The slidecast below is the culmination of my Wicked Problem Project. Our assignment was to take the four parts (A,B,C,D) which have been previously posted on this glog and combine them into a slidecast using only 10 slides. The slidecast that I have created is a very detailed look at the entire project to help my colleagues and any other educators who may view it to better understand the entire scope involved in a wicked problem. I hope that anyone who views this will find the information useful if they were wondering about the value of using Glogster EDU in their classroom or if they would like to plan their own technology integrated solution to a problem or need they may have at their own school.
You can find a transcript of this slidecast at this link
Here is a brief summary of the project and how it fits within the TPACK model:
Description of Need: I identified a need within my second and third grade classroom for a hands-on activity that could be used as an assessment tool for any subject matter.
Solution: I chose to use a free web 2.0 tool called Glogster EDU so students could create online posters to demonstrate their knowledge of material.
What is the TP Knowledge for the solution?: Glogster EDU supports the use of a hands-on learning activity that can also be used as an assessment tool by having the students make online posters.
What is the TC Knowledge for the solution?: Glogster EDU is a versatile tool that can be used to make online posters for any content area that I teach in my classroom.
What is the PC Knowledge for the solution?: With Glogster EDU, students are much more motivated to actively participate in their learning knowing that once they can show proof of their learning on a pre-planning page, they will then be able to get on the Glogster site to create their poster. Making online posters provides students with an activity which can be differentiated for the various skill levels of students. The visual, audio, and textural elements provided by Glogster is also very appealing to students and whole process of making a "poster", whether online or not provides for a fun-filled way for students to develop their problem solving skills.
Thursday, August 18, 2011
Sunday, August 14, 2011
Professional Learning Plan
I have created a podcast to share my professional learning plan. Podcasting was one of the most difficult concepts I had to figure out during this course and it took me several days of research to discover just exactly how to make one for my purposes. It is also a tool which requires us to remember how to store our documents "in the cloud", another step that I am working on remembering how to do. So in celebration of my ability to conquer this tool on my own, I have chosen it to deliver my professional learning plan to you.
You can access my podcast by clicking on the link below. Enjoy!
http://www.msu.edu/~stemendi/proflearningplan.mp3
You can access my podcast by clicking on the link below. Enjoy!
http://www.msu.edu/~stemendi/proflearningplan.mp3
Saturday, August 13, 2011
Group Leadership Project: Final
For our Group Leadership Project, we chose to create a professional development tutorial for others in the educational field on the use of Glogster EDU, a free Web 2.0 tool. You can find the final product at the following link:
http://voicethread.com/?#q.b2163294.i11535717
Question 1: What tool did your group use to deliver the PD tutorial? Why?
Our professional development tutorial is a two part slidecast which was created with the use of VoiceThread. The first part of this tutorial introduces the viewer to Glogster EDU and explains why a teacher would choose to use this tool in their classroom. The second part of the tutorial then takes the viewer through a simple step-by-step process in how to create a glog (an online poster with media capabilities) using Glogster. We chose to use VoiceThread because one of our team members was very familiar with its capabilities and because it was supposed to be easily compatible with other media tools. This was an important feature as each of the two parts would be created by different people and not all of us were familiar with VoiceThread. Originally, we had intended to create the second part as a screencast video tutorial but we had trouble finding a free web tool that VoiceThread would accept, even Camtasia Studio didn't work! Ultimately, the group member who ended up recording the second part decided to do it as a slidecast using Photostory because he was most comfortable with this tool. It would then be linked together with the first part using VoiceThread.
Question 2: What did you learn during the development process of the final product?
I learned how to use a couple of new tools - AnyMeeting as a conferencing tool and Camtasia Studio as a screencasting tool. I also learned about the importance of developing a storyboard to help in the production process of the project. I had never done a storyboard before nor did I know what one was. However, I now know that the storyboard serves as a sort of "blueprint" to show how illustrations or pictures tie in with the script.
Question 3: What would you do differently if you had to develop a similar product again?
Although we encountered multiple road blocks during several phases of this project, most of those problems stemmed from group members having different background experiences with using the many web tools out there and, of course, the compatibility problems. Given the timeline we had to work with, I don't think we could have done anything differently to avoid these problems. We were in constant communications with each other - helping out where ever we could, lending advice to one another, and helping to make group decisions. I do believe that some of our problems started right at the beginning during our brainstorming session. Because of the difficulty we were having with the tool we used, being able to effectively communicate each person's thinking was a struggle and actually created some confusion at the beginning of the project which ate up some of our time.
http://voicethread.com/?#q.b2163294.i11535717
Question 1: What tool did your group use to deliver the PD tutorial? Why?
Our professional development tutorial is a two part slidecast which was created with the use of VoiceThread. The first part of this tutorial introduces the viewer to Glogster EDU and explains why a teacher would choose to use this tool in their classroom. The second part of the tutorial then takes the viewer through a simple step-by-step process in how to create a glog (an online poster with media capabilities) using Glogster. We chose to use VoiceThread because one of our team members was very familiar with its capabilities and because it was supposed to be easily compatible with other media tools. This was an important feature as each of the two parts would be created by different people and not all of us were familiar with VoiceThread. Originally, we had intended to create the second part as a screencast video tutorial but we had trouble finding a free web tool that VoiceThread would accept, even Camtasia Studio didn't work! Ultimately, the group member who ended up recording the second part decided to do it as a slidecast using Photostory because he was most comfortable with this tool. It would then be linked together with the first part using VoiceThread.
Question 2: What did you learn during the development process of the final product?
I learned how to use a couple of new tools - AnyMeeting as a conferencing tool and Camtasia Studio as a screencasting tool. I also learned about the importance of developing a storyboard to help in the production process of the project. I had never done a storyboard before nor did I know what one was. However, I now know that the storyboard serves as a sort of "blueprint" to show how illustrations or pictures tie in with the script.
Question 3: What would you do differently if you had to develop a similar product again?
Although we encountered multiple road blocks during several phases of this project, most of those problems stemmed from group members having different background experiences with using the many web tools out there and, of course, the compatibility problems. Given the timeline we had to work with, I don't think we could have done anything differently to avoid these problems. We were in constant communications with each other - helping out where ever we could, lending advice to one another, and helping to make group decisions. I do believe that some of our problems started right at the beginning during our brainstorming session. Because of the difficulty we were having with the tool we used, being able to effectively communicate each person's thinking was a struggle and actually created some confusion at the beginning of the project which ate up some of our time.
Sunday, August 7, 2011
Wicked Problem Project-PART D: Findings and Implications
An indication of a good educator is the amount of reflecting they do on their students' learning and the teaching strategies they employ in their classrooms. If the learning is not at the desired level, teachers need to identify the actual problem before they can begin thinking about any types of solutions. Once a solution has been chosen and implemented, it should then be assessed as to its level of success in resolving the problem.
For this CEP 812 project, I have identified a "wicked problem" in my classroom - that of finding a more accurate assessment tool that can be used in all subject areas to determine my students' level of learning. I have chosen to use Glogster EDU, a free online educational tool, as my solution, not only because it can be used as an assessment tool but also because it often becomes a motivational factor for students in taking a more active role in their learning which is also a desired response to the use of this tool.
In determining if Glogster has been an effective solution for my problem, it will be important for me to begin collecting data on my students' learning as well as their levels of involvement in lessons and discussions before fully implementing my solution. I can do this by keeping a daily record on who is contributing answers, comments, or questions during our whole class discussions and plotting scores from pretests, conferences, and tests administered during their first science unit. This will provide me with a baseline for the level of daily involvement that is occurring in science as well as the level of knowledge being displayed by my students at the beginning of the school year without the use of Glogster. I will continue to keep the same ongoing records during our second science unit which will run congruently to when my students are learning to use Glogster. I am expecting to see some type of improvement in scores and involvement in discussions at this point because students will be aware that they need to show me some type of learning on the pencil and paper outline before being allowed on the computer to make their glog. Upon our return back from winter break in January, we will be starting our third science unit, and when students will be using Glogster on their first independently completed glog. Again, records will be kept during this third unit.
Although any improvement in scores and active involvement in classroom discussions will be an indication of some type of success, ultimately, I'd like to see 80% of my students (16 of my 20 students) demonstrating mastery of the GLCE's outlined in the Michigan Curriculum Standards for that science unit. I plan to keep records and daily journal entries through the entire 2011-2012 school year and chart the results for each of the four science units. I will then report the final outcome on the effectiveness of my solution to our dean at the end of the school year and discuss with her what other factors may have contributed positively or negatively to the results. I would then like to find an appropriate forum for presenting my findings and our class' experience in using this particular technology tool in the classroom with staff and parents from our school.
