Week #12

Glogster
In keeping with the Social Justice theme, that I have been working on the whole semester, my Glog represents the faces of change.  I would use this as a writing prompt.  I have provided the students with just a snippet of information on these social reformers.  I would ask them to choose two and make a comparison.  The Glog poster would then be shared with the class through the Glogster web site.  Students would be required to view all Glogs in the class and make comments and ask questions.

Glogster T-chart

Week # 11

Affordances are the ways in which the technology allows learning to take place.  For example, there are the mechanical aspects of doing an activity, making a Youtube video requires collecting pictures, music, assembling the video and posting it to youtube.  The affordance is the learning that actually takes place from doing the mechanical steps.  For example, while I was making the youtube I learned about the life and times of Dolores Huerta.  This afforded me the ability to compare her life with other social reformers that I have also learned about.  It afforded me the ability to compare and contrast.

I think that the point of the article, to be sure that your use of Web 2.0 applications are not just for the sake of using them, but  offer the student the affordances necessary to carry them to the next step, or level along the learning curve.


Voice Thread

Photostory

Week #8 - Blog discussion on week #5 article

Week #5 Article Effects of Technology on Critical Thinking and Essay Writing Among Gifted Adolescents

After I read this article, I was having a discussion with an ELA teacher.  I was telling her about the study and results, about increased output from students when they were allowed to use computers for writing assignments.  I asked her what she thought about this and I was a little surprised by her answer.  She was opposed to allowing students to use computers for writing.  She justified her response saying kids need to learn to write without all the editing technology available to them on a computer otherwise they won't learn to write correctly.  My question to you is: Do you feel the ELA teacher's response is correct?  Should students be restricted from using editing technology in their writing in order for them to learn how to write correctly?

Second Life

This is me in Costa Rica.

Ways to incorporate Second Life in ELA instruction:

• create a space in Second Life as a class
• explore other destinations in Second Life and make a presentation
• offer virtual homework help sessions

Week #7 - Using the ADDIE Model to Design Second Life Activities for Online Learners

The potential for on-line learning in today's world is limitless. What needs to be addressed is the human component.  People need to feel connected while they interact with others.  The physical proximity offered in a traditional classroom cannot be replicated in on-line courses.  In the digital world, the quest for a viable alternative to this is in the making.  Second Life may be an option.  Some of its' features include a quasi realistic setting, an increased feeling of community, learning on assorted levels, enhanced multimedia capabilities, all of which are offered in a constructivist environment.  Although Second Life is not perfect and has some limitations it does offer one alternative to an enhanced experience for on-line learners.

Week #7-Theories and Practices of Multimodal Education:The Instructional Dynamics of Picture Books and Primary Classrooms

The concept of Multimodality can be summed up as follows : It's so much more than just the words!  With today's digital natives and the new literacies you cannot just focus on the letters, the sounds, and the words.  You must incorporate the entire picture literally into instruction.  Not only the words and the illustrations, but how the words are written, size, font, color.  Also, where the words are written on the page, how the words are written on the page and whose perspective the words are written from.  Meaning and knowledge are gleaned by the student holistically.  Linear is out and varying, integrated, whole is in.

UDL Book Builder

Well...here it is my very first digital book.  I have to say that I really enjoyed doing this assignment.  I think I could have spent another three weeks on it and still not have been completely satisfied with the finished product.  The inspiration for the story came to me from my fifth grader who is currently doing a book report on Fanny Lou Hammer, a civil rights activist.  Since I have always been interested in social justice and diversity I thought it would make a great topic for my digital book.  This assignment would be for a middle school class either seventh or eighth grade.  The assignment would consist of each student creating their own digital book on diversity.   Inside and Out

Assignment #4

I think the Edmodo is an excellent resource for ELA teachers.  Due to its versatility and use as a social networking forum I think that today's students would be more than pleased to use this site.  If used for homework it also is very "green".

Assignment 3

PowerPoint

Assignment #2

My philosophy for using gaming in the classroom focuses on using research based gaming practices to enhance and advance the ELA curriculm as well as the emerging "new literacies."  As the technology coordinator, my focus would be on finding the research based games and teaching my ELA teachers how to use them effectively.

