Here's the link to my comment on Melinda Kraft's blog
Thursday, May 20, 2010
Wednesday, May 19, 2010
Monday, May 17, 2010
BP9_2010053_Web2.0Tool
I have found the perfect addition to my SAT Prep/Semantics course-Quizlet! I immediately dismissed it because I thought it was 'another' quiz/test-making site. I was completely wrong! Well, partially wrong, anyway. Quizlet is an interactive site that incorporates electronic flashcards, gaming and quizzes, which appeals directly to today's student. According to Black (2010), "Today's students have grown up with the speed of video games and MTV. They have little patience for lectures, step-by-step instruction or thinking, or traditional testing...The learning focus remains on information, but the vehicles to access it have changed fundamentally." Quizlet offers the perfect way to incorporate the 'learning focus' and appeal through interactivity.
Quizlet is the modern equivalent to the flashcards coveted, or not, but previous generations. By allowing the students to work at their own pace, and interact within their norm, it gives the student control. "The one-computer classroom controlled by the teacher, often used as a 'center' for drill and practice...continues to be the prevailing reality in many new-millenium classrooms." (Fahser-Herro 2000). This tool gives the student the ability to use it at school, in a computer-lab setting or even from home, depending on how the teacher wants to implement it. I am using it in the computer lab to reinforce the vocabulary we have been learning. I find that the students are engaged and intrigued. Their natural competitiveness comes through as they vie for the fastest time in "Scatter"; the game that requires the students to drag and drop definitions and words. I even find myself consistently trying to beat my 'best time."
Quizlet also keeps track of the words that the students most often miss, so it serves both the purpose of studying as well as keeping track of words that need more attention. By giving the students the power to choose how they learn, gives them the power to learn.
References
Black, A. (2010). Gen Y: Who they are and how they learn. Educational Horizons, 88(2), 92-101. Retrieved May 5, 2010 from ERIC database.
Fahser-Herro, D., & Steinkuehler, C. (2009). Web 2.0 literacy and secondary teacher education. Journal of Computing in Teacher Education, 26(2), 55-62. Retrieved May 15, 2010 from Education Research Complete database.
Thursday, May 13, 2010
BP5_2010052_Webtool2
Growing up, I was treated to cartoons solely on Saturday mornings. Kid-targeted television was sparse, which was fine because we played outside more or had 'pretend' games and adventures. Today however, cartoons are abundant and children have become more sedentary, whether we like it or not. According to Youssef (2010), "The real challenge comes from bringing a classroom full of 21st century students…face to face with texts that are removed from there present and past experiences not just by decades, but by centuries." In that light, as a teacher I need to approach my curriculum differently than my teachers did. I believe I have found something to make literature more appealing to my cartoon-laden audience-GoAnimate. You can check it out at GoAnimate.com.
GoAnimate is a free website that enables the user to do exactly what the title implies-animating. GoAnimate gives the tools to animate your own stories, or enjoy those created by others. It gives the creator the ability to interpret and create with a variety of settings, characters, movements, etc. The following is a user created animation of part of Shakespeare's "The Merchant of Venice"
http://goanimate.com/movie/09qSkuivy_UA?utm_source=linkshare&uid=0g-zectVPyM8
Using the animation is more appealing to the students especially when it is created by the students. I am using it for a project on Bram Stoker's "Dracula." I've given the directions to the project in GoAnimate to show the students what it looks like. This is it here:
http://goanimate.com/movie/0pbnWBkcKIcA?utm_source=linkshare&uid=0g-zectVPyM8
So many of our teens today rely on instant gratification. Long term projects generally are not appealing as a result. With GoAnimate, the students can preview what they have done immediately and continue to edit. This provides the stimulus they need to persevere.
With the advent of computer/Internet socialization, students find the anonymity appealing. Texting to someone, writing an email or posting on a blog or networking site opens up a new world to those who are fearful of speaking up. With a site such as GoAnimate, writing stories becomes easier and less stressful. It enables the students to write, edit and animate anything from a creative writing assignment to a persuasive or expository essay.