For this CEP 812 project, I have identified a "wicked problem" in my classroom - that of finding a more accurate assessment tool that can be used in all subject areas to determine my students' level of learning. I have chosen to use Glogster EDU, a free online educational tool, as my solution, not only because it can be used as an assessment tool but also because it often becomes a motivational factor for students in taking a more active role in their learning which is also a desired response to the use of this tool.
In determining if Glogster has been an effective solution for my problem, it will be important for me to begin collecting data on my students' learning as well as their levels of involvement in lessons and discussions before fully implementing my solution. I can do this by keeping a daily record on who is contributing answers, comments, or questions during our whole class discussions and plotting scores from pretests, conferences, and tests administered during their first science unit. This will provide me with a baseline for the level of daily involvement that is occurring in science as well as the level of knowledge being displayed by my students at the beginning of the school year without the use of Glogster. I will continue to keep the same ongoing records during our second science unit which will run congruently to when my students are learning to use Glogster. I am expecting to see some type of improvement in scores and involvement in discussions at this point because students will be aware that they need to show me some type of learning on the pencil and paper outline before being allowed on the computer to make their glog. Upon our return back from winter break in January, we will be starting our third science unit, and when students will be using Glogster on their first independently completed glog. Again, records will be kept during this third unit.
Although any improvement in scores and active involvement in classroom discussions will be an indication of some type of success, ultimately, I'd like to see 80% of my students (16 of my 20 students) demonstrating mastery of the GLCE's outlined in the Michigan Curriculum Standards for that science unit. I plan to keep records and daily journal entries through the entire 2011-2012 school year and chart the results for each of the four science units. I will then report the final outcome on the effectiveness of my solution to our dean at the end of the school year and discuss with her what other factors may have contributed positively or negatively to the results. I would then like to find an appropriate forum for presenting my findings and our class' experience in using this particular technology tool in the classroom with staff and parents from our school.
Sunday, July 31, 2011
Wicked Problem Project-PART C: Implementation
This is a podcast for the purpose of communicating the progress on my Wicked Problem Project. We are currently at the implementation phase of the project. Because this course is being taken during the summer when school is not in session, we are unable to actually do implementation. Therefore, the requirements for this blog have been modified to reflect our progress in the planning and the creation of the materials needed to begin carrying out our solution in the fall when school resumes.
You can access my podcast by clicking on the link below:
https://www.msu.edu/~stemendi/podcastwickedproject.mp3
I have included screenshots of the glog I made, one of the video tutorials I used to train myself on Glogster EDU, and an example of how a teacher can use a glog for a lesson. I have found a number of these examples to guide me when I create my glog lesson.
You can access my podcast by clicking on the link below:
https://www.msu.edu/~stemendi/podcastwickedproject.mp3
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| An example of a glog being used for teaching an author study on Jan Brett |
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| My "All About Me" glog |
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| One of the video tutorials I used to train myself in using Glogster EDU |
Saturday, July 30, 2011
Group Leadership Project-PART B: Storyboard and Script
At this point in our group project, we are coming along pretty well. Since my last post, we have made a few changes in the role assignment and job responsibilities. Originally, Andrew was going to write the script for the first half of our slideshare presentation, Diana would do the storyboard for the entire script, I was to write the script for the tutorial portion and provide Diana with an outline of the steps I would follow, and Sarah was going to put the whole thing together using VoiceThread and do the editing.
Although there has been a constant stream of communications occurring through the Group 5 Discussion Forum, one of our members had been away and wasn't aware of final role delegations and responsibilities. Ultimately, we had to shift gears and move the roles around in order to meet the deadlines we had set up to ensure plenty of time for completion of the project. Each member of our group has been very willing to help out where ever is needed and although we've encountered a few bumps along the way, our constant chatter on the forum has allowed us to collaborate and shift things around whenever needed. This is how we have divided up the responsibilities:
Person #1: (Diana) Wrote the script, found images, and developed the storyboard for the first half of our project using GoogleDocs. She also put the two storyboards and scripts together into one document.
Person #2: (me) Wrote the script and developed the storyboard for the tutorial portion of our project using GoogleDocs. Provided resources for the development of the script and began working with a couple different screencasting tools and then provided Sarah with a test portion from Camtasia Studios to see if it would be compatible with VoiceThread.
Person #3: (Andrew) Because of a last minute rearrangement in roles and finding out that the screencast tools were not compatible with VoiceThread, Andrew has been assigned to completing the tutorial as a video and giving it to Sarah for editing and tying it with the first part of the project.
Person #4: (Sarah) Will make the slides and do the narration of the overview portion of the script. Because she is very comfortable working with VoiceThread, she will also tie the video tutorial with the VoiceThread she completes and then do any editing that needs to happen to keep within the 10 minute time limit. She has also been instrumental in testing compatibilities between the different technology tools we are trying to use.
The development of all our scripts and storyboards have been completed using GoogleDocs to allow all members to view, edit, convey suggestions, and make changes as they saw necessary.
You can view our finished storyboard and script at the following link:
https://docs.google.com/document/d/1tt-yxc0bJkUvHeMPjqEffV_4g5ruSm61g84gHTl4slA/edit?hl=en_US
Although there has been a constant stream of communications occurring through the Group 5 Discussion Forum, one of our members had been away and wasn't aware of final role delegations and responsibilities. Ultimately, we had to shift gears and move the roles around in order to meet the deadlines we had set up to ensure plenty of time for completion of the project. Each member of our group has been very willing to help out where ever is needed and although we've encountered a few bumps along the way, our constant chatter on the forum has allowed us to collaborate and shift things around whenever needed. This is how we have divided up the responsibilities:
Person #1: (Diana) Wrote the script, found images, and developed the storyboard for the first half of our project using GoogleDocs. She also put the two storyboards and scripts together into one document.
Person #2: (me) Wrote the script and developed the storyboard for the tutorial portion of our project using GoogleDocs. Provided resources for the development of the script and began working with a couple different screencasting tools and then provided Sarah with a test portion from Camtasia Studios to see if it would be compatible with VoiceThread.
Person #3: (Andrew) Because of a last minute rearrangement in roles and finding out that the screencast tools were not compatible with VoiceThread, Andrew has been assigned to completing the tutorial as a video and giving it to Sarah for editing and tying it with the first part of the project.
Person #4: (Sarah) Will make the slides and do the narration of the overview portion of the script. Because she is very comfortable working with VoiceThread, she will also tie the video tutorial with the VoiceThread she completes and then do any editing that needs to happen to keep within the 10 minute time limit. She has also been instrumental in testing compatibilities between the different technology tools we are trying to use.
The development of all our scripts and storyboards have been completed using GoogleDocs to allow all members to view, edit, convey suggestions, and make changes as they saw necessary.
You can view our finished storyboard and script at the following link:
https://docs.google.com/document/d/1tt-yxc0bJkUvHeMPjqEffV_4g5ruSm61g84gHTl4slA/edit?hl=en_US
Sunday, July 24, 2011
Group Leadership Project-PART A: Brainstorm Session
On Friday, July 22 our group completed their first web conference using Anytime.com (formerly Freebinar). Although none of us had ever used this conferencing tool, we felt it looked easy enough for us to use. It was supposed to work like the Adobe Connect sessions we've all participated in as a part of the EdTech program here at MSU. We experienced a bit of a delay at the beginning with difficulties getting into the session. Not everyone had a microphone but they could still participate by chatting with the texting tool. We actually struggled with the technology throughout the entire conference with multiple problems that slowed our progress and resulted in a very long session. However, during our conference we were able to decide on Glogster EDU as our topic and producing the Professional Development tutorial as a slidecast using VoiceThread. Because of some confusion on the project and the frustrations with the technology during the web conference, we decided to sort out the logistics of the project using the Group Discussion Forum on our course site. Although we still haven't heard back from everyone at the time of this posting, it looks like Andrew will prepare a 4 minute script explaining what Glogster EDU is, the benefits of using it, and ways it can be used in the classroom. This will be completed by July 26th in order to pass it off for the storyboard creation. I will be doing a 6 minute tutorial on how teachers can sign up for a free account, and a step-by-step process of making a simple Glog. The outline for the order of the tutorial is due July 26th to pass off to the storyboard creator and the completed tutorial is due July 31st to pass off to Sarah. Diana will be selecting the images to go with the 4 minute introduction piece and the creation of the storyboard. This is due July 29th. Sarah will then take all the pieces, create the slides and put it all together using VoiceThread. This portion is due August 7th to allow time for all of us to view it and make any changes or editing problems.
