#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.