Flipped PD_CEP 812 General Outline of Assignments + Drafts of Storyboard and Presentation

Plan for video:
OBJECTIVES:
1. Teachers will be able to create and open a Google wp doc
2. They will be able to understand and use basic functions of Google docs
3. They will learn how to share the document with other people and communicate while working with others/collaborating
4. They will learn to share, review revision history, add a link, change privacy settings
5. Teachers will, at the end of this Flipped PD, understand how to use Google Doc and understand the benefits to students over a normal word document

ORDER:
1. Purposes of Google docs over a traditional word doc/general uses for teachers (Emily)
2. Craig’s screenshots of opening a doc
3. Video of student doing the same--talks through how to open one, talks through how to share (Emily)
4. Screenshots of sharing a document, and other basic functions (Jason)
5. Linking in the document  (Katie)
6.  Changing Privacy Settings  (Katie)
7.  Revision History  (Katie)
5. Check for understanding task ??  Poll, Quiz?  Insert Google Form?  Have teachers “create” a google doc and share with the PD instructors? Post questions they still have?   Questions in the google doc.??  otherwise, post where?  They could put them in the Google Doc that is shared or they could post them in a Google Form like you suggested?

Draft of Storyboard

Draft of Flipped PD

Script for Beginning Slides

Beginning Slides

Group Meeting_CEP 812: Web Conferencing for Flipped PD

Google Hangout Web Conference for Flipped PD

YouTube Version

This was a really important step to take in terms of face to face interaction (even though for some reason I can't see anyone but they can all see me) and I think my gruop really needed some time to flesh out or ideas and verbally discuss the steps we would each take in completing this problem. Craig and I had already spoken a few days prior on Google Hangout and although his mic didn't work this time when Katie was able to join us, he was able to communicate via the chat mode. He and I had already come up with the idea and we just wanted to hear Katie's ideas and suggestions regarding our plan. This was a great step in really getting the ball rolling.

Besides Craig not being able to speak and Katie and I having to make sure we were paying attention to his chat comments, there were no awkward or surprising moments. The group considered a lot of different mediums for creating not just the final project, but each individual portion, the storyboard and the script. Katie thought it might be good to map out our project first just in our already shared google space, and then to use Google presentation to storyboard it out. We discussed using video or students, screenshots taken by us, audio over those screenshots/slides/video and finall Craig offered to put it all together using Camtasia although iMovie was offered by Katie and me. We plan to conference again this week once all individual roles are fullfilled. I will absolutely use Google docs in my room and also discuss it with fellow educators in my building.

WPP Part B Podcast_Mullins

WPP Part B Podcast

WPP Podcast Part B Try 2 Just in Case

CEP 812 Introduction_Mullins

CEP 812 Video Introduction for Emily Mullins

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.

   * 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.

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. 

Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

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. 

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.