There were a few advantages to using Anymeeting.com to conduct our web conference. Sarah was able to run the meeting and we could hear and see her. She was also able to share her screen and show us some websites to look at. Diana was finally able to also get the controls to share her ideas. I was able to be seen and heard for a very short time but lost these abilities after we all got disconnected. The audio and visuals were very clear and we successfully recorded the final part of the session (we had started the session earlier than the recording and spent some time trying to figure out the tools).
The hardest part of the conferencing session was the ongoing technical problems we encountered because we weren't familiar with it and one person didn't have the equipment to use it to its fullest potential. Being restricted to only being able to type my comments was extremely frustrating for me as I couldn't keep up with how fast everyone else was making decisions that I didn't necessary agree to. We also found some difficulties in finding one convenient time for all four people to meet with their different work schedules.
I'm sure with continued practice with Anytime.com it could be a very good tool. I actually look forward with playing with it some more. There aren't very many sites out there that offer a web conferencing tool for free with unlimited time restrictions with text chatting, screen sharing, and the option to record the session. Please click the link below to see/hear our conference.
http://www.anymeeting.com/msutech/E950DA80864F
There were a few advantages to using Anymeeting.com to conduct our web conference. Sarah was able to run the meeting and we could hear and see her. She was also able to share her screen and show us some websites to look at. Diana was finally able to also get the controls to share her ideas. I was able to be seen and heard for a very short time but lost these abilities after we all got disconnected. The audio and visuals were very clear and we successfully recorded the final part of the session (we had started the session earlier than the recording and spent some time trying to figure out the tools).
The hardest part of the conferencing session was the ongoing technical problems we encountered because we weren't familiar with it and one person didn't have the equipment to use it to its fullest potential. Being restricted to only being able to type my comments was extremely frustrating for me as I couldn't keep up with how fast everyone else was making decisions that I didn't necessary agree to. We also found some difficulties in finding one convenient time for all four people to meet with their different work schedules.
I'm sure with continued practice with Anytime.com it could be a very good tool. I actually look forward with playing with it some more. There aren't very many sites out there that offer a web conferencing tool for free with unlimited time restrictions with text chatting, screen sharing, and the option to record the session. Please click the link below to see/hear our conference.
http://www.anymeeting.com/msutech/E950DA80864F
Saturday, July 23, 2011
Wicked Problem Project-PART B: Application of TPACK
With this post I will attempt to explain how my solution answers the three different forms of knowledge that make up the TPACK model in a simple manner so my colleagues and other educators who may not be aware of TPACK and it's importance in the integration of technology can understand it.
For my problem, I wanted to find a way to motivate my second and third grade students to learn and interact more with their lessons so they could demonstrate to me, their knowledge of the material being covered in the curriculum. To help solve this problem, I have chosen to teach my students how to use Glogster EDU so they could create online posters which I will use as an assessment tool to evaluate their understanding of subject matter. In the article, Digital Posters: Composing With An Online Canvas, Kevin Hodgson tells us, "When we talk about visual literacy - that element of purposeful construction of learning through a mixture of words and media - posters of all kinds have traditionally been a valuable assessment of learning (as long as it is the student making the poster, and not the parent). The choices that a student makes in designing a poster inform the learning of new materials, and allow a teacher a glimpse into the thinking of a student. The use of media to complement your ideas is the center of most poster projects, online or not."
At this point, you may be saying to yourself, "There's nothing new to making posters. Why do the students need to use technology to do that?" You're right. Posters have been used by teachers for displaying student learning for many years. Let's just start with some of the basics on how the use of technology in making online posters can add to the students' learning experience and go from there.
First of all, making a typical poster requires supplies like posterboard, magazines, scissors, glue, and markers. Then the creator flips through lots of magazines that contain cut up pages from their previous uses to find images and text to cut out. This is time consuming and for young students, cutting with scissors can be difficult and usually results in jagged edges with parts of the picture cut off. Once glued down on the posterboard, it's there for life! And don't think that students never make mistakes in their writing or don't leave enough room to write something with their large printed letters. Frustration abounds for young children when putting together a poster!
With an online poster tool such as Glogster EDU, however, students only need a computer and an internet connection. Glogster provides all the rest: a safe and secure site for children to work, a blank canvas that can become a background of any color, and the ability for the student to choose and select from a mirage of images and font styles. If the child decides to move things around or select another image, they have that ability by simply selecting new items and dragging and dropping them where ever they want. They can play with the design, correct mistakes without leaving a mess on the board, use small font to convey what they want to say, and they'll have lots of fun being creative while they're at it. Each student's work will be as unique as the individual who created it. No two posters will ever be the same and each one will display the knowledge of its particular creator.
This is an excellent example of student-led, individualized, activity-based learning filled with lots of opportunity to explore, problem-solve, and collaborate with one another. As students have the opportunity to explore the technology and find new ways to express their thinking, they become totally engaged in their work. What's more, once a student discovers their ability to do something new with the program, they anxiously begin teaching their classmates. This adds to the sense of community that our school values so much.
All these elements support my teaching methods and enhance the variety of strategies I implement within my classroom. But these are actions that are difficult to get my students to display on a regular basis. Any type of technology that students can interact with becomes a motivational tool for learning. The website of Glogster EDU points out that this particular tool "drives new interest levels around subjects that may have been seen as 'boring' before." The motivation to be able to get onto the computers helps students to stay focused on their learning. My students will know that only after they have shown me the rough draft of their poster will they be allowed on the Glogster site.
And finally, as I've explained before, cutting and pasting doesn't always work for all children and their diverse needs and abilities. With Glogster EDU I can provide for differentiation in my students' learning. It's simple enough that even the youngest of students can use it if taught properly. It allows students to demonstrate their knowledge in a manner that works for them - whether that be a simple poster with all the requirements or a complex poster which includes detailed attention to the design elements and the inclusion of media, audio, video, and text. This is particularly important in my multiage classroom. Finding a new and exciting activity that is compatible to a variety of different interest and skill levels can often be a difficult task.
For my problem, I wanted to find a way to motivate my second and third grade students to learn and interact more with their lessons so they could demonstrate to me, their knowledge of the material being covered in the curriculum. To help solve this problem, I have chosen to teach my students how to use Glogster EDU so they could create online posters which I will use as an assessment tool to evaluate their understanding of subject matter. In the article, Digital Posters: Composing With An Online Canvas, Kevin Hodgson tells us, "When we talk about visual literacy - that element of purposeful construction of learning through a mixture of words and media - posters of all kinds have traditionally been a valuable assessment of learning (as long as it is the student making the poster, and not the parent). The choices that a student makes in designing a poster inform the learning of new materials, and allow a teacher a glimpse into the thinking of a student. The use of media to complement your ideas is the center of most poster projects, online or not."
At this point, you may be saying to yourself, "There's nothing new to making posters. Why do the students need to use technology to do that?" You're right. Posters have been used by teachers for displaying student learning for many years. Let's just start with some of the basics on how the use of technology in making online posters can add to the students' learning experience and go from there.
First of all, making a typical poster requires supplies like posterboard, magazines, scissors, glue, and markers. Then the creator flips through lots of magazines that contain cut up pages from their previous uses to find images and text to cut out. This is time consuming and for young students, cutting with scissors can be difficult and usually results in jagged edges with parts of the picture cut off. Once glued down on the posterboard, it's there for life! And don't think that students never make mistakes in their writing or don't leave enough room to write something with their large printed letters. Frustration abounds for young children when putting together a poster!
With an online poster tool such as Glogster EDU, however, students only need a computer and an internet connection. Glogster provides all the rest: a safe and secure site for children to work, a blank canvas that can become a background of any color, and the ability for the student to choose and select from a mirage of images and font styles. If the child decides to move things around or select another image, they have that ability by simply selecting new items and dragging and dropping them where ever they want. They can play with the design, correct mistakes without leaving a mess on the board, use small font to convey what they want to say, and they'll have lots of fun being creative while they're at it. Each student's work will be as unique as the individual who created it. No two posters will ever be the same and each one will display the knowledge of its particular creator.
