter. Blogging in class would also help students learn how important it is for one to evaluate the information learned through these sources.
Tuesday, November 24, 2009
Blog Reflection B
The fact that we were in assigned groups for this blogging experience was particularly helpful. In the beginning, I didn't understand many of the instructions. I was learning new vocabulary and learning the technical capabilities of the blogging software and server for this project. Our project leader was very helpful showing the way through her completed requirements and also by responding to my specific questions. I also gained information by linking to the other blogs in my group. I was then able to communicate with them and find out how they created different features on their sites. What stands out to me from this blogging experience is that I have grown. I am now comfortable opening up the blog's control panel and trying to figure out how to do something new.
Blog Reflection A
I learned through this blogging experience that I can figure out how to make my blog attractive and relevant to others. I don't consider myself artistic or graphically creative. I wanted to create an appealing blog that would have the potential to be more useful than a course requirement. I looked at what I liked about other blogs and then worked to figure out how to incorporate those ideas and technologies into my blog. I still have questions that I did not have time to answer, such as how do I post a picture in my heading. Perhaps it wasn't a feature in the template I chose, perhaps there was something else I could have done with the template I chose. Regardless, I know that given the time, I will be able to figure it out if it is something I think is really important. In addition, I think forcing us to have and use a blog throughout our course helped me push through my reluctance to post anything out on the Internet. If something needs changing, it is simple to either delete a post or revise it. I think the overall surprise was that creating and maintaining a blog is easy ... and gets easier the more you do it.
Sunday, November 22, 2009
Technology that Supports eLearning (#10)
Egbert, J. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson Prentice Hall.
The chapter “Supporting Student Production” provides information on potential student products and the steps that could be used to create the products. Recently, in one of the elementary classrooms in which I teach, the students created poster boards on historical figures. That information could have been created with Microsoft Word with hyperlinks to specific data within a student folder, much like the example of the Peru project on page 194. By using technology, the project storage and transportation issues would not exist. I think this chapter is a wealth of information on projects that could work in my upper grades (3-5) classrooms. These presentation techniques would also adapt well to the distance learning environment, and be excellent tools for students to demonstrate learning.
The chapter “Supporting Student Production” provides information on potential student products and the steps that could be used to create the products. Recently, in one of the elementary classrooms in which I teach, the students created poster boards on historical figures. That information could have been created with Microsoft Word with hyperlinks to specific data within a student folder, much like the example of the Peru project on page 194. By using technology, the project storage and transportation issues would not exist. I think this chapter is a wealth of information on projects that could work in my upper grades (3-5) classrooms. These presentation techniques would also adapt well to the distance learning environment, and be excellent tools for students to demonstrate learning.
Digital Storytelling: Technology that Supports Creativity and Production (#8)
Boss, S., & Krauss, J. (2007). Reinventing project-based learning. Washington, D.C.: International Society for Technology in Education.
Egbert, J. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson Prentice Hall.
Feldman, K. (2007, Spring). Once upon a time...digital storytelling brings new life to reading, writing, and more. Florida Gulf Coast University Pinnacle Magazine, 1(2), Retrieved from http://www.fgcu.edu/CRM/Files/Pinnacle_07_Spring.pdf
Meadows, D. (2008). The educational uses of digital storytelling. Retrieved from http://digitalstorytelling.coe.uh.edu/
Ohler, J. (2008). Digital storytelling in the classroom: new media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
Kajder, S. (2004). Enter here: personal narrative and digital storytelling. English Journal, 93(3), 64-68.
