Saturday, July 19, 2014

Blog #16

This is my final reflection video. I have thoroughly enjoyed this class and am thankful for all the new knowledge I have to take with me into my future classroom. Enjoy!

Wednesday, July 16, 2014

Blog #14 and #15

Throughout this class, we have learned that there are many different kinds of technology tools that could be used in the classroom that would be extremely useful in project based learning. At this point, I feel like I am fairly equipped to conduct project based learning in a classroom. Of course, there would be a few bumps along the way. I think my weakness in reference to this is that I would be afraid of failure when conducting PBL. However, I think my willingness to go through trial and error would create many opportunities to learn something new along with my students. I think there are two main things I need to work on to better prepare myself to conduct PBL in my future classroom: I need more confidence that it will be successful, and I need to broaden my knowledge of different technology tools I could use. Here are several videos I watched that actually helped me with this:

In How to make an audio QR Code, we learn a very simple way of how to create and use a QR code. A QR code is very similar to a bar code. You can scan QR codes using a smart phone and it will take you to whatever it was created for. In the case of this video, the QR code will take us to an audio file that the teacher created using the website Record mp3. After she created the audio file, she took the URL and pasted it on QR Code Monkey and generated a QR code she could send to her student's parents. This website could also create QR codes for phone numbers, emails, Facebook and twitter links, and practically anything else you want to link it to.

QR Code Monkey Logo

In the video, iPad Reading Center, we see a teacher show as an example of how she uses iPads in her classroom. In this video, she shows us that they can be very useful tools in reading centers. She has her students record themselves reading something, and then watch it to check if they made any mistakes. This a great activity for younger students while using technology.

In Poplet with Ginger Tuck, Ms. Tuck presents us with a neat app, Popplet, that allows her kindergarten
Popplet logo
students to create webs. She uses this apps to teach students to create webs based off a book they have read. This is a great tool to not only help students better understand what they are reading, but to also help them with their typing skills.

In AVL and Kindergarten Students, we see a kindergarten teacher show us how to use the Alabama Virtual Library on the iPad in a center. The teacher has the children pick a word from a list she gives, and they have to search it on the AVL app on their iPads. They then listen to the examples that the search provides. She then has them draw a picture of what they searched and write a sentence from what they listened to. Once again, this a great app for students to use in the classroom.

In the video, Tuck iMovie Trailer for Kindergarten, Ms. Tuck shows us what she learned to do with iMovie on the iPad and how she used it in her class. Ultimately, she learned that iMovie is a great way for students to have fun reading. It allows them to creatively show what they read. As we have used iMovie in this class, I can also agree that it is a great tool for students to use to help them better understand what they are reading.

In Tammy Shirley Discovery Education Board Builder Moon Project, Ms. Shirley has one of her students show an example of a board they created using the Discovery Education Board Builder app. This allows students to show what they are learning on a poster board-like layout. They can post pictures, videos, and almost anything else they want. This tool allows students a great sense of ownership over their work as well as make it fun for them to learn the required material. We see another example of this in two more videos where Mrs. Tassin allows two groups of students to show what they have done with their Board Builder. You can find these videos here and here.

In the interview, Using iMovie and the Alabama Virtual Library in Kindergarten, Ms. Bennett and Ms. Davis
Kindergarteners using ipads
talk about using iMovie and the Alabama Virtual Library in the classroom. Ms. Bennett gets excited when she talks about how much her kindergarten students learn from and enjoy working with iMovie. She says that it helps their reading writing skills tremendously. Ms. Davis also talks about how using AVL really enhanced the use of iMovie.

Ms. Davis and Ms. Bennett also talk about educators using twitter in their interview, Twitter for Educators. They talk about how Twitter has helped them immensely with keeping up to date with all the new forms of education. Ms. Bennett talks chats on Twitter. These go on every night of the week, and all you have to do to access them is type in their hash tag and just follow the discussions. There will be educators from all over the world commenting back and forth, so this is definitely a great source to have on hand for all educators.