This is an excellent example of student-led, individualized, activity-based learning filled with lots of opportunity to explore, problem-solve, and collaborate with one another. As students have the opportunity to explore the technology and find new ways to express their thinking, they become totally engaged in their work. What's more, once a student discovers their ability to do something new with the program, they anxiously begin teaching their classmates. This adds to the sense of community that our school values so much.
All these elements support my teaching methods and enhance the variety of strategies I implement within my classroom. But these are actions that are difficult to get my students to display on a regular basis. Any type of technology that students can interact with becomes a motivational tool for learning. The website of Glogster EDU points out that this particular tool "drives new interest levels around subjects that may have been seen as 'boring' before." The motivation to be able to get onto the computers helps students to stay focused on their learning. My students will know that only after they have shown me the rough draft of their poster will they be allowed on the Glogster site.
And finally, as I've explained before, cutting and pasting doesn't always work for all children and their diverse needs and abilities. With Glogster EDU I can provide for differentiation in my students' learning. It's simple enough that even the youngest of students can use it if taught properly. It allows students to demonstrate their knowledge in a manner that works for them - whether that be a simple poster with all the requirements or a complex poster which includes detailed attention to the design elements and the inclusion of media, audio, video, and text. This is particularly important in my multiage classroom. Finding a new and exciting activity that is compatible to a variety of different interest and skill levels can often be a difficult task.
Friday, July 22, 2011
Web-Conferencing
Today our group held our first web conference and I have to honestly say that I was very disappointed and became frustrated with the technology. After extensive research for a site that was free, would provide for a group of 4, allowed for a lengthy session if necessary, and would record, we ended up using anymeeting.com (formerly freebinar.com). It was supposed to work just like the Adobe Connect sessions we've participated in during our other courses. Once we were all able to get into the session, three of the four of us could use our microphones but there was some problems with getting the screen sharing tool to work for each of us. Something happened to disconnect the session and once we all got back on, the presenting abilities were no longer available to most of us. We tried typing our way through it but that was frustrating and not an efficient way to communicate with four people with different viewpoints. Our total conferencing time was around 2 hours and we did the best we could to finish the brainstorming requirements and decided to finish discussing things using the Group Discussion Forum.
If I were to do it over again, I would have done a trial meeting to make sure everyone had the correct equipment and could get everything to work correctly. Also, if we could have shared our two ideas with each other by email and left time for each person to research the tools a little, we probably wouldn't have needed the screen sharing tool and could have gone to more of a conferencing tool where we could all talk back and forth without having to hand over the controls to each person to finalize the brainstorming ideas. Is there such a thing?
After this experience, I don't know that I would use web-conferencing with my classroom. It's frustrating enough when technology doesn't work for you but it's horrible when it doesn't work and 20 students are getting bored with the delay. The only reason I would ever need a web-conference is if we wanted to talk with an author or perhaps another classroom somewhere else in the world. I will continue to work with this tool we used today to see if I can get it to work for me as it is always good to have a source you can use if you need to use it. There are probably other sources I could use if I didn't need to fulfill so many requirements (like record or screen sharing).
If I were to do it over again, I would have done a trial meeting to make sure everyone had the correct equipment and could get everything to work correctly. Also, if we could have shared our two ideas with each other by email and left time for each person to research the tools a little, we probably wouldn't have needed the screen sharing tool and could have gone to more of a conferencing tool where we could all talk back and forth without having to hand over the controls to each person to finalize the brainstorming ideas. Is there such a thing?
After this experience, I don't know that I would use web-conferencing with my classroom. It's frustrating enough when technology doesn't work for you but it's horrible when it doesn't work and 20 students are getting bored with the delay. The only reason I would ever need a web-conference is if we wanted to talk with an author or perhaps another classroom somewhere else in the world. I will continue to work with this tool we used today to see if I can get it to work for me as it is always good to have a source you can use if you need to use it. There are probably other sources I could use if I didn't need to fulfill so many requirements (like record or screen sharing).
Saturday, July 16, 2011
Wicked Problem Project-PART A: Description of Need or Opportunity
Introduction:
I teach at Ann Arbor Learning Community which is located in Ann Arbor, Michigan. We are a K-8 public charter school with multiage classrooms that support a variety of learning styles and believe that students require multiple opportunities to demonstrate their mastery of concepts. We promote participatory learning that is experiential, student-centered, developmentally based, and individualized to our student’s particular learning styles and strengths. Instead of relying on a textbook-based curriculum, teachers develop their own lesson plans, based on the Michigan Content Standards, to guide students through real life situations, thus providing them with powerful and meaningful learning experiences. Knowing that not every student demonstrates their knowledge of material best through paper and pencil tests and quizzes, we rely more on the use of qualitative reporting tools as a means of assessing a student’s progress and understanding of content. With more emphasis being placed on teacher accountability, finding enough variety in the types of tangible assessment tools that display true measurements of my students’ knowledge can often be a challenge for me.
The Educational Issue or Need:
Because I have some students who are shy and others who may not be motivated to join in on whole class discussions, it can often be difficult to check for students' understanding of the material covered in a lesson. Cut and paste activities can become redundant while also difficult for some of my second and third grade students who are still developing fine motor skills. And while we're working to improve our writing skills, written explanations to questions are often completed with the fewest words possible and are not very motivating to my students. I would like to find another tool to put into my teacher toolbox that would provide me with another means in which my students can demonstrate their knowledge of the content material and meets with the following criteria:
- A tangible representation of student learning for portfolios
- Fun and motivating so students don't realize they're developing their problem-solving skills
- Activity-based and provides for differentiation
- Will tap into their creativity
- Has a written element included into it
- Easy set-up with readily available supplies/equipment
Technology Plan to Address This Issue:
Our school is just getting started with the basics in technology. This fall we will have a cart of 20 wireless laptops which will be shared between 14 classrooms. We also have a couple of digital projectors within the school for shared use. Working within these technology parameters, taking into consideration that some of my students have no knowledge about using a computer, and thinking about the criteria I wanted to meet for this solution, my research has led me to the idea of using online posters to solve the educational issue I am addressing. While there are several online poster tools available, I have decided on using the free version of Glogster EDU for its ease of use and the safe learning environment it provides for students to demonstrate their knowledge of material. The overall response to this web 2.0 tool from teachers, students, and individuals in the field of educational technology has been very high. Teachers report that their students have a higher level of engagement when working with Glogster EDU and become so focused in the process of creating their online posters that there rarely are any incidents of a student being off task to report of. In fact, students begin teaching each other! As one student discovers something intriguing about using Glogster EDU, the other students would inquire and quickly know how to do the same thing as the information filtered through the classroom. This type of experiential learning and community building fits perfectly with the philosophy of our school. Glogster EDU is very versatile in its use and teachers can have students creating projects on any subject matter across the curriculum. Several of my resources discuss a few minor difficulties they've run across when students are creating Glogs but by being aware of these difficulties ahead of time along with careful planning and scaffolding the students' learning of this tool, the difficulties can be minimized.
Scope:
There are many things to take into consideration when implementing this intriguing web 2.0 tool with my second and third grade students. Because Glogster EDU is new to me, I will first need to teach myself how to use it using several tutorial videos available on YouTube. Because my students are so young and new to technology use, I would like to gradually expose them to Glogs and their many uses several times before they actually make anything of their own. I will do this, first, by using Glogster EDU to create an "All About Me" poster which I will use on the first day of school to introduce myself to my new students. Then I will use a Glog to create a Stand Alone Instructional Resource (StAIR) for a social studies lesson which we will access and do as an interactive whole-class activity using our Mimio Interactive System and the digital projector. The third exposure students will have to Glogster EDU will be another whole-class activity where we create a Glog together to review the things we've learned during a science lesson on plants. This will give me an opportunity to show them how to navigate through the tool with them and talk about design layout and other tips to keep in mind.
At this point students should be extremely motivated to begin learning how to use this tool to make something on their own. With each student equipped with their own laptop, I will take them through the process of signing in, selecting backgrounds and text, how to select and add images, and how to save their work. Because I want students to have the opportunity to explore and experiment with the many selections of text, backgrounds, images, and layout possibilities, I plan on conducting several technology workshops in order to get all the basics in place. Several parent volunteers will be available during these workshops to assist students if necessary to avoid frustrations and meltdowns. Only after students are feeling comfortable working within the Glogster EDU platform will they be given their first project which they will work on as partners. Information from one of my resources suggests that younger students pre-plan on paper what information they intend to provide on their posters so they stay focused on the ideas they wish to convey and not get sidetracked by all the options they have to choose from on the site. A checklist of items that must be included in their posters will be provided to them. They will also be instructed that their pre-planning page must be checked by the teacher before they can get on the computer to begin their Glog.