As I reflect on the readings cited above, I see a number of challenges to implementing a digital storytelling project with my elementary students. First, I work with the students within a general classroom setting. I would therefore be collaborating with a classroom teacher to gain access to the students I serve. In the best case, the classroom teacher and I would design and implement the project together. The issues surrounding professional collaboration are not specifically addressed in this week’s readings, but are my first challenge. I also have a lot to learn about the mechanics surrounding this type of project. I believe if I can develop an expertise in the technology, I will also become more attractive as a potential team member when collaborating. The project will then need to involve critical thinking skills to be meaningful for the students. However, the assessment and standards requirements need to be considered in the project design. It will be a challenge to design a summative assessment and formative assessments throughout the project that will be appropriate to the performance standards covered in the project’s design and also support the overall processes required to complete the project. Researchers “stress the benefits of assessment when it is used to adapt teaching to meet student needs (Krauss & Boss, 2007, p. 81)”. Throughout the project, adjustments may need to be made based on the demonstrated abilities of the students. In grades K-3 my district has implemented a standards –based report card. I am studying the various performance standards in 3rd grade and thinking of projects that may address multiple standards in a given grading period. With a strong project idea and the benefit of multiple standards-based assessments, I believe the classroom teacher will be more interested in collaborating with me on a digital storytelling project.
Egbert, J. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson Prentice Hall.
Feldman, K. (2007, Spring). Once upon a time...digital storytelling brings new life to reading, writing, and more. Florida Gulf Coast University Pinnacle Magazine, 1(2), Retrieved from http://www.fgcu.edu/CRM/Files/Pinnacle_07_Spring.pdf
Meadows, D. (2008). The educational uses of digital storytelling. Retrieved from http://digitalstorytelling.coe.uh.edu/
Ohler, J. (2008). Digital storytelling in the classroom: new media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
Kajder, S. (2004). Enter here: personal narrative and digital storytelling. English Journal, 93(3), 64-68.
As I reflect on the readings cited above, I see a number of challenges to implementing a digital storytelling project with my elementary students. First, I work with the students within a general classroom setting. I would therefore be collaborating with a classroom teacher to gain access to the students I serve. In the best case, the classroom teacher and I would design and implement the project together. The issues surrounding professional collaboration are not specifically addressed in this week’s readings, but are my first challenge. I also have a lot to learn about the mechanics surrounding this type of project. I believe if I can develop an expertise in the technology, I will also become more attractive as a potential team member when collaborating. The project will then need to involve critical thinking skills to be meaningful for the students. However, the assessment and standards requirements need to be considered in the project design. It will be a challenge to design a summative assessment and formative assessments throughout the project that will be appropriate to the performance standards covered in the project’s design and also support the overall processes required to complete the project. Researchers “stress the benefits of assessment when it is used to adapt teaching to meet student needs (Krauss & Boss, 2007, p. 81)”. Throughout the project, adjustments may need to be made based on the demonstrated abilities of the students. In grades K-3 my district has implemented a standards –based report card. I am studying the various performance standards in 3rd grade and thinking of projects that may address multiple standards in a given grading period. With a strong project idea and the benefit of multiple standards-based assessments, I believe the classroom teacher will be more interested in collaborating with me on a digital storytelling project.
Classroom blogging (#4)
APA Citation: Warlick, D. (2007). Classroom blogging, 2nd ed. Raleigh, NC: The Landmark Project.
I found the information on RSS and aggregators, starting on page 53, very interesting. It explains how the internet has evolved from a resource we use to look for information, to a resource that information is updated for us as it becomes available. I am enjoying “learning by doing in our class blog project”. One way I am using my blog is as a library of interesting web sites that I either use currently or want to use in the future. I hesitate, however, to give my blog address to anyone I know outside of the project. I can see how this blog is being used in our learning as a project – as a blog, and also as a medium for communication on our other classroom projects. I still have reservations, however, about the openness of it all. The RSS and aggregators have made me even more wary.
I found the information on RSS and aggregators, starting on page 53, very interesting. It explains how the internet has evolved from a resource we use to look for information, to a resource that information is updated for us as it becomes available. I am enjoying “learning by doing in our class blog project”. One way I am using my blog is as a library of interesting web sites that I either use currently or want to use in the future. I hesitate, however, to give my blog address to anyone I know outside of the project. I can see how this blog is being used in our learning as a project – as a blog, and also as a medium for communication on our other classroom projects. I still have reservations, however, about the openness of it all. The RSS and aggregators have made me even more wary.
