This week my students used the web quests to research information. They read information from a lot of sites, used Word documents to take on their findings, and seemed interested in the assignment. Some of them will be creating a character based on the 19th century, gold rush era, as they begin reading The Call of the Wild. Others will be creating brochures, news articles, Powerpoint presentations, etc. and sharing the information they learned about aviation, heart attacks/health, survival, or the Canadian wilderness as they prepare to read Hatchet. One student discovered she had a relative who rushed to the Klondike and participated in the gold fever. Once the project is completed, students will post their work on a class wiki and participate in the discussion forum there.
I have created a wiki for each class. I've written and copied the parent/student information letter & permission slip and will distribute this next week. I haven't done any more personal reading about using the wiki yet, and I need to learn how to personalize it and navigate around it a bit. I also want to practice adding images and other document types so I have a general feel for how to do it. I feel that I can get help from some of my students and my media specialist if we get stuck.
I have learned that students like to have choices in assignments, that most of them enjoy using technology, and most are interested in using their creativity rather being "told" what to write about. I'm glad I made the time to create this opportunity for my students. My question is, despite my interest & enthusiasm for this project, why are there always a few students who find it "boring...?" Happy Thanksgiving!
Tuesday, November 24, 2009
Sunday, November 22, 2009
Carrying out my GAME plan...
In order to carry out my GAME plan, I need to search for more pertinent website possibilities to create a hot list for students who may have trouble using or understanding the texts on the web quests. I believe in the Girl Scout motto, “Be Prepared.” So it’s important for me to have some additional ideas and sites ready just in case. If a student gets “stumped” my plan is to help them through the research process, what do I know, what do I want to know, how can I find information, and what will I do with the information, before suggesting personal findings. In theory, with additional guidance, students should be able to settle on effective questions and key-words. In practice, I’ve found that Murphy’s Law rears its ugly head more often enough to always have alternatives in my back pocket.
To carry out my plan, I need to ensure that my students understand the process of reading, paraphrasing, and citing information. They need practice using word processing software. I personally need to familiarize myself with the help section offered by the wiki site I am using, I need to develop a daily routine for reviewing student posts, and I need to create a rubric for assessing the posts that students make.
I would appreciate any helpful tips from those of you who have used wikispaces to make my experience as smooth and effective as possible. Advance thanks to any who offer advice.
To carry out my plan, I need to ensure that my students understand the process of reading, paraphrasing, and citing information. They need practice using word processing software. I personally need to familiarize myself with the help section offered by the wiki site I am using, I need to develop a daily routine for reviewing student posts, and I need to create a rubric for assessing the posts that students make.
I would appreciate any helpful tips from those of you who have used wikispaces to make my experience as smooth and effective as possible. Advance thanks to any who offer advice.
Thursday, November 12, 2009
Game Plan!
After examining the National Education Standards for Teacher (NETS-T), I believe I should focus on two standards and indicators: Standard 2, design and develop digital-age learning experiences and assessments, indicator a, design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity; and standard 4, promote and model digital citizenship and responsibility, indicator a, advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources (ISTE, 2008).
To achieve these goals, I will examine my curriculum documents to look for content areas that can be enhanced with technology use. For example, my seventh grade students will soon be reading one of two novels, Call of the Wild or Hatchet. Both of these deal with an individual’s ability to adapt to his/her surroundings. In the past, I have provided background knowledge of the setting and time periods through paper documents, lectures, and pictures. This time my students will participate in a web quest that I have found on the internet. In both cases, the web quests have been created by another teacher, but I have created a task sheet for my students that will incorporate parts of the already created website, mainly the links to informative sites, and use the information they find to create a product incorporating that information in another way, such as a diary entry, a poem or song, a skit, a news article, etc. While doing this I will also advocate, model, and require appropriate documentation of sources, both text and graphics.
I set a goal for myself for this year. I plan to modify at least one curriculum-required assignment so that technology is embedded. After the first assignment, I plan to survey the students about their interest, engagement, and comments about using the technology to learn background knowledge for the book. Once the second assignment is modified to embed technology, I plan to extend its use by sharing my work with colleagues who teach the same course. At this point, I hope my enthusiasm and my students’ enthusiasm for the projects is such that other teachers will want to participate. Hopefully, the student projects will be shared with other classes and parents. Then, I’ll ask for a class set of wireless computers!
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
To achieve these goals, I will examine my curriculum documents to look for content areas that can be enhanced with technology use. For example, my seventh grade students will soon be reading one of two novels, Call of the Wild or Hatchet. Both of these deal with an individual’s ability to adapt to his/her surroundings. In the past, I have provided background knowledge of the setting and time periods through paper documents, lectures, and pictures. This time my students will participate in a web quest that I have found on the internet. In both cases, the web quests have been created by another teacher, but I have created a task sheet for my students that will incorporate parts of the already created website, mainly the links to informative sites, and use the information they find to create a product incorporating that information in another way, such as a diary entry, a poem or song, a skit, a news article, etc. While doing this I will also advocate, model, and require appropriate documentation of sources, both text and graphics.