Before any teaching about Glogster EDU can even occur, however, my students will first need to learn the basics of using the new laptops and being assessed on their basic use of the computer.
Relevant Research and Resources:
This article was written by Kevin Hedgson, a technology liaison with the Western Massachusetts Writing Project, teacher, and co-editor of the book collection Teaching the New Writing: Technology, Change and Assessment in the 21st Century Classroom. He discusses best practices for assigning digital poster-making projects to students and provides great insight into the ups and downs of Glogster EDU and strategies for using it with students.
Jamie Renton cites how using Glogster in the classroom meets Common Core Standards and how it incorporates the three Universal Design Principles of engagement, representation, and expression.
Second grade teacher, Jamie Griffith, tells about how her class became Glogster EDU Ambassadors and gives helpful advice on how she found success in using Glogster EDU in her classroom through the scaffolding process.
Brenda Dyck is a columnist for EducationWorld and a sessional instructor at the University of Alberta and provides a brief overview of Glogster EDU. She also states that this web 2.0 tool "introduces students to 3-D communication skills, requiring them to merge the left and right sides of the brain as they seek to communicate and evaluate both information and meaning" and "...has the potential to support the visual literacy skills that are becoming essential skill sets for 21st century learners."
This is the home page to Glogster EDU which provides links to lots of useful information about the tool, examples of actual projects, directions on how to sign up for the free version or the premium version, and tutorials to get started.
A white paper written by Monica R. Wells, a graduate student at Winthrop University, that provides the benefits and drawbacks of using Glogster EDU, how it meets National Educational Technology Standards (NETS), a visual walk-through of how to make a Glog, and a list of helpful online tutorials.
In a module found on the Connexions website, Rachel Warrick provides more information about using Glogster EDU in the classroom and how to get started.
Implementation Plan:
During the remaining weeks of this course, I plan to get signed up and become acquainted with how to create online posters using Glogster EDU. While doing this, I will complete the "All About Me" poster that I plan to use on the first day of school to introduce myself. I will also select a social studies lesson and do the pre-planning stage of my second Glogster EDU poster by completing the lesson outline and doing a pencil and paper layout of the Stand Alone Instructional Resource (StAIR) poster which will be used during an interactive whole-class lesson. I envision this poster as consisting of several different posters with links to other resources and inclusive of a short video or two.
The rest of the implementation of this project will take place once school begins and the laptop cart schedule has been developed. At that point my students will begin learning how to use the laptops and Internet safety. My hope is that students will be ready to be taught how to make online posters using Glogster EDU by Thanksgiving and will have their first project completed before winter break in December. The topic and specifics of that project will depend on when students are comfortable working with Glogster independently and in pairs and seeing where we are in the curriculum. My hope with this time schedule is that it will allow us to use the second half of the school year for refining our Glogging skills and begin creating posters independently for the purpose of demonstrating student knowledge on material and concepts covered in their learning.
Indicators of a Successful Project:
Indications for me that the project has been successfully implemented would be:
- Students have learned to independently create online posters and we have several examples of work to put into each student's portfolio by the end of the 2011-2012 school year.
- The level of engagement during lessons increases as a result of the students' understanding that they are going to be required to demonstrate their knowledge with the use of technology. By them knowing that they will not be able to use this technology tool unless they can first show me evidence of learning with the use of the paper and pencil pre-planning page.
- Students are excited about using this tool and ask to use it again and again.
I am excited for students to be able to use this web 2.0 tool and hope that its use can motivate and inspire my students to put more effort into their educational learning. However, we will proceed with each new step of the implementation plan based solely on the readiness of the children.
Friday, July 8, 2011
CEP 812 Personal Introduction Video
Welcome to my Personal Introduction Video Scrapbook. Our assignment was to create a video bio of ourselves and explain what our current educational technology passions were. I used Slideshare and Audacity to create my video (although, technically it's a slidecast). Knowing absolutely nothing about how to use either one, I was a bit nervous. But I set out to conquer this task on my own. Thank goodness for the "How-to" videos on YouTube!!!!! It really wasn't too bad and I think that I could help my students to make a slidecast for a class project. I hope you enjoy it.
Wednesday, June 22, 2011
CEP 811 Reflections
This has been another WOW class! Not only am I amazed at all the things we covered, but how valuable each project was for my own growth as a teacher. I am very pleased with the outcome of my projects. Knowing that I could use them in my classroom, really made me want to get it perfect for my audience. That is something I am pleased about in this program at MSU. Projects completed during a course don't go untouched in your computer forever and ever. Because there is so much choice in how you do each project, each one is ready to implement into the classroom upon its completion.
Although it has always been important for teachers to have the desire to learn teaching strategies that result in significant gains in student achievement and then find ways to implement those strategies into each lesson, it is important now, more than ever for teachers to take a look at how effective their teaching practices are. The nation is moving towards holding teachers, schools, and districts more accountable for student achievement and they are pushing to eliminate ineffective teachers, no matter how much seniority they have. We are seeing this at my school right now. Because we don't have a union, our teachers never have tenure and they can find themselves without a job if they are not being an effective educator. The biggest lesson I gained from this class about effective teaching strategies when integrating technology, was to remember to mix in as many strategies as possible throughout the lesson to ensure that the needs of as many different types of learners are addressed. It is also important to design a lesson with a purpose and goal in mind. Backwards lesson designing was not new to me but I did realize that it was something I had fallen away from as I scurried to find material to teach with. My lessons were focused more on covering material that was required by the Michigan GLCE's without a whole lot of other direction. This topic was a great eye opener!
There are so many different types of Web 2.0 applications now, it was overwhelming to me to try to figure out which ones were worth my energy to learn. I also had no idea how I would implement them into my classroom, even if I did have the technology available to me, which I don't. The Michigan Guide to Online Learning was helpful in helping me to focus on a smaller portion of applications and how I could use them in the classroom. The other readings went over things to look for with various applications.
As far as finding ways to integrate the numerous technologies on the market, I think I've come to the conclusion that I should experiment with only a few at a time that I am most comfortable in and see how effective they are. If they work well, share them with the rest of my staff members. I am actually more comfortable in finding new ways in which we can utilize the things we've had the longest, like PowerPoint. I like how our StAIR projects could be used individually by students or in a large group setting if a digital projector and one computer was the only technology you had. Many times I think it is more difficult to think of ways to utilize technology effectively when you don't have much over those who have so much available they're always trying something new. It has been helpful to have a number of class members, along with the instructor, who are in schools like mine having very little technology. In CEP 810 it seemed like everyone had technology fully implemented in their schools and were always sharing how to do lots of new things. I could not relate as I didn't have any of their favorite tools available to me.
Nothing in this class required the teacher to have anything more than a computer, Internet hook-up, and a few common programs. With those few things, I am finding many different ways to use basic technology tools within my classroom. Great job MSU for putting together such a great program!
As far as new goals, I will continue on with CEP 812 and learn more information on technology and it's use in the classroom. With each new class, I am getting more and more confident in my abilities and how to find solutions to technical problems if they develop. This is of course my primary goal. It really doesn't help to learn new applications if you aren't confident enough to use what you learned or to try some new idea someone shared with you. I am excited with what I've learned through CEP 810 and 811 and am hoping to share some of the easier things I've learned with my colleagues by perhaps leading a professional development workshop.
Although it has always been important for teachers to have the desire to learn teaching strategies that result in significant gains in student achievement and then find ways to implement those strategies into each lesson, it is important now, more than ever for teachers to take a look at how effective their teaching practices are. The nation is moving towards holding teachers, schools, and districts more accountable for student achievement and they are pushing to eliminate ineffective teachers, no matter how much seniority they have. We are seeing this at my school right now. Because we don't have a union, our teachers never have tenure and they can find themselves without a job if they are not being an effective educator. The biggest lesson I gained from this class about effective teaching strategies when integrating technology, was to remember to mix in as many strategies as possible throughout the lesson to ensure that the needs of as many different types of learners are addressed. It is also important to design a lesson with a purpose and goal in mind. Backwards lesson designing was not new to me but I did realize that it was something I had fallen away from as I scurried to find material to teach with. My lessons were focused more on covering material that was required by the Michigan GLCE's without a whole lot of other direction. This topic was a great eye opener!