In the last interview with Ms. Davis and Ms. Bennett, We All Become Learners, we learn that even educators can be learners. Ms. Bennett shared a story about how one of the students at her school taught her how to properly use the iPad camera on Padlet. She also talked about how the 3-5 teachers at her school don't worry about learning the mechanics of the programs they use because most of the time, their students learn how to do it and will eagerly teach their teachers how to use the programs.

Through watching these videos, I believe that my knowledge of technology tools to use in the classroom have been expanded. I can't wait to begin my career so I can implement what I have learned!

Tuesday, July 15, 2014

C4Tp #4

In her blog, The Possibilities of Student Blogging, Ms. Tolisano shares a video with us about the many opportunities blogging can bring for students. She talks about "guad blogging", which is where she spends four weeks with her students blogging and then another four weeks of them commenting on other students blogs around the world. The students in the video talk about how much they love doing quad blogging because it has improved their writing skills, and also because they find it awesome when someone from the other wide of the world comments on their blog.

In my comment back to Ms. Tolisano, I told her how much I liked the idea of quad blogging (definitely something I will use). I would love to see how my high school students would react to someone from another country commenting on their blog.

Around the world

Ms. Tolisano wrote a short blog titled, Building Good C.U.L.T.U.R.E. In this blog, she shared with us a great example of the results of effective collaborative networking. She was asked on Twitter to do a sketch for the acronym C.U.L.T.U.R.E. You can see her sketch below:


In my response to this blog, I told Ms. Tolisano how much I loved how her blog was such a great example of successful networking. I also mentioned how creative the acronym is. I am going to have to put it on a wall somewhere in my future classroom!

C4Ta #4

IBeth Knittle is a K-12 Technology Integration Specialist for her district in Cape Cod, Massachusetts. In her blog, Supporting Complex Change, she talks about how hard it can be for some teachers to change their pedagogical practices. However, she says incorporating technology, PBL, and personalized instruction all together can easily be done by learning from their students. The best ways she says this can be done is by looking at Knoster's Model for Managing Complex Change. This model is based off of students and their reactions to and outcomes from different lessons.

In my comment on her blog, I told Ms. Knittle that I am going to have to store Knoster's Model away for use in my future classroom. I told her that I can definitely see how this model would help teachers understand what specifically went wrong when a lesson doesn't go as planned.

Ms. Knittle also wrote a blog titled, Thinking about Professional Development. In this blog, she talked about her views of Professional Development. She said she doesn't like how it's called "training" because that term implies that there are steps to implementing technology in the classroom. She says implementing is more of an art than a learned skill. She then gave three categories of teachers trying to use technology in the classroom: the Ready and Able, the Strong but Unsure, and the Overwhelmed.

In my response to her blog, I told her that based of her categories, I would consider myself in the Strong but Unsure category. This is because I feel like I know a good amount of tools to implement in the classroom (for someone who still has two more years to go in college, anyways). If I were to be put in a classroom to teach right now, I would be very hesitant about using certain tools in my classroom for fear of failure. Ms. Knittle said that the Professional Development seminars and those in the "Ready and Able" that really help people in this category become great educators. I really enjoyed this blog post!

Friday, July 11, 2014

Blog #13

My area of specialty is English and Language Arts. I feel like this entire class was one giant assignment that was realtable to my specialty. However, if I were to make a suggestion for a specific blog post to focus more towards English, I would suggest that future EDM310 students be asked to find some blogs and/or youtube videos that show PBL being used in an English classroom. Here's an example of what it may look like.

Linda Torp and Sara Sage wrote an article on the website for the Association for Supervision and Curriculum Development talking about what it would look like to use PBL in an English classroom. The neat thing about this article is that they seperated examples into grade levels from elementary all the way to university level. I focused on the high school section since that is the grade level I would like to work with.

In this section, Ms. Thorp and Ms. Sage talked about a a teacher who did PBL lesson based off of To Kill A Mockingbird. This is the prompt the teacher gave:

"Students are members of the Alabama Historical Society, which has been contracted to research a family's background during the time period of the novel To Kill a Mockingbird. What was going on in the family during the time period of the novel? How reliable is the information the historical society uncovers? If controversial information about family members arises, who needs to know—or not?"