The user need not special skills; GoAnimate offers pre-made characters, backgrounds, actions, movements, accessories, etc. Text bubbles are created for the dialogue. The only thing lacking, in my opinion is speaking voice. Other than that, it's a fantastic tool!
References
Youssef, L. (2009). A Matter of Relevance: Teaching Classics in the 21st Century. College Teaching, 58(1), 28-31. Retrieved May 12, 2010 from Academic Search Premier database.
Wednesday, May 12, 2010
Friday, May 7, 2010
BP4_2010051_Web2.0Tools
I found http://www.edmodo.com/ and I am in love with Edmodo. It's a social networking site created for K-12 educational purposes. It works similarly to FaceBook, which is arguably the most popular social networking site around. My school district does not allow access to FaceBook, or any other social networking/blogging sites that the students are so attached to. According to Black (2010), students “are far more comfortable using a keyboard than writing in a notebook and happier reading from a computer screen than from a paper they can hold.” With this in mind, I was determined to find something I could use. I found it while looking for web 2.0 tools to use that are accessible from my school and this seemed perfect for teenagers. I decided, since we were in the midst of our King Arthur unit, to tie it in. Since Edmodo allows only private access by way of a randomly assigned ‘group code’ and also enables the teacher to make more than one group to correspond with class periods, it appeared to be perfect. First each of the students randomly chose a character from the Arthurian legend, whether it was an actual character or a commoner or a knight. Their first assignment was to upload a picture (which could not be the same as anyone else’s picture in their class and must be historically appropriate) and write a short bio which included name, age and something interesting about the character. Each time they logged in to Edmodo, they must remain ‘in character.’ I know this concept is not necessarily new, but the fact that I could access it from our district computers certainly was. After this assignment, I was able to show the students on the projector how well they were doing, rather than hoping they did so at home. Demonstrating direct control and how it is used was vital for me. I explained that each post must be ‘approved’ by me first before it is displayed.
Next, they chose friends. “Constant connection with friends and family at any time and from any place is of vital importance to them.” (Black) They each had to read the other’s bios and pick three with whom they would most likely become friends. It fit with this connection trend they have as well as being active in the process. Bell (1997) states it simply, “Students should be not merely informed but awakened, not passive spectators but active participants.” Engaging in an active characterization study also gave them a lesson in point of view and cause and effect, all in one, without them knowing!
My last assignment, up until now, was to choose music. Students are very attached to their music, so it seemed natural that their characters were as well. They had to pick a song that their character would most likely have as a ‘favorite’ and quote lyrics and explain why. This was the assignment that really “blew me away.” Sadik (2008) includes “Meaningful technology integration is defined as curricula utilizing authentic tasks that intentionally and actively help learners to construct their own meanings from thinking about experiences and allows for more interdisciplinary project-based instruction (Jonassen et. El, 1999).” Edmodo has graciously allowed me to do all that and more. You can post assignments, upload music, grade, etc.
References
Bell, R. (1997). Shakespeare in cyberspace. Liberal Education, 83(3), 34. Retrieved May 4, 2010 from Education Research Complete database.
Black, A. (2010). Gen Y: Who They Are and How They Learn. Educational Horizons, 88(2), 92-101. Retrieved May 6, 2010 from ERIC database.
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning.Educational Technology Research & Development, 56(4), 487-506. doi: 10.1007/s11423-008- 9091-8.
Thursday, May 6, 2010
BP3_2010051_RSSFeeds
I have enjoyed following the posts on the following site because it gives up to date, relevant information that I can relate to in the classroom. It offers insight and tips in using today's technology. It's called Classroom 2.0:
http:/ /www.classroom20.com /profiles /blog /feed ?xn_auth=no
Being connected with Adobe gives me the latest trends and information for many of the tools I use, and wish I could use! The Adobe blog gives me all the information that is reliable and informative.
http://blogs.adobe.com /index.xml
Similar to Classroom 2.0 is Digital Directions which also lends a helping hand when it comes to tips and tricks with today's classroom technology.
