Sunday, January 27, 2013
Monday, January 21, 2013
CEP 812 Wicked Problem Project
Part A: Identify a wicked problem of practice
The description of the need or opportunity should be a written overview of what you plan to address. It should specify:
* The educational need or opportunity: As a high school English and journalism teacher, my students do a lot of writing, and there is a constant need for having their drafts available to them. My students need the ability to access their writing even if it is saved on their shared H Drive or for my newspaper students, saved on their N drive. My students often come in with late drafts because they may have forgotten to email a copy of their drafts to themselves or they left their flash drive at home when they needed it at school. I believe it will be important for creating a drive where they can access their material from anywhere. I believe it would be important in such a digitally-driven age for my students to each have a Google drive they can share with me and with their classmates. This would be perfect for having edits completed whether it be for their articles or during the drafting process for their English papers.
* The educational need or opportunity: As a high school English and journalism teacher, my students do a lot of writing, and there is a constant need for having their drafts available to them. My students need the ability to access their writing even if it is saved on their shared H Drive or for my newspaper students, saved on their N drive. My students often come in with late drafts because they may have forgotten to email a copy of their drafts to themselves or they left their flash drive at home when they needed it at school. I believe it will be important for creating a drive where they can access their material from anywhere. I believe it would be important in such a digitally-driven age for my students to each have a Google drive they can share with me and with their classmates. This would be perfect for having edits completed whether it be for their articles or during the drafting process for their English papers.
* Your technology-integrated strategy: I will have each student sign up for Google docs by creating a Google account. This way they can share their document with me and other students. The purpose is not only for access, but I could also then use to engage them in projects that requires them to share work with fellow students. We just recently did a Mash-up project in my honors English 9 class where they needed to be equally involved in the writing of the story that involved characters from all four of the novels we read this semester and also a visual component. If I had had them each sign up they could have been working on their project from the comfort of their homes and not only be able to get together in person when in school but over the computer when at home.
* Logistics of a solution: A solution will be found when students are comfortable sharing their writing/blog/parts of projects with other students and with me. The integration of Google docs and other aspects of the Google drive into their learning will be logistically sound. We will begin by learning to collaborate on one doc they have requested to join and thus begin simply. I can prove the concept of the importance of a share workspace for drafting, working on group projects, and live editing within the Google doc. Although there are limits on who can edit at the same time, present at the same time, etc. the limit will not provide an issue for the cap on my classes is much lower than the collaborator limit.
* Research which supports your strategies: In terms of those who have already used Google docs in their classrooms, by collaborating with one another in a shared workspace their work is then completely validated because it’s authentic learning, and it’s meaningful. Other teachers have noted the collective working abilities of google docs which is incredibly useful when collaborating with homework, projects, and the editing/drafting process. Also I can have students watch presentations that are published so it remains protected and locked for editing. Although I retain control, they can spend as much time as necessary looking over the presentation. They can do the same with classmates by inviting viewers and not collaborators. Research has also showed the importance of the chat window during a presentation along with the ability to share links and images. Research has indicated that for English teachers, when doing reading response journals (which we often do after silent reading on Wednesdays) they are much more likely to engage in questions when they know I am monitoring their responses at the time they complete them. They can also have a digital conversation instead of a verbal one in the classroom when less children are likely to participate. I believe student participation and students engagement will increase. I also believe it will be more likely students will be able to give appropriate and thoughtful feedback.
* A plan based on research for implementation, indicating the portion to be completed during this course and after it is over: My plan involves having all students create an account and then within the contextual space of each class using it to present information to them, share important documents and have them collaborate with one another in a shared workspace. I can also require students to remark on others‘ presentation either in the chat window or below one’s presentation. The ability to provide feedback will be key.
* Indications of a successful project: I feel like I will know this is successful when we continue to use Google docs as a class, my journalism students use it to edit their articles when outside of the classroom, and when my English students use it during the drafting process and when collaborating on projects. I will know it is successful when they continue to use google docs even when it is not required. I will see its success through their remarks and if they are even more engaged and motivated in using this tool.
* Relevant resources and citations:
"37 Interesting Ways to Use Google Docs in the Classroom." 37 Interesting Ways to Use Google Docs in the Classroom. N.p., n.d. Web. 21 Jan. 2013.
"The Paperless Classroom with Google Docs - Apps User Group." The Paperless Classroom with Google Docs - Apps User Group. N.p., n.d. Web. 21 Jan. 2013.
"Education Technology - Theory and Practice." : Google Docs for Teachers and Classrooms. N.p., n.d. Web. 21 Jan. 2013.