This sounds like a really fun project! In fact, the teacher even shares what she saw her students experience during this project:

"I think the kids were more into what they were doing; it seemed more relevant to them, especially with the social studies teacher [an expert on the 1930s] coming in and talking with them. . . . What really grabbed them . . . was when I brought the guy in who said that the original person the students were researching had lynched his grandfather. So then it became more of an ethical problem—the kids had to go back to their problem statement and decide: “Maybe we shouldn't even be doing this.” Before that, it was: “Okay, we'll do this; we'll do all the research and make all the pictures.” But when [that ethical dimension] came in, they were like, “Wow!” It really blew them away." That is what PBL is supposed to look like! Ms. Thorp and Ms. Sage go on to explain other PBL lessons that have been shared with them. I really enjoyed this blog because of the many examples of the benefits of PBL in an English classroom.

A video I found examplifying PBL in an English classroom is called, Project Based Learning and Common Core Standards - Kelli Marvin, Lancaster City Schools. Ms. Marvin does a project based off of
I love English!
Othello by William Shakespeare with her AP Senior English class. Since the play is about reputation, she starts the project off by having the students divide themselves into groups stating weather or not they think reputation is important. She then asked each of the groups to make an iMovie defending their stand. At the end of the project, the students had to present their movies to an audience of high schoolers. At the end of the presentations, the audience did an evaluation stating whether or not they were convinced.

This project has so many great components! From the introduction activity to the peer evaluation, this PBL lesson is definitely one that all English teachers should do. The students in the video talked about how much they learned from the lesson and how unique it was. This is definitely something I may try to incorporate into my future classroom.

Wednesday, July 9, 2014

Blog #12

Here is my group's Google Presentation on a few kinds of technology we learned are available for deaf/blind students.

Project #12- Part B

Here is my group's lesson using a SMART Board. Hope you enjoy!

Also, you can find some bloopers here. We enjoyed making this video a little too much almost!

Sunday, July 6, 2014

C4Ta #3

Eric Langhorst, an 8th grade history teacher at Discovery Middle School in Liberty, Missouri, wrote a blog about this event in Kansas City called the Maker Faire. Langhorst describes it as a "...huge educational party with science, computers, innovators and creativity all in one amazing place." The faire is a family friendly event that shows off all the different things people are creating and inventing. In my comment to Mr. Langhorst, I told him that this faire would be great for any educators who want to incorporate new and exciting forms of technology into their classrooms.

Maker Faire banner

Mr. Langhorst posted a follow up blog, My Thoughts on the 2014 Kansas City Maker Faire at Union Station, letting us know how his trip to this years Maker Faire went. Of course, he and his family had the time of their lives. They saw 3D printers, different inventions, and created all sorts of crafts. He said he was able to attend a discussion panel with the "godfather" of the Maker Faire himself, Dale Daughtry. Mr. Langhorst said his favorite question he took away from that panel is one a teacher asked:

"I know the maker movement would be great for the classroom but as a classroom teacher I don't the knowledge or the funding to do these amazing things. What do I do about the lack of those two things if I want to do the maker movement in my classroom?"

Many teachers wonder this, especially in public schools where most of the funding comes from the government. He said that people are giving the Maker Faire a bad stereotype by saying it sets standards that not everyone can reach. He says, "...I have come to the personal conclusion that the "maker movement" is misleading. It should really be called the "sharing movement". It is about trying something, then trying something else and when you get stuck asking someone who might know the answer."

In my comment to his blog, I said that I think a lot of aspects of teaching are starting to take on this "sharing movement". Many teachers could not do the things they do in class without the help of other teachers. Overall, I really enjoyed Mr. Langhorst's view of the Maker Faire!

Thursday, July 3, 2014

Blog #11

What can we learn from these teachers?