One issue that I am having with the ELA teachers in my school is that they are not very open to incorporating new technology into their curriculum.   And it is not just ELA teachers.  I feel like we are not educating our educators in technology and there is a reaction against technology.  I will admit when I first started this program I was not really sure if technology was the answer.  However, since I have become much more familiar and proficient with the technology and its applications I am much more likely to use it.  I keep myself from becoming overwhelmed with it, by making at least one solid addition per year in the technology department to my curriculum.  Last year it was Vokis', this year I want to try geo tagging... I had the discussion today with an ELA teacher in my school about her thoughts on using computers, and more specifically gaming in the classroom.  She told me quite frankly, "What's the point if the kids can't even read and write without the computers".  I tried to argue that their [the kids] brains are hard wired differently and asking them to complete assignments the old way is like trying to teach them in a foreign language.  At this point, another teacher came to her defense and said "What are we just going to let our kids stop writing and let them type everything?"  I did point out that for thousands of years people didn't write anything down, that learning was an oral tradition and perhaps we are on the cusp of a new era.  Neither teacher would have anything to do with it.  Their loss??? No, not really the kids loss.  We need to find a way to teach our teachers to embrace technology.  I remember life before the internet, cell phones, personal computers and ..... I too was a reluctant learner.  However,my ability to use technology now instead of asking my daughter to do sometihng is very satisfying.  I am definitely for its use in the classroom and anywhere else it can be useful.

Assignment #1

I created my account with Gamestar and was playing the introduction game and realized I didn't really like the game.  It wasn't overly difficult, I just found it made me nervous.  I was so "nervous" about running into the bad guys and losing my life hearts that I couldn't really concentrate.  It felt very Pac Manish to me.  Is it because I am not used to playing that kind of game??? Any comments would be appreciated.  That being said, how would you deal with a student who has that kind of a reaction to a game?  I do not have that reaction to all games I play but I do know that certain kinds of games do produce "anxiety"...  I want to be able to incorporate "gaming" into the classroom and I do see the benefits it could produce.  I just feel like we could probably spend an entire course looking into  "gaming" and new literacies.

Just playing the game requires several different core standards, reading, deciphering, following directions...I would love to see more research based literature on the types of games and or specific games to use for the desired outcomes.

Week Six

Week 5

Drop Box Article
Hello Everyone,
I chose this article because it looks at the affect of technology on critical thinking and essay writing for students.  It also looks at the influence gender may play on the outcome.  I thought the article was interesting because it addresses the gender difference.  As research shows, learning differences do exist between the two sexes.  I think that as educators the more we know about the differences that do exist, the better we can facilitate knowledge for everyone.  Think of it as differentiated learning.  I do not think one gender is better than the other gender at any given task in learning, I do believe that gender does influence learning, even if it is only to the extent on how individual educators view gender.  Even though the study was relatively small (two different essays written one year apart) and not very extensive (only 80 participants) it does shed some light on the gender difference.  It also begs for more research to be done on the influence of technology on both sexes and learning.  Enjoy!! : ) -Anne

Week 4 - Assignment #2

Introduction: I could see this game being used in a 12^th grade ELA course.  I would choose to use it in 12^th grade, as opposed to lower grades, because I think it would be most relevant for a student who is preparing to go out into the world on their own for the first time.  It would benefit those going straight into the workforce and those going off to college.  The game demands that the player live according to a spending plan and budget resources wisely.  Besides teaching new literacies, it teaches how important it is to budget money.  It portrays life’s unexpected expenses and choices that have to be made when they arise.  It requires mathematical skills and economic skills as well. It is cross curricular on many levels.

Subject: ELA

Grade Level: 12th

Common Core Standards and Learning Outcomes:

§  Reading

§  RI 11-12.3. “Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.”

§  RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how a Youda Marina defines and uses a budget).

§  RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

§  Writing

§  W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

§  Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

§  Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 

§  W.11-12.3. Write narratives to develop real or imagined experiences or events using      effective technique, well-chosen details, and well-structured event sequences.

• Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
• Provide a conclusion that follows from and reflects on what is experienced.

