OK, well., last week I made much progress on my first goal of creating 1 summative (major) assessment primarily consisting of technology use for each 9 weeks. Right now, I have as my major assessment for the 3rd 9 weeks, an online inquiry project ending with a mind map or outline created on the program OpenMind. For this project, I will take time teaching the students how to develop a research question, locate and evaluate sources, etc. For the 4th 9 weeks, the students will use the information from their mind maps to create a multi-genre project using technology. I need to research and learn more about glogster to see how I may use it. I have decided that if I have ideas for 1st and 2nd quarters for next year, that will be sufficient. The reason is that it is hard to create an assignment without knowing the needs of students that I don't teach yet!
This week I have been making strides on my second goal of using my LexConnect page more effectively to communicate with students and parents. This was jump started by the fact that much of what I need to do, I need to finish by February 15, in order to pass my Level II technology competency. So, I will make passing the competency my major method of evaluation. I think I will also move parent survey to how I will monitor how I am doing because I want results from the survey before I turn in the links to be evaluated. In addition to the added evaluation (that I had forgotten all about), I have also learned that the students can turn in assignments via a dropbox on the LexConnect site. I mentioned to the students that we may begin moving toward this when major papers are due. They reaction was positive. The students have a book review due on February 4, so I am going to get volunteers from the interested students to do a dry run so we can get all the kinks out. On February 11, the students have an editorial due, and hopefully, all will be able to turn their papers in via the dropbox for that assignment. I am going to play that one more by ear, and maybe make it optional that time, as well. I want to see how the book review turn-in goes first.
Thursday, January 27, 2011
Thursday, January 20, 2011
GAME Plan Progress, or Lack Thereof
Design and Develop Digital-Age Learning Experiences and Assessments
Goal--create a summative assessment each 9 weeks that incorporates the major genre focused on for the 9 weeks
Actions--research examples of summative assessment; use my Techonology Integration Specialist and/or Liteacy Coach to help design the assessment; gather ideas from colleagues, classmates, members of English Companion Ning
I have made a bit of headway working on this goal. The students will begin working on a multi-genre project this 9 weeks. The project, however, will be completed during the 4th 9 weeks. We will begin on the students multi-genre project by using the inquiry plan that I created in the Information Literacy/Online Inquiry Class. We will spend 3 weeks learning the proper way to perform online inquiries. The product to come from this portion of the assignment will be a concept map organizing the information the students collected during their "hunt." The map must include links, and embed an audio or video clip.
I sat down with the literacy coach and mapped out this 9 week's plans, ideas for mini-lessons, etc. We discussed ways to incorporate technology, but not so much for the final product, more as aids for struggling students. My next step is to sit down with my TIS to gather more ideas, to help firm up some plans, and to schedule some team teaching days.
For the 4th 9 weeks, the students will complete the project by writing anywhere from 7-9 genre to present their information. This will definitely include technology, and may even be fully presented technologically. I have not decided on the assessments for 1st or 2nd quarter yet, and I will be working toward that once I've completed the plans for 3rd and 4th 9 weeks.
Throughout my coursework with Walden, I have been introduced to many programs that I would like to introduce to my students. I just need to sit down and reaccquaint myself with some of them. I shared some of the different sites with the students so they can begin playing with them and familiarize themselves with them, including: http://www.xtranormal.com/ , http://www.wordle.net/ , and http://www.tagxedo.com/ .
Model Digital-Age Work and Learning
Goal--turn my LexConnect page from just one of information to one of learning, reteaching, enrichment, and parent resources to help students
Action--look at other teacher's LexConnect page, ask parents what would be helpful items for them to see, ask the students what type of content would be most beneficial for them to see, consult with my TIS to use LexConnect to its fullest capabilities
Sadly, with all of the progress I made on the first goal, I have not made much on this goal at all. Honestly, I didn't even update my LexConnect page this week. What I need to do is gather some information from the parents about information that they would find helpful on LexConnect (my teacher web page). I plan to send out a survey created on http://www.surveymonkey.com/ . Again, I will use my TIS as a major resource. I will ask her (and through her, the TIS learning community) to show me exemplary teacher web pages, so I can gather ideas. I also need to learn more about the capabilities of "Angel," which is the name of the network that houses our webpages. I think it is a lot like Blackboard or eChalk, or maybe be the most recent incarnation of one of them. This is the first year our district is using it, and it has only been up and running since mid-October. So, I will take any advice, hints, tips, etc.!
Goal--create a summative assessment each 9 weeks that incorporates the major genre focused on for the 9 weeks
Actions--research examples of summative assessment; use my Techonology Integration Specialist and/or Liteacy Coach to help design the assessment; gather ideas from colleagues, classmates, members of English Companion Ning
I have made a bit of headway working on this goal. The students will begin working on a multi-genre project this 9 weeks. The project, however, will be completed during the 4th 9 weeks. We will begin on the students multi-genre project by using the inquiry plan that I created in the Information Literacy/Online Inquiry Class. We will spend 3 weeks learning the proper way to perform online inquiries. The product to come from this portion of the assignment will be a concept map organizing the information the students collected during their "hunt." The map must include links, and embed an audio or video clip.
I sat down with the literacy coach and mapped out this 9 week's plans, ideas for mini-lessons, etc. We discussed ways to incorporate technology, but not so much for the final product, more as aids for struggling students. My next step is to sit down with my TIS to gather more ideas, to help firm up some plans, and to schedule some team teaching days.