There are so many different types of Web 2.0 applications now, it was overwhelming to me to try to figure out which ones were worth my energy to learn. I also had no idea how I would implement them into my classroom, even if I did have the technology available to me, which I don't. The Michigan Guide to Online Learning was helpful in helping me to focus on a smaller portion of applications and how I could use them in the classroom. The other readings went over things to look for with various applications.
As far as finding ways to integrate the numerous technologies on the market, I think I've come to the conclusion that I should experiment with only a few at a time that I am most comfortable in and see how effective they are. If they work well, share them with the rest of my staff members. I am actually more comfortable in finding new ways in which we can utilize the things we've had the longest, like PowerPoint. I like how our StAIR projects could be used individually by students or in a large group setting if a digital projector and one computer was the only technology you had. Many times I think it is more difficult to think of ways to utilize technology effectively when you don't have much over those who have so much available they're always trying something new. It has been helpful to have a number of class members, along with the instructor, who are in schools like mine having very little technology. In CEP 810 it seemed like everyone had technology fully implemented in their schools and were always sharing how to do lots of new things. I could not relate as I didn't have any of their favorite tools available to me.
Nothing in this class required the teacher to have anything more than a computer, Internet hook-up, and a few common programs. With those few things, I am finding many different ways to use basic technology tools within my classroom. Great job MSU for putting together such a great program!
As far as new goals, I will continue on with CEP 812 and learn more information on technology and it's use in the classroom. With each new class, I am getting more and more confident in my abilities and how to find solutions to technical problems if they develop. This is of course my primary goal. It really doesn't help to learn new applications if you aren't confident enough to use what you learned or to try some new idea someone shared with you. I am excited with what I've learned through CEP 810 and 811 and am hoping to share some of the easier things I've learned with my colleagues by perhaps leading a professional development workshop.
Monday, June 20, 2011
Online Teaching Experiences
As I read through the Online Experience Guideline-Companion Document I was really amazed at the number of options that would qualify toward a student's 20 hours of experience. Because the document was focused on providing online experience to middle school and high school grade levels, the sites provided in the document were geared toward older students and too advanced for my second and third grade students. However, I did browse through the sites provided to see if there were other age appropriate material and became very engrossed in the material and what I could use with my students. No wonder it takes me so long to finish an assignment!
I selected the virtual and online field trips as something I could implement with my grade level of students. Because there is a wide variety of field trips available, I felt they could be used in any content area I wanted to use them with. I like the idea of online/virtual field trips because they can expose the children to places and experiences we wouldn't normally be able to take them on. For instance, what second grader wouldn't want to see the inside of a volcano or journey to the bottom of the ocean? The use of these types of field trips is a great way to spark student interest in many different things and help motivate them to learn in specific content areas. I also like how virtual field trips expose students to new types of technology and challenge them to work independently or in a small group setting, depending on the format the teacher provides. The down side for my low level readers, is that there is a lot of reading involved. However, I think there are various ways to overcome this challenge in the classroom with a little forethought from the teacher. On the positive side, because there is so much reading involved, virtual field trips could even boost reading comprehension skills in students. I did find a variety of different level field trips available on the Internet thus giving me even more opportunity to find something just right for each student.
Often times, when I have a gifted student in my classroom, I am looking for something that would spark their interest and challenge them as well. I think virtual field trips could help in my search for differentiated material I could use with my students. Another point in my choice to utilize online field trips is that they provide experiential learning experiences to the classroom. This allows children the freedom to experiment with ideas and develop their problem-solving skills without the risks of embarrassment or failure.
Most of the technology options the before mentioned document contained would, at least at this point, be difficult for my students to use. Mostly because we don't have that much technology to offer them yet. Next school year we are getting a few new things that will help expose our students to more technology but they will be available on a limited basis because of the need to share them throughout the school as opposed to having one in every classroom or a computer lab you could take students to. I think the age level of my students would also make some of the resources more difficult to implement as well.
I found the Michigan Merit Curriculum Guidelines - Online Experience and it's companion document to be very interesting to read and develop a better understanding of what's coming in the way of technology that we must provide for our students in order to prepare them for a future in which they will need to develop the skills for.
I selected the virtual and online field trips as something I could implement with my grade level of students. Because there is a wide variety of field trips available, I felt they could be used in any content area I wanted to use them with. I like the idea of online/virtual field trips because they can expose the children to places and experiences we wouldn't normally be able to take them on. For instance, what second grader wouldn't want to see the inside of a volcano or journey to the bottom of the ocean? The use of these types of field trips is a great way to spark student interest in many different things and help motivate them to learn in specific content areas. I also like how virtual field trips expose students to new types of technology and challenge them to work independently or in a small group setting, depending on the format the teacher provides. The down side for my low level readers, is that there is a lot of reading involved. However, I think there are various ways to overcome this challenge in the classroom with a little forethought from the teacher. On the positive side, because there is so much reading involved, virtual field trips could even boost reading comprehension skills in students. I did find a variety of different level field trips available on the Internet thus giving me even more opportunity to find something just right for each student.
Often times, when I have a gifted student in my classroom, I am looking for something that would spark their interest and challenge them as well. I think virtual field trips could help in my search for differentiated material I could use with my students. Another point in my choice to utilize online field trips is that they provide experiential learning experiences to the classroom. This allows children the freedom to experiment with ideas and develop their problem-solving skills without the risks of embarrassment or failure.
Most of the technology options the before mentioned document contained would, at least at this point, be difficult for my students to use. Mostly because we don't have that much technology to offer them yet. Next school year we are getting a few new things that will help expose our students to more technology but they will be available on a limited basis because of the need to share them throughout the school as opposed to having one in every classroom or a computer lab you could take students to. I think the age level of my students would also make some of the resources more difficult to implement as well.
I found the Michigan Merit Curriculum Guidelines - Online Experience and it's companion document to be very interesting to read and develop a better understanding of what's coming in the way of technology that we must provide for our students in order to prepare them for a future in which they will need to develop the skills for.
Sunday, June 19, 2011
WIKIS
For the second part of the assignment, I created a wiki to keep people informed about our gardens at AALC. As part of our charter, we have a garden curriculum and are in the process of developing a variety of gardens which will be used as outdoor classrooms. Communicating our needs for donations and summer maintenance has been a problem in the past and I thought this would be a way to help solve the problem. Since we run on donations and fund raisers, money for doing our garden projects is often tight. My hope is that people and businesses from the community may view our wiki and take an interest in what we are doing at the school. I have included several different pages (About Us, Photo Gallery, Projects, Discussion, etc.) which are currently under construction. I wanted a discussion page so we could get ideas from our families and allow them to post their comments or concerns about the gardens. I am excited to develop this wiki further over the summer with the intention of utilizing it next school year.
Here is the link to my wiki:
https://aalcgardens.wikispaces.com/
Here is the link to our school page on Wikipedia: http://en.wikipedia.org/wiki/Ann_Arbor_Learning_Community
I hope you'll find the information about our school interesting!
Monday, May 30, 2011
UDL Guidelines
In this assignment, we were asked to use the Universal Design for Learning (UDL) Guidelines to assess a lesson plan we created at the start of our class. My lesson, a goal-directed instructional design plan, was developed for the second and third grade students I teach in a multi-age classroom. My students are just getting started with using technology and there was a need to teach them how to use child-friendly search engines for finding material on the Internet.
As I was originally developing this lesson, I tried to focus on the different learning styles and special needs of my students and the things that would be necessary for each of them to successfully complete the assignment given within the lesson. This was a procedure that we were taught in my teacher education classes so I was very comfortable in this process. Although my lesson was not perfect, I was very pleased with the results shown after using the UDL Guidelines. Basically, I needed to remember to build in more choices in how students could respond to their experiences during this lesson and build in ways to help students complete their search of information for those students with low reading levels.
I think working with these types of guidelines is very important for teachers to be familiar with so they remember to address how all students within their classrooms will successfully learn the material being taught them.
You are welcome to view this revised lesson and I encourage you to add your comments and ideas for making this an even better lesson. We are just getting technology into our school so I have not had the opportunity to work with a whole class of students on computers at the same time and what problems may arise. I appreciate any feedback you may have.