§  W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
• W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

§  Speaking & Listening

§  SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
• SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Instructional Activities;

Technology: Personal computer, tutorial on the game, defining key vocabulary

Internet Resources: Youda Marina - www.youdagames.com/online, www.prezi.com

Assessment: would be based on the success of the player in playing the game.  Were they able to stay within their spending plan, build a successful business, satisfy clients, provide for the needs of the business, complete tasks in the specified time, follow directions, etc. 

Debriefing: would be a presentation based on discussions on strategies the player used during the game, what the outcomes of those strategies were, did they work or if they didn’t what do you attribute that to,  what could you have done differently and how does this all relate to the real world. 

Cognitive skills: Problem solving, connections and conclusions based on course of action, analysis (breaking information down), synthesis (putting information together), and evaluation. 

New Literacies:  Use of multimedia, analysis of information presented (is it reliable or not), ICTs, and uses of the internet.

Week 4 - Assignment #1

For this assignment I went on-line to both www.shockwave.com  and www.youdagames.com.  After several hours of playing various games-Mahjong Daily, Text Twist etc.  I finally decided to choose a game called Youda Marina for this assignment.  The gaming elements used to provide users the learning content were text and visual-graphic elements.  The text was in the form of conversation bubbles.  These bubbles were coming from a character that looked like a “pimped out” Bob Haskins.  The visual graphics that accompanied the game were very visible and not at all confusing.  During the tutorial, large bright  green blinking arrows would point to the part of the screen where you needed to focus and the conversation bubble would direct you as to what you had to do.  You could not advance through the tutorial until you had successfully mastered the tasks you were given.  The tasks were all relevant to and based on what you would have to do during the actual game.  You were also given time during the tutorial to stop and play to familiarize yourself with all the features of the game.

The goals of the game are time management and simulation.  The rules appear to be very simple.  You are given a budget of $11,000.00 to start the game.  You start by creating an exotic marina within the constraints of a spending plan.  You earn more money by completing tasks as they come up and by creating businesses in the areas surrounding you marina.  As boats dock at your marina they pay a fee.  This allows you to spend more money to attract more boats.  However, as you attract more boats and more people, you need to expand as well as maintain the docks and businesses that you have to keep the consumer happy.  If you don’t then you lose money.   You also need to provide municipal services, accommodations, restaurants, and on land activities for your clientele.  Although the rules appear to be straight forward the task is not as easy as it would seem.  As opportunities to earn money come up, you are given a set amount of time before the opportunity is lost.  So, while I was trying to maintain my docks and fill all the slips to earn money, I was constantly being interrupted by unsatisfied guests or costly maintenance and repairs.  Ultimately, what was initially a relatively easy game progressively became more complicated as you advanced through the levels. 

The game has a scenario design that is embedded in curriculum-related content.   This particular game could be touted as cross curricular.  Youda Marina seems to be very similar to the SIMCITY game that is referenced in the article.  This game provides a very real experience.  It includes, but is not limited to finance, budgeting, mathematics, managerial skills, higher level thinking and satisfying customers. 

I would definitely recommend this game for school use.  It was clear, concise, had nice graphics and the language was very appropriate for a school setting.  The only thing I found a tad annoying was the continuous and repetitious reggae music playing in the background.  That’s why they in vented volume switches!!!

#3 Hands-on

The new tool I would introduce to ELA teachers and their students would be Prezi.com.  Prezi is a "cloud based" presentation software.  It can be used like a power point to make presentations.  The twist is a zoomable feature which allows the user to present in a non-linear fashion. (I have to admit the first time I saw it used I felt a little dizzy, I think it just takes getting used to it.)

• The grade level: Grade 8.  

• The topic: Banning Books- A useful or destructive practice

• Standards Addressed: Presentation of Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

•  Learning outcomes: Given a teacher assigned topic Banning Books- A useful or destructive practice,  students will be able to write a two-page paper and present, using a digital technology, a cohesive argument defending their position on said topic.  Presentation will include at least 10 slides and will integrate a minimum of 80% of the Presentation of Ideas standards as delineated in the Common Core State Standards Initiative. 

• Technologies needed: LCD Projector and  screen, internet connection, and access to prezi.com.

