Education 843

Once the blogs were designed, we were able to roll. Students did a great job leaving comments. Examples: Adriana & Pedro. Since I had half the class and the regular teacher had the other half, I think they enjoyed receiving comments from those not in their computer group.

I know, there were spelling mistakes in their comments, but in general they did well. I was very picky about spelling/grammar with their post, I didn’t interfere AS much with their comments. I did take the time to check and make sure all students commented on their group members’ blogs, then returned to their own blog to read and approve the comments they received.

In May, moving on from the blog, I wanted to introduce at least one tool students could use in high school, so everyone registered for Google Docs. We did this together, but I asked them to try and remember the process since later they’d be expected to register themselves on other websites.

First we played with a document so they learned how it worked. The next day they were all assigned a portion of an Internet news article about one of the many natural disasters that happened in May. Each group (same groups we used for commenting) was given a disaster: the Myanmar cyclone, the 22 tornadoes in Oklahoma/Missouri, the Chinese earthquake, and the Chilean volcano. Each person in the group received a portion of the article and had to write a summary of their portion in their own words. If they had time, they were also to add a photo and its URL.

One student did try to write inappropriate things and disguise it as if it was written by another student, but I love that “history” and I was able to nail the person…this person couldn’t argue it, I had the evidence!

Once that was finished, I gave students a choice of three projects to try (I wanted to have them finish 2 of the 3, but we ran out of time and most only completed one).

Choice 1: Collect 10 photos of your disaster, create a Private Page on your blog, and create an Animoto video with what you consider music appropriate to the pictures. On that page, tell us about your video, why you chose your music, give an evaluation of the finished project, and tell us how you liked Animoto. Note: I can’t show you examples because of copyright considerations. We kept it on a Private Page with a password so only our class can access it. Flickr Creative Commons photos would be great, but it’s blocked in our district.

Choice 2: Watch and take notes on an MSNBC video that addresses your disaster, summarize it, and embed the MSNBC video on your blog. MSNBC has opened this up to the public, so we did not have to get permission. Student examples: Alejandra and Samuel.

Choice 3: Create a quiz about the information in your article with MyStudiyo. (To make this process faster since we were running out of time, I asked each student to create a quiz question & give the answer at the end of their portion of the article.) Here are two students who chose that option: Sergio & Tracey.  We ran out of time, so I apologize about some spelling mistakes.

On our last day together, everyone who had the same disaster article had to get up in front of the class and give a quick summary of their article (each person had to say at least 1 sentence), then we showed their projects. Everyone enjoyed it.

So, now I face the challenge of incorporating blogging into 3 7th grade Language Arts classes and 3 Reading Intervention classes. I’m planning like crazy!

Weeks 1, 2, 3

I’m working with a class of 24 eighth grade students, but I see them 12 at a time, group 1 on Monday/Tuesday, group 2 on Thursday/Friday. I went over the Internet rules of our school, then explained why I wanted some guinea pigs to try some of the Web 2.0 technologies. I also want them to learn some tools they can use in high school.

Week 1 focused on making sure they knew how to log in to and use their email. After the first week I have emailed them most instructions and rubrics. I also introduced students what a blog is (used the “Blogs in Plain English” video), then we talked about our class blog, Beginnings.

One of the things I asked students in their first “getting to know you” email, is how would you respectfully disagree to this statement: “I believe that T.V.s should not be allowed in homes where there are children under 18 years old.” I just needed to get a reading on what they already knew about politely stating opinions, and what they needed to work on in order to write intelligent blog comments.

The result: Some understood that you acknowledge the person’s comment, then disagree.

Others understood that you should explain why you disagree.

We put them both together as important features, then I added that they should also paraphrase a pertinent part of the person’s blog. So here’s the process we’ll try to use:

1. Paraphrase an important point or the person’s opinion.
2. Respectfully agree or disagree.
3. Give evidence or a reason.

Below is the PowerPoint I used to introduce leaving intelligent comments on blogs.