Friday, December 14, 2012
811 Final Reflection
1. What are some things that you have learned about effective teaching strategies when integrating technology?
I had never before been introduced to certain tools and technologies as I was in this course. The objectives were clear, and prior to this course, I was not familiarized with UDL Principles or STaIR which I feel were both beneficial in terms of their creation and application. I do plan to use my STAIR, with some changes based on instructor/peer feedback. In terms of effective teaching strategies when integrating technology into the classroom, I need to base my decisions not on just what seems cool, but what will be the most relevant to their learning and what will be the most meaningful. Many times we introduce technology because we think we have to, but well-thought out plans like the STAIR and the implementation of UDL principles will make integrating technology at certain points effective and meaningful.
2. How did integrating web-based technologies help you think about and evaluate uses of technology?
I have never really developed a website I actually believed I could use. A few years ago we made an online portfolio using iWeb, but nothing came of it. The ability to create a website I will actually use in my classroom was extremely helpful. I genuinely enjoyed making my Weebly Catcher in the Rye website and interacting with other web-based technologies. As I continue to evaluate the uses of technologies in my classroom, I think that reinforcing certain principles and prioritizing setting very clear objectives when using technology will be most helpful.
How have you met your own personal goals for learning about technology integration?
Technology and I don't always go hand in hand. I get easily frustrated with it, so for me the idea of taking on these courses was always quite the challenge, so my goals were always to be to take risks and try things I may never have tried before. This included the course itself but also decisions regarding implementation within the classroom. I feel from this course more able to make using technology relevant and effective in my teaching. I feel more confident, as I hoped, when using new technological tools. Learning is a life long journey and my teaching goals are constantly changing.
I don't necessarily have any new goals besides continuing to try new technology to make learning as meaningful and relevant as I can possibly make it for students. Even through this course, sometimes the easy choice is to use a worksheet or lesson we know for sure is simple and will work, but my goals are to not just use something because I for sure know it will work but to try to take risks and branch off. My goals will change as I become more and more familiar with new technologies. We just received iPads in our district, so my initial new goal is to try to uncover its uses and utilize it within my classroom.
I had never before been introduced to certain tools and technologies as I was in this course. The objectives were clear, and prior to this course, I was not familiarized with UDL Principles or STaIR which I feel were both beneficial in terms of their creation and application. I do plan to use my STAIR, with some changes based on instructor/peer feedback. In terms of effective teaching strategies when integrating technology into the classroom, I need to base my decisions not on just what seems cool, but what will be the most relevant to their learning and what will be the most meaningful. Many times we introduce technology because we think we have to, but well-thought out plans like the STAIR and the implementation of UDL principles will make integrating technology at certain points effective and meaningful.
2. How did integrating web-based technologies help you think about and evaluate uses of technology?
I have never really developed a website I actually believed I could use. A few years ago we made an online portfolio using iWeb, but nothing came of it. The ability to create a website I will actually use in my classroom was extremely helpful. I genuinely enjoyed making my Weebly Catcher in the Rye website and interacting with other web-based technologies. As I continue to evaluate the uses of technologies in my classroom, I think that reinforcing certain principles and prioritizing setting very clear objectives when using technology will be most helpful.
How have you met your own personal goals for learning about technology integration?
Technology and I don't always go hand in hand. I get easily frustrated with it, so for me the idea of taking on these courses was always quite the challenge, so my goals were always to be to take risks and try things I may never have tried before. This included the course itself but also decisions regarding implementation within the classroom. I feel from this course more able to make using technology relevant and effective in my teaching. I feel more confident, as I hoped, when using new technological tools. Learning is a life long journey and my teaching goals are constantly changing.
I don't necessarily have any new goals besides continuing to try new technology to make learning as meaningful and relevant as I can possibly make it for students. Even through this course, sometimes the easy choice is to use a worksheet or lesson we know for sure is simple and will work, but my goals are to not just use something because I for sure know it will work but to try to take risks and branch off. My goals will change as I become more and more familiar with new technologies. We just received iPads in our district, so my initial new goal is to try to uncover its uses and utilize it within my classroom.
Sunday, December 2, 2012
Online Experience
Talk about how you could use one of the technologies that qualify as an online experience with your students.
- What content could this help you teach?
I might choose to use a wiki, or a collaborative editing place on the web for peer editing purposes. Especially with lower students, making the editing process more useful and fulfilling is a hard road to sow. They often don’t take the editing process seriously, but if their edits were available for everyone to see, both the student who made the edits and the student who wrote the essay may take the process more seriously.
Other cool ideas include online field trips with novels (Central Park/NY for Catcher, Rome for Julius Caesar, etc.), Online Resource Validation for any research process, an electronic portfolio for their written work, etc.
- What type of pedagogical strategies might you use with your students?