Click on this link to view the UDL Guidelines on this lesson
Click on this link to view my lesson
As I was originally developing this lesson, I tried to focus on the different learning styles and special needs of my students and the things that would be necessary for each of them to successfully complete the assignment given within the lesson. This was a procedure that we were taught in my teacher education classes so I was very comfortable in this process. Although my lesson was not perfect, I was very pleased with the results shown after using the UDL Guidelines. Basically, I needed to remember to build in more choices in how students could respond to their experiences during this lesson and build in ways to help students complete their search of information for those students with low reading levels.
I think working with these types of guidelines is very important for teachers to be familiar with so they remember to address how all students within their classrooms will successfully learn the material being taught them.
You are welcome to view this revised lesson and I encourage you to add your comments and ideas for making this an even better lesson. We are just getting technology into our school so I have not had the opportunity to work with a whole class of students on computers at the same time and what problems may arise. I appreciate any feedback you may have.
Click on this link to view the UDL Guidelines on this lesson
Click on this link to view my lesson
Monday, May 16, 2011
CEP 811 Evaluation of Learning Material in MERLOT
A review of Elapsed Time StAIR Tutorial
This resource is an interactive tutorial demonstrating the use of a T chart strategy for figuring out elapsed time. It is directed towards second and third grade math students who have been working on basic elapsed time problems and are moving on to more complex problems involving several hours and an odd amount of minutes. This resource caught my eye because I am currently teaching this topic in my math class AND I wanted more exposure to a Stand-Alone Instructional Resource. Although it is labeled as a tutorial, it also has a bit of Skill and Drill added in. The creator did a nice job of "hooking" me into the lesson with it's interesting and colorful background. It started with easy directions on how to navigate through the lesson, a review of what elapsed time is, and then some practice problems. The actual tutorial was a YouTube video that was imbedded into it which demonstrated the T chart strategy which, I have to admit, I've never seen before and thought it was a significant technique I plan to teach tomorrow in math class! I can see using this resource next year with my second graders when we finally have our student laptops. In the meantime, I can teach the strategy being taught on my classroom whiteboard.
Quality of Content:
I felt that the content covered in this resource was relevant for the age group it was directed towards and the discipline intended. It can easily be implemented into any math class as a station students could visit and then return to a classroom assignment or as a whole class experience using a SMARTBoard.
Potential Effectiveness as a Teaching-Learning Tool:
This resource seems to be intended for use during the "applying the curriculum to new problems" or more complex problems on elapsed time because it reviews what elapsed time is and has the student do some practice problems. It then takes you to the tutorial to show a new strategy that can be used and can be especially helpful with complex elapsed time problems. After completing the tutorial, students should be able to utilize the T chart strategy to write each elapsed hour and then move on to the minutes column. In the minutes column, students count by 5 minute increments and then 1 minute increments until they reach the new time. It is a very efficient strategy that can easily be understood by all students and because it has the student practice this new technique, they can try it out to see if they understand it before leaving the computer station. Students can easily continue practicing this new strategy with a follow-up worksheet that can be completed at their desks and turned in for assessment by the teacher.
Ease of Use:
This resource was fairly easy to navigate through. It gives clear directions at the beginning on how to use the buttons. The opening page caught my eye immediately with a pleasantly colorful background which was simple, yet interesting. Students are directed to use the forward arrow to move on to each page, a home button the user can use to go back and hear the material again, and an easy click on the answer procedure with a response built into the program. The material is attractively presented on each page and doesn't over stimulate the user with lots of animations, noises, and other things that can be distracting to a young student. The one problem I had while using this tutorial was once I closed out of the YouTube video, I was not taken back to the program. After playing with it a while, I realized the program had been minimized and I needed to click on it to resume the resource. I liked how students were able to interact with the material and practice a variety of elapsed time problems that increasingly got more difficult. Overall, I would give it 4 1/2 stars out of 5.
This resource is an interactive tutorial demonstrating the use of a T chart strategy for figuring out elapsed time. It is directed towards second and third grade math students who have been working on basic elapsed time problems and are moving on to more complex problems involving several hours and an odd amount of minutes. This resource caught my eye because I am currently teaching this topic in my math class AND I wanted more exposure to a Stand-Alone Instructional Resource. Although it is labeled as a tutorial, it also has a bit of Skill and Drill added in. The creator did a nice job of "hooking" me into the lesson with it's interesting and colorful background. It started with easy directions on how to navigate through the lesson, a review of what elapsed time is, and then some practice problems. The actual tutorial was a YouTube video that was imbedded into it which demonstrated the T chart strategy which, I have to admit, I've never seen before and thought it was a significant technique I plan to teach tomorrow in math class! I can see using this resource next year with my second graders when we finally have our student laptops. In the meantime, I can teach the strategy being taught on my classroom whiteboard.
Quality of Content:
I felt that the content covered in this resource was relevant for the age group it was directed towards and the discipline intended. It can easily be implemented into any math class as a station students could visit and then return to a classroom assignment or as a whole class experience using a SMARTBoard.
Potential Effectiveness as a Teaching-Learning Tool:
This resource seems to be intended for use during the "applying the curriculum to new problems" or more complex problems on elapsed time because it reviews what elapsed time is and has the student do some practice problems. It then takes you to the tutorial to show a new strategy that can be used and can be especially helpful with complex elapsed time problems. After completing the tutorial, students should be able to utilize the T chart strategy to write each elapsed hour and then move on to the minutes column. In the minutes column, students count by 5 minute increments and then 1 minute increments until they reach the new time. It is a very efficient strategy that can easily be understood by all students and because it has the student practice this new technique, they can try it out to see if they understand it before leaving the computer station. Students can easily continue practicing this new strategy with a follow-up worksheet that can be completed at their desks and turned in for assessment by the teacher.
Ease of Use:
This resource was fairly easy to navigate through. It gives clear directions at the beginning on how to use the buttons. The opening page caught my eye immediately with a pleasantly colorful background which was simple, yet interesting. Students are directed to use the forward arrow to move on to each page, a home button the user can use to go back and hear the material again, and an easy click on the answer procedure with a response built into the program. The material is attractively presented on each page and doesn't over stimulate the user with lots of animations, noises, and other things that can be distracting to a young student. The one problem I had while using this tutorial was once I closed out of the YouTube video, I was not taken back to the program. After playing with it a while, I realized the program had been minimized and I needed to click on it to resume the resource. I liked how students were able to interact with the material and practice a variety of elapsed time problems that increasingly got more difficult. Overall, I would give it 4 1/2 stars out of 5.
Friday, May 6, 2011
Personal Learning Reflection
Having now completed CEP810, I look back and reflect on all the fantastic things I have learned. It has been an incredible journey and learning experience. Although it was not without enduring a lot of stress, I can say that I am very pleased with the growth that I have made during these 8 short weeks.
Coming into this course I thought I had a decent knowledge of how to integrate technology into my classroom but soon discovered that I didn't know much at all when one looks at the whole scope of where technology has taken us. My stress level skyrocketed on the first day of class as I became overwhelmed with the terms and tools we would be using. I can now say, however, that I know what web 2.0 is, what wikis and blogs are, and what an RSS Reader is and how to use feeds. I also know how to bookmark, utilizing and developing a Google Calendar for its educational uses, how to present material using Prezi, and how to do a screen dump and why we might do one. I am able to use cloud computing to collaborate on projects with others, tools I can use to increase productivity in my personal and professional life, and even how to keep my computer running smoothly and efficiently. But one particular thing has had a profound impact on me more than anything else. While researching SMARTBoards for our SIG Project, I became suddenly aware of the fact that my students are not the same type of students that I was educated to teach and I just finished my teacher education classes a mere six years ago. These 21st century students come from the digital world and need more than I have been able to give them to keep them motivated and engaged in our classroom lessons. Our school is so behind in its technology development both for the purpose of teaching with and as a learning tool for students.
I can confidently say I have learned a great deal and have made amazing growth in my technological abilities and am looking forward to continuing this growth through the required courses I will be taking here at Michigan State to acquire my NP Endorsement. I also feel I am at a comfortable place where I can help my school research and make educational decisions on what types of technology would make the greatest impact for our school community's particular needs and budget constraints and will continue to advocate, collaborate, and share the tools I've learned and how we can implement them into our teaching practices.