You’ll see some of the items I asked about in my first email to them. On the slides with the black background, you’ll see their actual first try at comments. The last part of the slideshow is the activity we used to practice paraphrasing with a pair activity (that’s what the prompts are for). Student A had to state his/her opinion, Student B had to paraphrase the answer, make sure they paraphrased the opinion correctly, then respectfully agree or disagree and give his/her own opinion.

Week 2:

Then they went to our class blog and commented. They did a great job with their first comments, you can see them here.

My feedback to them is in this post.

Weeks 2-3:

They spent time designing their blogs. They picked a theme, widgets (some I required, the rest were up to them). They added links to the blog roll, and created avatars.

This was a step by step process! I broke directions down into 6 parts:

1. Pick your theme (must have at least one sidebar).
2. Change the title and add a quote for your Tagline.
3. Arrange your sidebars and widgets.
4. Erase the default links in the blogroll and add links to our class blog and class wiki.
5. Create and upload your avatar.
6. Erase the default post.

One issue the kids have to get used to: they need to learn to log out, otherwise the next student who uses their computer is unknowingly logged in. They’ve left comments accidentally under another kid’s name, and a couple today uploaded their avatars, not realizing they weren’t in their own blog. It’s all a process! We’ll talk about it again next meeting.
At the end of this week, they will finally be ready to create their first post. Once that’s in, they’ll be assigned to commenting on at least 3 other students’ posts.

If you want a copy of any of the directions I put together, please let me know!

Every student’s blog, from high student to uncaring student, to struggling student, looks professional. That’s my favorite part of using technology in the classroom.

Here are the 3 websites I talked about at the beginning of class:

1) FlickrStorm –creative commons/copyright free photos (click “advanced” to get those)

2) SearchMe:–Visual Search Engine

3) Jamendo–Copyright free music

From March 6-8, I attended the CUE Conference, (Computer Using Educators). The conference in its 30th year… the first one I went to was probably in the late 8o’s. I hadn’t attended since maybe 2000, and I’m so glad I went back. Boy, Web 2.0 was everywhere, and there was such an excitement in the air about what these applications can do for kids… and as you know, they’re free!

Here’s some of what I learned and links to things I think you’ll like.

1) Session on using tech for literacy, grade 4/5. Wow. Talk about differentiated instruction! Lynn Takacs from Capistrano Unified talked about how she managed technology in her classroom (Language Arts/Social Studies). At the beginning of a unit, she plans a list of activities that students may work on… all involving literacy and the computer. Her students on the computer are not allowed to talk aloud, but can ask each other questions in the discussion area of their website. If you’re interested, there are handouts she uses for various units at this site (scroll down and you’ll see the .pdf files). When you look at these lists, please realize that she does not expect every student to finish every item…that’s where the differentiated instruction comes in. She has a benchmark for what all should finish, and the other assignments take the core to a higher level.

2) Session on blogs and wikis in the classroom… there are tons of handouts and ideas at Brian Bridges’s website (and there are podcast ideas as well). One of these handouts lists all the standards that can be met by using blogs & wikis.

3) David Jakes gave a fantastic presentation on how he teaches digital storytelling. Here’s his website, JakesOnline! You can click on CUE presentations and take a look at digital storytelling, or browse his MANY resources. Again, academics was emphasized. His students learn to write compelling stories AND create a video of the story…with the video enhancing and contributing to the story. Lots of higher level thinking there. On this page, he shared his process with handouts to download. On this page, he gives this great advice:

How do you get started with digital storytelling. The answer: slowly….

Digital storytelling projects are big and sloppy, they’re not cookie cutter PowerPoint projects so often done in schools today…

What they are original authentic stories by students, merged with voice, imagery, and music and that means they are complex, involve serious project management skills, and some dedicated roll-up-your-sleeves support. I’m just being honest.