• Timeline for implementation: Students would be given one week's time (out of class,as  homework) to research, plan and write out their position for the presentation.  Students would be given class time, not to exceed one period, to be introduced to Prezi.  This could be accomplished through the use of a Prezi presentation in a computer lab setting.  Allowing students a hands-on experience to set up an account and experiment with the different features while under the guidance of a seasoned user, the teacher.  That way questions and concerns can be addressed immediately.  Students would then be given two additional days to finish creating their Prezi's before presenting them to the class. 
• Assessment: 50 %of the final grade will be based on the written paper (rubric needed) and 50% of grade will be based on integration of technology(rubric needed). 

#2 Minds-on

-Unfortunately, right now, the ELA teachers I interviewed are not really doing anything to integrate technology into the classroom.  The one teacher who does "use technology" has a Smartboard and uses it more like an overhead projector than anything else.  In all fairness, most of the teachers I spoke to would like to learn ways to use technology in the classroom, their is just not enough support.
-One thing I would like to see done is increased support and training for teachers to use technology in the classroom.  Allow me to share with you all, one example of how things can go wrong in a district.  We had purchased and have had installed on all of our school computers a program called Castle Learning  for the past two years.  Maybe a hand full of teachers use the program, even though we are paying for all of our students to use it.  This September we had a representative come to our school for "training".  The training lasted approximately 35 minutes and was really just an overview of what the program can do, not instruction on how to make it do.  Most of the teachers heads were spinning, but in a good way, when the presentation was over, and most wanted to learn, practice etc...using the program.  However, there was no time provided for that and Mr.  Castle Learning packed his bags and left.  Before he left he said he could return anytime there was more than 10 people willing to sit for a 45 minute session on how to use the product.  He informed us with the purchase of the program free and unlimited training would be provided by his company as part of the package.  All we had to do was inform our administrators and have them make the arrangements.  My point is their is very little or sufficient support being offered to use the technology available.  Ideally, I would like to do to help change this.  The method would be very similar to what Todd did in Nevada. I would have someone on staff who can train and support the use of the technology we have available to us.  We have the techies who can make the technology work, we have the cognitive skills we need to teach, we just don't have the technology skills we need to feel comfortable.
-The professional development and resources needed to do this are time and money.  Neither of which school districts seem to be able to afford.  In our district, we are obligated to stay every Wednesday for one hour past our regular time for a "faculty meeting".  Most of that time is spent on "collaborative" or "departmental work", that is code for grading papers, planning etc.  I would like to see training offered during this time.  I attended my first Webinar lately and was so excited.  The possibilities for this technology are endless I thought to myself.  You can record classes and save them for students who are absent or allow students access if they need more review, use them as a study resource...  I must admit that before I started taking these classes I was "technologically challenged".  I have gotten a lot better, but I still need continued support and training. 
-Ideally, all students should have equal access to technology in the classroom with a one-on-one set up.  In today's world and in light of the fact that almost all of our students are digital natives computer access in the classroom is crucial.  However, when this is not an option, weekly trips to the computer lab to work on technology specific projects could fill this gap.

#1 Theory in Practice

The concept of New Literacies is not all that new.   In fact, new literacies have been emerging since man first felt compelled to write information down and keep records.  What is different  about today's new literacies, is the rapidity with which these new literacies are developing and our ability to keep pace with and integrate them effectively into our classroom and our teaching.  It is generally agreed that the Internet(and it's applications) and ICT's are at the center of what is referred to as new literacies.  Some of the components of these new literacies include a student's ability to access information via the web, determine the validity of the information, analyze the information, synthesize and disseminate the information using the most up-to-date or current networking options available.  While there is a general consensus on the importance of new literacies the logistics on integrating these new literacies into the classroom in a meaningful and productive manner need to be worked out.

My Voki

Click here to view

Good Evening everyone,

I am posting the Voki I use to show my students an example of a Voki.  I learned about these in a class I took last year and I love them.  Mine is in Spanish because I teach Spanish.  I let the kids use them to introduce themselves.  I especially like the text to speech feature for students who are not quite comfortable with their pronunciation or too shy to speak.  Last year I only tried the one introduction lesson and this year I hope to incorporate more Voki into my plans.  Hope you enjoy it.  Anne

ELA Teacher Interview

I interviewed a colleague of mine that works in our ELA department and I just want to share a few of the answers she gave me as well as a few other observations I made.  The person I interviewed is the same approximate age as I am (46).  She teaches ELA and I teach Languages Other than English ( formerly known as Foreign Language. )  We both are very competent at what we do.  That's where the similarities end. 