Supporting Teachers in their Integration of Technology with Literacy
This article details a qualitative research study comparing two different teachers and school environments in the instruction of writing in the primary grades while using technology. Observation included levels of student engagement during the writing process and the professional development support of the teachers. As the instruction process is detailed, it is clear that the technology itself is a tool that has been integrated into the writing instruction. The article concludes with suggestions for further research that will support the teachers’ future use of technology and the impact this will have on student performance.
APA Citation:
Moore-Hart, M.. (2008). Supporting Teachers in their Integration of Technology with
Literacy. Reading Horizons, 48(3), 177-200. Retrieved August 21, 2009, from ProQuest Education Journals. (Document ID: 1568453611).
APA Citation:
Moore-Hart, M.. (2008). Supporting Teachers in their Integration of Technology with
Literacy. Reading Horizons, 48(3), 177-200. Retrieved August 21, 2009, from ProQuest Education Journals. (Document ID: 1568453611).
Saturday, November 21, 2009
7464 Workshop Powerpoint New Jkm
The Techy Teachers added this PowerPoint presentation to accompany our workshop plan.
Tuesday, November 17, 2009
Article Summary: Technology integration applied to project-based learning in science (#6)
ChanLin, L. (2008). Technology integration applied to project-based learning in science. Innovations in Education and Teaching International, 45(1), 55-65.
This article is a qualitative study of a project-based project undertaken by fifth graders in Taiwan. The students were ages 10 -11 and were participating in an extracurricular science camp. The students were divided into cooperative learning groups of 4-5 to conduct the research. The project required a field trip, conducting research using the Internet, reporting data through web pages, working with Microsoft Word, Excel, a digital camera, and a photo publishing software.
The project was based on constructivist educational theory. Students were observed throughout the project using interviews and video recordings. The students and their teachers learned through the process. Some of the general conclusions were:
1) Students needed more time to learning the hardware and software before the project – there was significant student frustration with the technology.
2) Students needed coaching on how to work within a group effectively –
3) Teachers were and needed to be willing to learn from the students during the process
4) The learning goals of this project were successful – but careful planning of the learning experience is essential
This article is a qualitative study of a project-based project undertaken by fifth graders in Taiwan. The students were ages 10 -11 and were participating in an extracurricular science camp. The students were divided into cooperative learning groups of 4-5 to conduct the research. The project required a field trip, conducting research using the Internet, reporting data through web pages, working with Microsoft Word, Excel, a digital camera, and a photo publishing software.
The project was based on constructivist educational theory. Students were observed throughout the project using interviews and video recordings. The students and their teachers learned through the process. Some of the general conclusions were:
1) Students needed more time to learning the hardware and software before the project – there was significant student frustration with the technology.
2) Students needed coaching on how to work within a group effectively –
3) Teachers were and needed to be willing to learn from the students during the process
4) The learning goals of this project were successful – but careful planning of the learning experience is essential
Project-Based Learning: The Long Cane Middle School Water Project (#7)
This is a photograph of the project-based learning experience I developed for 6th graders at Long Cane Middle School in Troup County, GA as part of the Ninas Group. Each member of our group created a project focusing on the development of vocabulary in a separate content area. This project is based on 6th grade standards in science and reading across the curriculum. It centers on the technical and academic language of the water cycle and how water is processed and delivered to homes locally in Troup County. The "big idea" of the The Long Cane Middle School Water Project is that water is essential for human life and that we all can make decisions that effect the quality of our water. The project board shows an activity for the students to pre-assess their knowledge of the unit vocabulary, a vocabulary building excercise (formative assessment), and the rubric for the summative assessment. The rubric focuses on the accurate use of the target vocabulary throughout the project. After a field trip to a local water treatment plant, outside speakers on testing local wells, internet research, and vocabulary activities, the students will be prepared to trace a drop of water from their home faucet, through the water cycle and back again using Comic Life software.