But the result is worth it. We finally have a learning experience where technology is truly effective and adds value to the learning experience and takes learning to a place that could not be achieved unless the technology was present. But enough of my preaching. Here is how to get started, in no particular order…

Here is one of the pages of student examples: Cine de la Gente (it’s English & Spanish)

4) Podcasting–Ted Lai from the Fullerton School District was loads of fun. His presentation resources are at his blog here. He talked about three types of podcasts: audio only, video, and enhanced podcasts. He has examples on his website. Again, to create a great podcast a student must write, write and rewrite, and practice, practice, practice. He emphasized how strong it was for ELL students and kids with reading disabilities. His advice on the process: a) Preproduction - Use photos to help students get inspired and have them use them for writing inspiration, b) Rehearse as much as possible so the student sounds natural, he says it’s also great for mastery, c) Production - the actual recording goes much faster if they’ve rehearsed! He uses Garageband (Mac), but you can also download Audacity for free. d) Post production - edit, add music if desired, e) Publish to a website with RSS feed. (Brian Bridges-above-has some downloads to show you how to do this). Ted likes the websites .Mac (these cost), Switchpod and Libsyn.

5) So, if you ever have a chance, listen to Hall Davidson. He was the LAST session I went to, and he was so much fun. He now is with Discovery School (which by the way has some awesome video by subscription - yes cash - but so fantastic for your curriculum). Anyway, his focus was on GoogleEarth and how you can customize it, create virtual history or literary trips for your kids, or have them create trips for you. His blog has initial resources. Some tips for creating: -don’t think of it like a program, but a platform, holds internet images-teacher puts items on this platform. Right now, it’s better on a PC than Mac (Mac full support is coming, just not yet!). You can add text, images and video. If you go to this site, scroll down and you’ll find a Google Earth .pdf with directions for adding all kinds of things to Google Earth. This website, LitTrips, is a great example of using Google Earth in education.

From these and many more sessions, I heard over and over again how much more motivated students are, if only because they have an audience other than only the teacher. If you build into the assignments you give on a blog or wiki –maybe responsibility to read classmates’ work, or students are working together on a team, editing each other, knowing their work will be published on the web and all can see. Each teacher who presented literally glowed with enthusiasm and loved integrating technology (even though it certainly takes planning). Each emphasized you can’t know it all, to have your students help you, to set clear limits for them, but also let their creativity and ideas shine.

Each and every presenter was extremely generous in sharing their handouts, procedures and tutorials. Wonderful!

I hope all is well and you had restful vacations. Let me know if you need anything!

Hello everyone. I hope your tech projects are going well. Please email me if you need any help or have any problems.

It was so interesting to read all your comments. We are a class of teachers that teach from K to high school! There are 5 of you who primarily teach English (or teach it all day!). We have 2 high school teachers, 2 middle school teachers, and 2 at the elementary level–that’s an even distribution! Since all of you teach some form of Language Arts, that may be something you want to help each other out with. When you pick your Web 2.0 app, it could be with an eye towards integrating it into Language Arts.

As far as the video reactions, many of you thought it was a motivator, both for teachers and students. Some of you characterized it as intimidating, and a challenge to keep up since technology is changing more rapidly than it ever has! I just read an article this week how Microsoft Office could be obsolete with all the free programs now available via Web 2.0. It’s little wonder Microsoft is trying to take over Yahoo. Our last comment reiterated the importance of the video: we are the web (remember Time Magazine’s “Man of the Year” in 2006?–us). We need to make sure our kids are aware of their own power AND their responsibilities in wielding that power.

PART 1–add your comment to our class blog.

Since I forgot to bring the reading to class (and I don’t have a digital copy), this is what we will do for discussion. I’d like you to watch a recent PBS video called “Growing Up Online.” There are 6 different chapters to this Frontline show, and coincidentally, there are 6 of you! So I’m just going to go down the list and assign you each a chapter.

Here’s where the video is: http://www.pbs.org/wgbh/pages/frontline/kidsonline/

Click on “Watch the Full Program Online” and then click on your chapter (see below)

Mary: “Living Their Lives Essentially Online”

Rick: “A Revolution in Classrooms and Social Life”

LaDawna: “Self Expression: Trying On New Identities”

Michael: “The Child Predator Fear”

Eva: “Private Worlds Outside Parents’ Reach?”

Mario: “Cyberbullying”

After you watch it, please click on Comment and:

1) Give a quick, quick summary of your segment.

2) What is your reaction?