In his video, TEDxDenverEd- Brian Crosby- Back to the Future, Brian Crosby introduced to us ways to teach a group of impoverished, non-english speaking students effectively. He talked about how he would use projects to relate students to people everywhere. He used a project on balloons to help students be hopeful. They created balloons and called them their "high hopes" because they represented what they hoped for themselves. They asked kids all around the world what their high hopes are and they tied their replies to a huge balloon that they released into the sky. They tied a GPS to the balloon as well so they could track it. After they released it, they spent the class tracking the baloon on Google Maps and writing about what they saw. This is such a unique twist on project-based learning!

Paul Andersen talks about belded learning in his video, Blended Learning Cycle. He describes blended learning as simply combining mobile, classroom, and online learning together. To effectively do blended learning, we must use Q.U.I.V.E.R.S.

Qu estion
I nvestigation
V ideo
E laboration
R eview
S ummary quiz

Blended learning is definitely something I will have to look more into and use in my classroom.

Mark Church talks about a group project he did in his class where students discussed what they saw in a video about early human beginnings. Students have to come up with a headline that summarizes what they learned. Students worked togther to come up with this phrase and write them down. The students then hung up their headlines and two weeks later looked at what they had written and see if anything had changed.

In his video, Super Digital Citizen, Sam Pane talks about what it means to be a responsible digital citizen. He opens
Spider Man
his lesson with a quote from Spider Man, "With great power comes great responsibility." He then asked his students to create a super hero that would save them from bad things on the internet, and them put them in a situation where the super hero saves the day and put it in comic strip form. The students create the super heros on a program on their own laptops. He then had students go on a "gallery walk" and evaluate their fellow students comics. This project helped students learn different ways to be a "super digital citizen" while still having fun.

In the video, Project Based Learning, we see a unique porject-based learning environment where history, english, and information proccessing is combined. The students involved in this use a lot of different kinds of technology to create their projects. To do this "super project-based class", classes were combined into one long class, which was great because it allowed more time for students to work and teachers to help students. The teachers said that the projects the students did in this class gave them a sense of ownership.

The last video, Roosevelt Elementary's PBL program, shows us how an elementary school incorporated project-based learning into their classes. These projects are intended to create real-world problem solving skills. This school allows students to make their own choices so that they learn through their own individual skills. The students use 21st century skills (presentations, group work, public speaking, etc.) to do their projects. The school also invites the community into the classroom to talk to the students about real life experiences. The student participation allows the students to better understand the material being taught. This type of PBL allows students to release their curiosity and apply it.

Project #10- Teacher Interview

The teacher I interviewed is Mrs. Laniese Howard. I really enjoyed speaking with her and getting to know more about project-based learning and what that has lead to in her personal teaching career. For time-restraint purposes, I had to edit a lot of our conversation out. I found all of what she had to say interesting and insightful, so if you want to see the full interview, please click here. I hope you enjoy!

C4Tp #3

Silvia Tolisano's blog, Copyright Flowchart: Can I Use It? Yes? No? If This… Then…, she talks about copyright infringement with media found on the internet. She talks about how we can't just simply Google whatever we want and expect it to be okay to use any picture that pops up. She says there are certain details that need to be checked before we go and use any media we want. She explains in great detail just exactly what this process should look like through the form of a flowchart:

Copyright flowchart

In my comment on Ms. Tolisano's blog, I applauded her for being innovative enough to create such a clear way of explaining how to avoid copyright infringement when using digital media. Her flowchart made it clearer for me to understand the does and don'ts of using media from the internet.

In the second blog I read in this set, Documenting FOR Learning, Ms. Tolisano talked about pedagogical documenting. This is practically where documenting is used in the classroom to help keep track of things. This helps students take ownership of their work and teachers understand students in a different way. When teachers see how students document their own work, they are able to see how each student's minds functions. In my comment back to her post, I told her that I had always wanted to take up a form of documenting (which I specified as journaling), but that I never have time to do so. Her explanation of documenting reminded me of how Mrs. Cassidy said that teaching is becoming more collaborative. What better way to collaborate than through documenting? Her blog helped me realize that I will need to make time for documenting in my own classroom if I am able to help my students and other teachers learn from my methods.