Friday, November 6, 2009
The State of Georgia: Location, Regions and Selected Symbols
Click on the title above to link to my first movie.
Moviemaker Project Reflection (#9)
Written October 25, 2009
The purpose of my Moviemaker project is to introduce students to the State of Georgia, its location, five regions, and selected symbols that Georgia has chosen to represent it. The target audience would be students as young as the second grade. In second grade social studies the Georgia performance standards cover the five regions of Georgia and some of the key characteristics of each region. Then in third grade science, Georgia students study the habitats found within the different regions and the ways the animals and plants in those habitats have adapted. This overview of Georgia and key academic vocabulary could be used as background information up through the 8th grade Georgia Studies Course. This project combines the language skills of listening, reading, and writing through the use of visual images, text, and a narrator. I could see developing a similar project with students or with a collaborating team of teachers to target key concepts and vocabulary in any area of the curriculum. Because I work with English Language Learners, I am always looking for effective ways for students to learn new concepts and vocabulary. Moviemaker would be a powerful learning tool, especially for my students starting at Grade 3. I could create movies using student material for my younger students.
My major concern during this project was copyright law. I had an initial idea that would have involved non-copyrighted material, but the images were not what I needed. When I changed my project, I spent hours hunting down images that I could use. I emailed a few contacts on websites asking them for permission to use their images a few weeks ago. It will be interesting to see if anyone ever responds. Once I started finishing the project, I lost my sound files and my video file. I was able to recreate what I needed. I know I still don’t understand how to keep everything together as I work on the project over multiple sessions.
This was my first movie. The moviemaker tool is fairly simple to pull an initial project together. I, however, spent the majority of my time on the finishing processes. Every change made other changes necessary. Getting the titles to overlay the files correctly was an on-going challenge. I think I should have done them last. This was also my first time working with sound and video files. Once I created the files, moving them around within Moviemaker was pretty simple, however. As a learner, I am glad I was able to go to the face-to-face meeting with Dr. Baylen and walk through a demonstration with him. I learn best when I can see a demonstration and follow along as I see it. My absolute last choice is to read directions, but I will if it needed.
The purpose of my Moviemaker project is to introduce students to the State of Georgia, its location, five regions, and selected symbols that Georgia has chosen to represent it. The target audience would be students as young as the second grade. In second grade social studies the Georgia performance standards cover the five regions of Georgia and some of the key characteristics of each region. Then in third grade science, Georgia students study the habitats found within the different regions and the ways the animals and plants in those habitats have adapted. This overview of Georgia and key academic vocabulary could be used as background information up through the 8th grade Georgia Studies Course. This project combines the language skills of listening, reading, and writing through the use of visual images, text, and a narrator. I could see developing a similar project with students or with a collaborating team of teachers to target key concepts and vocabulary in any area of the curriculum. Because I work with English Language Learners, I am always looking for effective ways for students to learn new concepts and vocabulary. Moviemaker would be a powerful learning tool, especially for my students starting at Grade 3. I could create movies using student material for my younger students.
My major concern during this project was copyright law. I had an initial idea that would have involved non-copyrighted material, but the images were not what I needed. When I changed my project, I spent hours hunting down images that I could use. I emailed a few contacts on websites asking them for permission to use their images a few weeks ago. It will be interesting to see if anyone ever responds. Once I started finishing the project, I lost my sound files and my video file. I was able to recreate what I needed. I know I still don’t understand how to keep everything together as I work on the project over multiple sessions.
This was my first movie. The moviemaker tool is fairly simple to pull an initial project together. I, however, spent the majority of my time on the finishing processes. Every change made other changes necessary. Getting the titles to overlay the files correctly was an on-going challenge. I think I should have done them last. This was also my first time working with sound and video files. Once I created the files, moving them around within Moviemaker was pretty simple, however. As a learner, I am glad I was able to go to the face-to-face meeting with Dr. Baylen and walk through a demonstration with him. I learn best when I can see a demonstration and follow along as I see it. My absolute last choice is to read directions, but I will if it needed.
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