My colleague entered the profession right out of college with her MA in Education.  She was permanently certified and will admit that other than her role as a teacher she has not stepped foot in a classroom since then.  Let's say 23 years more or less.  I on the other hand came into teaching as a second career.  I was hired without being certified (private school) and have spent the last 10 years working on certification and a MA.  My colleague is never required to take another class in anything and she will continue to teach.  I on the other hand will have to finish my MA and continue to accrue continuing education credits or hours for the rest of my career.  I believe the numbers are 175 credits/hours every five years.  Hours that have to be documented with the state no less. 

Since I have been in the classroom as a student recently I have learned the value of technology in education and strive to incorporate it into my curriculum.  My colleague on the other hand does not.  Not because she is a bad person, but because her learning experiences are not as current as mine.  When I asked her what her biggest obstacle to using technology in the classroom was she said lack of training or inadequate training.  When I asked her if she ever saw herself going back to school to get the training or learn how to incorporate technology she truthfully told me probably not.

I then asked her if the training was provided to her within the scope of the work day if she would be interested in training and she said probably.  Her hesitation, I sensed, was due more to a feeling of inadequacy then a lack of motivation.  As I read on one other blog this problem does exist in other schools.  The solution to the problem - the educators need to be educated in not a simple one - and not likely one to be solved in the immediate future.  Unfortunately, our students are the ones who once again suffer when reality collides with life. 

Technology Tools for ELA

I am not really sure if we are choosing one tool that addresses all five standards or one tool for each standard.  So I am going to do both.  If I had to choose one technology tool to address all five standards I would have to go with the iPad.  The reason I chose this tool is its diversity as well as its popularity with “digital natives”.   The five technologies I would have the students use are laid out below. 

Reading: The iPad’s ability to functions as an e-reader and its access to virtually millions of titles, in many languages, makes this a logical choice.  The ability to access “new literacies” via the hundreds of apps available is another reason I would choose this tool. 

Writing:   Moodle moodle.org/ is a virtual learning environment.  Teachers could use this as a discussion forum and it is completely accessible via an iPad.  The iPad also serves as a research tool vital to a student’s ability to collect data for specific writing tasks.

Speaking and Listening: Vokies www.voki.com/ are free avatars that students can customize and use to create oral presentations.  It also provides text-to-speech technology.  Prezi prezi.com/ is an on-line cloud-based presentation and story-telling software.  Both of these are accessible via an iPad.

Language: The applications of the iPad as it relates to this standard include Wordflick www.wordflick.com/ and Textropolis http://itunes.apple.com/us/app/textropolis, both vocabulary building sites.  Also available are a free dictionary and thesaurus app and access to a visual thesaurus http://www.visualthesaurus.com/.  

Reflection on My Understanding of ELA Instruction

    While reading the Common Core ELA Standards I was struck by the ingenuity of the concept that teaching literacy is everyone’s responsibility and not just the ELA teacher’s responsibility.  It reflects a contemporary understanding of the interconnectedness that has come to define the world in which we live.  Just as it requires an entire village to raise a child, it requires all subject areas working together to educate a student.  Logistically, I think that elementary school teachers are more proficient at this than secondary school teachers.    At the higher levels, teachers tend to view themselves as individual subject teachers and not literacy teachers.  This leads to an almost competitive view of the subject material instead of a collaborative analysis of what can I do, as any subject area teacher, to improve this students chances of success in not only my class but in all of her classes.  Reading and writing are fundamental to any successful learning and need to be taught continuously across the board to ensure our students receive the best quality education possible. 
     One of the criticisms that the NCTE has voiced concerning the Common Core ELA standards is their relatively narrow view of basing the standards on college and career readiness.  In their article, A Report of the NCTE Review Team on the July 2009 Draft of the Common Core English Language Arts State Standards, the NCTE is critical of the creators’ omission of any standards that address literacy as a conduit for the pure enjoyment and enrichment that it gives one on a level that is not associated with job preparedness.  I tend to agree with NCTE and think that we need to view literacy not as a means to an end but just a means by which we can live full and rich lives.