The Internet is such a profound tool to use within the classroom. Next year, with the promise of some new laptops my students will have access to once or twice a week, I look forward to teaching them how to research material on the Internet and safe citizenship in the process. My mind is busy working to find ways to implement the limited technology we have into my classroom and equipping my second and third graders with some of the life skills they will need to learn to be competitive in this digital world they will be working in. I believe that technology has a place in the classroom. It is definitely a tool that can be used to help ensure that educators are meeting the various learning styles of our students and it's applications can help to motivate and engage our students with learning.
Of all the projects we did, I feel the SIG project was one piece that exemplifies good teaching with technology. It utilized a variety of tools and practices that can be used with our students. The reason I chose this over all the others is because it was a group project in which we each had to research our own material, bookmarked the resources we found useful, wrote our own piece and collaborated online with the rest of our group members to put together the final project as a wiki. Then we utilized Prezi to develop a format for summarizing and presenting the project to our audience. This project had so many different aspects of technology use to it that it ranked highest for me as an exemplary example of teaching in the 21st century.
Technology and the Internet are a big part of our world now and they're not going away. Rather, they will continue to evolve and no one knows where they will take us. I am busy planning ways in which to integrate the limited resources of technology I have available to me and creating lessons to develop my students' skills for using this incredible and powerful tool.
Monday, April 18, 2011
Learning Styles
I first became aware of learning styles in my teacher education classes back about nine years ago. Ever since then, it has been very helpful to me to understand my own personal learning style so I can inform instructors, colleagues, and presenters what my needs are for learning. I am predominantly a visual learner. I need to see exactly what it is that I am learning. I jokingly tell anyone who is trying to teach me something to "draw me a map". I have to see it while it is being told to me. I cannot understand directions for making something, hooking something up, or putting something together without having pictures or diagrams to go along with each step. A few other things I have noticed about myself when it comes to digesting reading material, like textbooks, is that I do better if I can hear myself read it. Otherwise, I find I am simply reading with my eyes and not for memory.
This online class has been a bit challenging because the sound and picture for the live lessons I tune into every Tuesday evening are not in sinc with each other. I get the picture about 15 minutes behind the audio description. I then have to watch the recorded version so I can get both parts together.
After learning about learning styles, I wish it was something that educators knew about when I was in grade school as school was quite a struggle for me. I understand, now, what I need to be a successful learner and I really think it has impacted the way I teach my own students. I have noticed that because I am a visual learner, I tend to include as many visuals as I can with my lessons. However, I also have many students who are auditory learners and still others who are kinesthetic. Even though I can't teach everything in all three formats, I think it's important to have an awareness of what my students needs are and then be able to vary my teaching strategies so I meet everyone's needs for helping them be successful learners.
Every student who reaches second grade at our school is given a couple different tests/inventories to determine their learning style, personality profile, and dominance factors to assist teachers in delivering their lessons to students using the teaching strategies that work best for their particular needs. It is very helpful to know this information, especially when they show signs of struggling. We usually can always flip through their files and find information to help us with figuring out the best interventions for them.
I love knowing about learning styles and I think it is a valuable tool for teachers to have an awareness of.
This online class has been a bit challenging because the sound and picture for the live lessons I tune into every Tuesday evening are not in sinc with each other. I get the picture about 15 minutes behind the audio description. I then have to watch the recorded version so I can get both parts together.
After learning about learning styles, I wish it was something that educators knew about when I was in grade school as school was quite a struggle for me. I understand, now, what I need to be a successful learner and I really think it has impacted the way I teach my own students. I have noticed that because I am a visual learner, I tend to include as many visuals as I can with my lessons. However, I also have many students who are auditory learners and still others who are kinesthetic. Even though I can't teach everything in all three formats, I think it's important to have an awareness of what my students needs are and then be able to vary my teaching strategies so I meet everyone's needs for helping them be successful learners.
Every student who reaches second grade at our school is given a couple different tests/inventories to determine their learning style, personality profile, and dominance factors to assist teachers in delivering their lessons to students using the teaching strategies that work best for their particular needs. It is very helpful to know this information, especially when they show signs of struggling. We usually can always flip through their files and find information to help us with figuring out the best interventions for them.
I love knowing about learning styles and I think it is a valuable tool for teachers to have an awareness of.
Wednesday, April 6, 2011
PC Maintenance and Security
I found the tutorials on Atomic Learning so interesting, I really wanted to watch all of them. Since I don't know very much about maintenance and security, I probably will go back and view more of them for my own benefit. After watching several, I found the continued discussion about malware to be very interesting so I decided to use three consecutive tutorials on this particular topic.
The first tutorial I chose to write about was titled Defining Malware. I have never really known what Malware, Spyware, or Adware were. I will go out on a limb and expose how naive I am about my computer and tell you that I thought Spyware was a software that was good to have because it detected viruses or people trying to "spy" into my information. In this tutorial, malware was explained to be short for "malicious software" and a catch all phrase used to describe all harmful software. I found it very interesting that according to statistics, over 90 per cent of all computers are afflicted by malware. That's not good when I later found out from another tutorial that computers are infected through so many things that are shared between computers. While most people are much more informed about their computers than I am (although the numbers conveyed by statistics show otherwise), I probably won't share this information with people because of the fear of getting laughed at. I have other information to share from the other tutorials.....
The second tutorial, titled Understanding How Malware Spreads, was even more fascinating to me and truly made me think I couldn't afford to own a computer unless I started putting some protection on it. I am currently using my new laptop and in discussing all this information with my husband, he mentioned that our son had installed AVG(?) on his computer. Well, it seems he forgot to do that to mine!!!!!!! So I will take care of protecting my own computer, I guess.
I was amazed to learn that so many "normal things" we do in our daily lives when we're on the computer can actually spread malware from computer to computer. I knew not to open SPAM or any strange email but I was unaware that email attachments, file sharing, and Instant Messaging could spread viruses. Since these are things that I must do, it's one more reason to get to work on getting my computer protected!
The last tutorial that I would like to describe was titled Problems Found on Unprotected Computers. In this tutorial, it was explained how to protect one's computer from being infected. I was unaware that so many spyware components, including tracking cookies, were on most computers - anywhere from 100 to 5000. The first thing that was suggested for a safer computer was to get a more secure web browser than Internet Explorer. Of course, I had to share this right away with my family and I was told that that was why we have Google Chrome as our web browser. Cool, I thought. That takes care of one thing. The other suggestions were all things that I already learned in our PC Maintenance lecture. However, before taking this course, I thought that all I needed was a firewall.
In summary, I think I'm really learning some very valuable information in this course. Thanks so much!
The first tutorial I chose to write about was titled Defining Malware. I have never really known what Malware, Spyware, or Adware were. I will go out on a limb and expose how naive I am about my computer and tell you that I thought Spyware was a software that was good to have because it detected viruses or people trying to "spy" into my information. In this tutorial, malware was explained to be short for "malicious software" and a catch all phrase used to describe all harmful software. I found it very interesting that according to statistics, over 90 per cent of all computers are afflicted by malware. That's not good when I later found out from another tutorial that computers are infected through so many things that are shared between computers. While most people are much more informed about their computers than I am (although the numbers conveyed by statistics show otherwise), I probably won't share this information with people because of the fear of getting laughed at. I have other information to share from the other tutorials.....
The second tutorial, titled Understanding How Malware Spreads, was even more fascinating to me and truly made me think I couldn't afford to own a computer unless I started putting some protection on it. I am currently using my new laptop and in discussing all this information with my husband, he mentioned that our son had installed AVG(?) on his computer. Well, it seems he forgot to do that to mine!!!!!!! So I will take care of protecting my own computer, I guess.
I was amazed to learn that so many "normal things" we do in our daily lives when we're on the computer can actually spread malware from computer to computer. I knew not to open SPAM or any strange email but I was unaware that email attachments, file sharing, and Instant Messaging could spread viruses. Since these are things that I must do, it's one more reason to get to work on getting my computer protected!
The last tutorial that I would like to describe was titled Problems Found on Unprotected Computers. In this tutorial, it was explained how to protect one's computer from being infected. I was unaware that so many spyware components, including tracking cookies, were on most computers - anywhere from 100 to 5000. The first thing that was suggested for a safer computer was to get a more secure web browser than Internet Explorer. Of course, I had to share this right away with my family and I was told that that was why we have Google Chrome as our web browser. Cool, I thought. That takes care of one thing. The other suggestions were all things that I already learned in our PC Maintenance lecture. However, before taking this course, I thought that all I needed was a firewall.
In summary, I think I'm really learning some very valuable information in this course. Thanks so much!
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