3) What important things do our students need to know that this segment addresses?

4) Was your segment in any way a revelation to you, or have you already dealt with students on this issue?

5) Any other thoughts?

http://www.pbs.org/wgbh/pages/frontline/kidsonline/

FYI, if you have older kids, there are lesson plans at the site.

PART 2–Add a post to your own blog:

The second thing you have to do before we meet again is decide which Web 2.0 application you want to get to know better (Again, this assignment is for your own learning, it does not have to be used with your class). Go visit some of the links at http://ed843.pbwiki.com, look around, go to various websites. All I’m asking right now is that you:

1) Decide which one. The actual applications I want you to try are in orange. If you’re not sure what they do, many of the sections have two things: a) an info section where you can view a video or read an article about what the app does, and/or b) some examples.

2) Register at website you decide on.

3) Go to your blog, Log in. To do this, look under the sidebar on your blog, under “Meta,” and click on Login. If that doesn’t get you in, go to edublogs.org and log in there).

4) Tell us which app you decided on and why (this can be short!).

5) Link to the Web 2.0 application you chose. For directions, download this file: Link to 2.0

Part 3: Reflect on your Unit of Practice–the second post to your own blog (I don’t care which post goes first)

Finally, remember that before we meet again, log into your blog and write up your answers to the reflection questions.

PLEASE email me if you have any questions!

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Site I’ll mention in class: ThreadlessAnother one: Quintura for KidsTesting:Diffusion animation from: http://www.stolaf.edu/people/giannini/biological%20anamations.html

Hello everyone and welcome to the ED 843 class blog. This will be our discussion area.

For your first comments, we’d like to get to know each other, grade level, type of school, how is your class this year, and how have you used technology with your students?

Let me share with you who I am! I have taught this class in various ways since 1987 (yikes!). I love the format we use now, even though we all give up a few Saturdays. Hopefully you will agree! I know today is information deluge, but I assure you, it is manageable.

I have worked in the Lennox School District since 1987. I have a K-12 credential and a bilingual certificate. I started at Larch Elementary, where I student taught (through LMU!). Grade combos were the rage at that time, so I taught 1/2, then 2/3/4, then 5/6. I left for a year and got my masters, then returned and taught K half day, and technology half day. Finally, I was able to teach technology full time when teachers agreed to take an extra student to fund me. That went on for 19 years, and I moved during that time to Moffett School, then Jefferson School. I’ve already told you what I taught and how. That was an exciting, fulfilling job. Well, all good things… so when a technology teaching position opened up at Lennox Middle School, I took it! I taught 7th grade technology for 2 years, but unfortunately that class was cut this year because too many students were in intervention classes and could not take Exploratory classes (art, music, dance, technology-grrr!).

This year, however, has been wonderful. I work with two other teachers in a one year position, funded by the QEIA state grant. Our mandate is to get our staff ready for smaller class size next year. Research shows that if your class size goes down, but your teaching practices remain stagnant, achievement will not improve. We have been researching, synthesizing, attending conferences, observing teachers, and helping out in classrooms in an effort to discover a way to increase the achievement of our students in a Program Improvement school. I have learned so much. I wish every teacher, after every 1o years of teaching, could have a year like this to learn, learn, learn and re-energize.

Technology… I miss the daily use with students, but I’m busy compiling more and more ideas to use with them no matter what I end up teaching next year. I hope to share many of those ideas with you!

Now it’s your turn. Please add a comment and share with us:

1) your first name, 2)grade, 3) type of school, and 4) tell us about your class.

5) Next, have you been able to use technology with them this year? (If not, don’t worry, be honest, because they’ll be soon getting the chance!)

6) Finally, I showed the movie below already. What do you think? Scroll on down past the video, and whoever’s first, click on “No Responses Yet” to leave the first comment. If you’re not the first, it should say something like “1 comment.” Click on that to leave your comment.

When you have time (later!!), take a look at this cool website, called Voicethread. It is usable for family photos, but it’s obviously created for education, once you wander around and see what it can do. All free! The video below is a description of what the program offers. You don’t have to comment about it today, it’s here FYI.