Certain strategies I may use with a wiki for paper editing purposes would be having each student look for certain specific aspects of the editing process with each paper i.e. one student looks at the hook, the next on the background, and the next on thesis, and so on and so forth. I would try to scaffold the process, and also try to model it first. It would be sort of a rotation, so what they are looking for changes.
- What technologies do you think would be harder to use with your students? Why?
I think certain technologies that may be more difficult to use in an English classroom would be an Interactive Discussion with Experts in just that it may be much more planning that would be involved, although it would be extremely cool to be able to use.
Sunday, November 25, 2012
Wikis
This is a screenshot of when I edited Berkley High School's Wikipedia Page because the link to our school's webpage was inaccurate and did not go to an available website.
Below is a link to my new wiki titled Journalism For Teachers. I think this will not only be a place I can share materials with other journalism teachers, but also a place I can keep all of my materials together.
Below is a link to my new wiki titled Journalism For Teachers. I think this will not only be a place I can share materials with other journalism teachers, but also a place I can keep all of my materials together.
Sunday, November 18, 2012
UDL Guidelines-Educator Checklist
UDL Guidelines – Educator Checklist
Provide options for perception 1.1 Customize the display of information
Feature: The delivery of information is visual as well as auditory.
1.2 Provide alternatives for auditory information
1.3 Provide alternatives for visual information
Feature: PowerPoint of information and examples available. There is also a run through with the teacher going through his or her research practice.
Provide options for language and symbols 2.1 Define vocabulary and symbols
Feature: Certain research and internet related vocabulary is defined, however this could also be a barrier because there lacks a time to depict examples of the vocab.
2.2 Clarify syntax and structure
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic understanding
Barrier: Use screenshots for visual representation of terminology.
2.5 Illustrate key concepts non-linguistically
Provide options for comprehension
3.1 Provide or activate background knowledge
Feature: As they have already done research and they already have access to computers and the internet, it is not about just access, but accessing their prior knowledge and getting them to use this knowledge in a new way.
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing
Feature: By scaffolding their learning process, I go through examples, definitions, the whole how-to process visually and allow them to practice before delving straight into the project itself.
3.4 Support memory and transfer
Feature: They need to be able to transfer what was done before them as an example and what they practiced to the real deal.
Provide Multiple Means for Action and Expression:
Provide options for physical actions
4.1 Provide varied ways to respond
Barrier: There are not varied response formats.
4.2 Provide varied ways to interact with materials
Barrier: There is really only one way to interact with materials.
4.3 Integrate assistive technologies
Feature/Barrier: All computers are the same.
Provide options for expressive skills and fluency
5.1 Allow choices of media for communication
Barrier: Only using the internet, however, there are different databases students can use.
5.2 Provide appropriate tools for composition and problem solving
5.3 Provide ways to scaffold practice and performance
Feature: There are definitely times before the actual project begins for students to practice using the the Michigan Electronic Library and to practice, with feedback, figuring out which sites with information are credible.
Provide options for executive functions
6.1 Guide effective goal setting
Barrier: Ultimately, the goal (the finished project) is laid out for students, but if there were checkpoints where they had to create their own goals of completion it might make them more aware of that the need to complete and by what due date.
6.2 Support planning and strategy development
Feature: There are due dates in place, scaffolded practice and with feedback provided as sort of checkpoints.
Barrier: Make more manageable, and change if necessary for students.
6.3 Facilitate managing information and resources
Barrier: The actual project assignment contains a graphic organizer to help manage their process, but this part of the lesson that is leading up to that project work needs more structure.
6.4 Enhance capacity for monitoring progress
Feature: Feedback is provided throughout the process.
Provide Multiple Means for Engagement:
Provide options for recruiting interest
7.1 Increase individual choice and autonomy
Feature: What is actually researched in the scaffolding process is up to the learner and what is researched for the project we are building towards has limits but is ultimately their choice.
7.2 Enhance relevance, value, and authenticity
7.3 Reduce threats and distractions
Feature: This is a very low-stakes process, and there are not any real "threats."
Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
Barrier: Develop ways for students to be able to make and meet shorter term objectives.
8.2 Vary levels of challenge and support
Barrier: Vary what needs to be completed and in what ways for different students.
8.3 Foster collaboration and communication
Barrier: Have aspects of the assignment where they can work in pairs/groups.
8.4 Increase mastery-oriented feedback
Feature: On each aspect of the assignment, feedback is designed to be able to be timely and efficient and useful.
Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
Feature: Students are constantly aware of deadlines,due dates with rubrics, reminders, etc.
9.2 Scaffold coping skills and strategies
Feature: The scaffolding and step-by-step and day-by-day process makes this project and the before aspects very do-able.
9.3 Develop self-assessment and reflection
Feature: There is a great deal of explicit instruction and modeling done before they are sent out on their "own" to self-regulate their learning and project process.
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