http://feeds.feedburner.com/DigitalDirectionsTrendsandAdvice
Since my focus is to introduce technology in the classroom and the school, having the newest and latest information is helpful. A reliable source for this is through Education Week: Technology.
http://feeds.feedburner.com/EducationWeekTechnology
As you will find out in my next blog about Web 2.0 Tools, I have discovered Edmodo. I will go more in depth about it in my next post, but in an effort to stay in touch with other teachers' information as well as new information from Edmodo, I have listed their blog as well.
http:/ /twitter.com /statuses /user_timeline /10875712.rss
BP3_2010051_RSSFeeds
I have enjoyed following the posts on the following site because it gives up to date, relevant information that I can relate to in the classroom. It offers insight and tips in using today's technology. It's called Classroom 2.0:
Being connected with Adobe gives me the latest trends and information for many of the tools I use, and wish I could use! The Adobe blog gives me all the information that is reliable and informative.
Similar to Classroom 2.0 is Digital Directions which also lends a helping hand when it comes to tips and tricks with today's classroom technology.
BP2_2010051_EducationalUsesForBlogs
"Each generation seems to lament the characteristics of the generations that follow." (Black, 2010). As an educator who is a product of "Generation X" style education, trying to conform, or rather reform education today is something that I see as a challenge, but necessary. The classroom is an environment which is starving for technological enrichment, and the students are the ones who are suffering the most. One way to tackle this problem is introducing technology that is user-friendly (for the teacher) and a way of life (for the student). Since most teachers I know are 'life-long learners,' admittedly or not, I find that blogging is an effective tool to help the students connect to one another individually and collaboratively. There are many ways to introduce blogging as a useful and usable forum. According to Higdon and Topaz (2009), one way to do this is by using blogging as a precursor to introducing new concepts in class; "...instructors use preclass assignments to gauge student understanding of course concepts." This gives the teacher the ability to focus on those areas that the students seemed most concerned with and tailor the lesson(s) accordingly. This breaks down the intimidation barrier that students may feel while in class and gives the teacher some time to truly understand what the students needs are. It can also be used as a post-lesson survey to see how well the information has been disseminated, and if it has been 'learned.'
Black (2010) said that "They (students) are far more comfortable using a keyboard than writing in a notebook." If this is true, then today's students would be more inclined to respond via electronic means than in class. This can also promote better writing skills if the students prefer a computer versus the traditional pen/pencil and paper method those "Gen Xers" of us are used to. The environment is something the students are more comfortable in, which in turn can be reflected in their performance.
We cannot forget about the teachers; we are the people who are responsible for urging our students to further themselves. We are the people who try to create the love of learning. We are the people who want our students to succeed without limitation; yet we ourselves do not utilize the very tools we are trying to encourage our students to use. Education does not stop with the students. As educators, we too must further develop skills in an effort to improve our methods. According to Ferriter (2009), "Adult learning is often pushed aside in schools as educators sprint through the day, worried about leaving no child behind." It's ironic that we lack the tools we need to develop professionally, all the while we are concerned about the students. Blogging promotes a community in which teachers can develop professionally. Ferriter points out that "...thousands of accomplished educators are now writing blogs about teaching and learning." We should use these blogs as a means of learning for ourselves, as a means of enriching our teaching practices at times and locations that suit us best. Rather than being subjected to what someone else feels is "important"or "relevant," blogging and using aggregators enables us to find the information we need quickly and easily.
References
Black, A. (2010). Gen Y: Who They Are and How They Learn. Educational Horizons, 88(2), 92-101. Retrieved May 6, 2010 from ERIC database.
Ferriter, B. (2009). Learning with Blogs and Wikis. Educational Leadership, 66(5), 34-38. Retrieved May 6, 2010 from Academic Search Premier database.
Higdon, J., & Topaz, C. (2009). Blogs and Wikis as Instructional Tools: A Social Software Adaptation of Just-in-Time Teaching. College Teaching, 57(2), 105-110. Retrieved May 6, 2010 from Academic Search Premier database.
Wednesday, May 5, 2010
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