I set a goal for myself for this year. I plan to modify at least one curriculum-required assignment so that technology is embedded. After the first assignment, I plan to survey the students about their interest, engagement, and comments about using the technology to learn background knowledge for the book. Once the second assignment is modified to embed technology, I plan to extend its use by sharing my work with colleagues who teach the same course. At this point, I hope my enthusiasm and my students’ enthusiasm for the projects is such that other teachers will want to participate. Hopefully, the student projects will be shared with other classes and parents. Then, I’ll ask for a class set of wireless computers!
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Monday, November 9, 2009
Course Reflection 10/25/09
Rooney says, “Just as Gutenberg’s invention of the printing press transformed the process of learning, digital technologies are revolutionizing the way people read and write (Rooney, 2009). As an English teacher and a lover of books, I want my students to share this passion. Sadly, many do not, so while they may understand how important reading is to me, conventional reading does not appeal to them. Yet, what a lucky time to live in! These same students who find reading a book a bore may be exactly the ones who will be reached through new technologies and innovations. When a student is engaged in finding information to create a podcast or webpage, he or she may not notice how much reading is accomplished.
Becoming a “guide on the side” intrigues me. The more I learn about the power of technology to help students make meaning in their education, the more excited I am to hand over the reins (in a sense) to my students. Of course, my students need me to set the context for the learning, whether it is for background information for an author or novel study, a research question to determine a humanity issue, or determining both sides of an issue before choosing a side to argue. As an English teacher, they also need me to teach them the mechanics of writing.
During my master’s course of study, I have created individual lesson plans and an extensive unit plan that encourage and expect the use of technology. I am excited to use these new plans. Last year I incorporated wikis into my classroom with limited success, but learned a lot in the process. In the last few weeks I have acquired strategies and innovative materials to teach my students to be more effective researchers and website evaluators. I need to stop thinking of the things that can go wrong, the difficulty of reserving computers, and the problematic logistics that occur with technology use and, as the Nike company says, “Just do it!”
One personal professional development goal is to take the mandatory tasks included in my district curriculum and incorporate 21st century skills into them. Initially, I must try to do two things: incorporate the use of a class wiki for students to use to publish their writing and incorporate a unit project that requires students to do online research with a choice of project product. I have most of the necessary skills to do this and my students probably have (or will figure out) the rest. I need to take the attitude of Vicki Davis who urges teachers not to worry about knowing everything before teaching it (Edutopia.com, 2009). As I found when I introduced the wiki to my students, we experienced a few difficulties, but the student interest and excitement made up for any struggles. I must remind myself that “The process of learning is more important than the end product…” and enjoy the process of teaching my students to be 21st century learners (Eagleton & Dobler, 2007).
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Edutopia: What Works in Public Education. Harness your students' digital smarts (Video). Retrieved on 10/23/09 from http://www.edutopia.org/digital-generation-teachers-vicki-davis
Rooney, J. (2009, March). Teaching two literacies. Educational Leadership, 66(6), 92–93.
Becoming a “guide on the side” intrigues me. The more I learn about the power of technology to help students make meaning in their education, the more excited I am to hand over the reins (in a sense) to my students. Of course, my students need me to set the context for the learning, whether it is for background information for an author or novel study, a research question to determine a humanity issue, or determining both sides of an issue before choosing a side to argue. As an English teacher, they also need me to teach them the mechanics of writing.
During my master’s course of study, I have created individual lesson plans and an extensive unit plan that encourage and expect the use of technology. I am excited to use these new plans. Last year I incorporated wikis into my classroom with limited success, but learned a lot in the process. In the last few weeks I have acquired strategies and innovative materials to teach my students to be more effective researchers and website evaluators. I need to stop thinking of the things that can go wrong, the difficulty of reserving computers, and the problematic logistics that occur with technology use and, as the Nike company says, “Just do it!”
One personal professional development goal is to take the mandatory tasks included in my district curriculum and incorporate 21st century skills into them. Initially, I must try to do two things: incorporate the use of a class wiki for students to use to publish their writing and incorporate a unit project that requires students to do online research with a choice of project product. I have most of the necessary skills to do this and my students probably have (or will figure out) the rest. I need to take the attitude of Vicki Davis who urges teachers not to worry about knowing everything before teaching it (Edutopia.com, 2009). As I found when I introduced the wiki to my students, we experienced a few difficulties, but the student interest and excitement made up for any struggles. I must remind myself that “The process of learning is more important than the end product…” and enjoy the process of teaching my students to be 21st century learners (Eagleton & Dobler, 2007).
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Edutopia: What Works in Public Education. Harness your students' digital smarts (Video). Retrieved on 10/23/09 from http://www.edutopia.org/digital-generation-teachers-vicki-davis
Rooney, J. (2009, March). Teaching two literacies. Educational Leadership, 66(6), 92–93.
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