For the 4th 9 weeks, the students will complete the project by writing anywhere from 7-9 genre to present their information. This will definitely include technology, and may even be fully presented technologically. I have not decided on the assessments for 1st or 2nd quarter yet, and I will be working toward that once I've completed the plans for 3rd and 4th 9 weeks.
Throughout my coursework with Walden, I have been introduced to many programs that I would like to introduce to my students. I just need to sit down and reaccquaint myself with some of them. I shared some of the different sites with the students so they can begin playing with them and familiarize themselves with them, including: http://www.xtranormal.com/ , http://www.wordle.net/ , and http://www.tagxedo.com/ .
Model Digital-Age Work and Learning
Goal--turn my LexConnect page from just one of information to one of learning, reteaching, enrichment, and parent resources to help students
Action--look at other teacher's LexConnect page, ask parents what would be helpful items for them to see, ask the students what type of content would be most beneficial for them to see, consult with my TIS to use LexConnect to its fullest capabilities
Sadly, with all of the progress I made on the first goal, I have not made much on this goal at all. Honestly, I didn't even update my LexConnect page this week. What I need to do is gather some information from the parents about information that they would find helpful on LexConnect (my teacher web page). I plan to send out a survey created on http://www.surveymonkey.com/ . Again, I will use my TIS as a major resource. I will ask her (and through her, the TIS learning community) to show me exemplary teacher web pages, so I can gather ideas. I also need to learn more about the capabilities of "Angel," which is the name of the network that houses our webpages. I think it is a lot like Blackboard or eChalk, or maybe be the most recent incarnation of one of them. This is the first year our district is using it, and it has only been up and running since mid-October. So, I will take any advice, hints, tips, etc.!
Thursday, January 13, 2011
GAME Plan for improving my teaching and my students' learning with the NETS-T teaching standards
The International Soiciety for Technology in Education (ISTE) has created technology standards not only for students, but also for teachers and administrators. After looking at the standards for teachers (NETS-T), I have identified 2 standards that I need to work toward improving. By working on both of these standards, not only will my students' learning be enhanced, but my overall teaching, classroom community, and class program will be pushed to another level.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). NETS for teachers 2008. Web. 12 Jan. 2011
- Design and Develop Digital-Age Learning Experiences and Assessments
- Goal--create a summative assessment each 9 weeks that incorporates the major genre focused on for the 9 weeks
- Actions--research examples of summative assessment; use my Techonology Integration Specialist and/or Liteacy Coach to help design the assessment; gather ideas from colleagues, classmates, members of English Companion Ning
- Monitor--keep myself of the same schedule as the rest of the department as far as completing assessment plan, remain on the same schedule as we collaboratively plan, post updates on blog for any interested party
- Evaluate--ask for opinions from colleagues regarding rubric to see if the assessment is truly assessing the stated standards at a proficient or advanced level; compare student proficiency on assessment as opposed to pre-assessment; conduct student surveys
- Model Digital-Age Work and Learning
- Goal--turn my LexConnect page from just one of information to one of learning, reteaching, enrichment, and parent resources to help students
- Action--look at other teacher's LexConnect page, ask parents what would be helpful items for them to see, ask the students what type of content would be most beneficial for them to see, consult with my TIS to use LexConnect to its fullest capabilities
- Monitor--work with Literacy Coach to help hold me accountable, have data managers in each class that help manage the data and content on each class' page
- Evaluate--conduct student and parent surveys, ask for feedback from colleagues, classmates, and administrators
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). NETS for teachers 2008. Web. 12 Jan. 2011
Sunday, April 25, 2010
Reflection of Course
I can honestly say that this class, Understanding the Impact of Technology on Education, Work, and Society was not at all what I thought. That is a good thing. I expected theories, and this is what you should do, and go practice using this bit of technology, and would be very scholarly, and of little practicality. I am so glad that at the forefront of the class and our success in the class was using the technology we focused on each week. This, most importantly, helped me to develop my technology skills. For two years, I have been badgering my Technology Integration Specialist at school to get together with me and figure out how to do wikis. My media specialist has recommended to me on several occasions to explore the use of podcasts in my class. Both of these technological applications kept finding themselves at the bottom of my “to do” list, replaced by other teacher-things. This class not only enabled me, but forced me, to explore both of these applications of technology. In addition, I have gained a better understanding of blogs, their uses, etc. In fact, it has pushed me to go beyond thinking it was a good idea to use more technology in my classes to actually using it. I think it also gave me the confidence to defend my use of technology as well as helping me sharpen my skills.
There are three ways that I am going to expand my knowledge of technology integration. I want to experiment more and become more adept with using Audacity and creating podcasts. In addition, I want explore the use of video and publishing mini-lessons on the parents web page. I want my students to begin developing videos, too. I absolutely loved the “In Plain English” videos we watched and think we can create In-Plain-English-esque videos for class. The other way I need to expand my knowledge is to create lessons of interest for English. I sometimes think that having the students just publish their work on my Adamsland Ning is doing the same thing in a different way. I know that I need to teach reading and writing standards, but I want to do so in new ways. I want to use technology to take my lessons to a different level, to engage and motivate the students. I also need to find a balance between teaching the reading and writing standards and the technology standards that all of our students need to know.
My first long-term goal is to go paperless in two years. I have been toying with this a bit this nine weeks. We’ve gone through four weeks of this quarter and everything the students have turned in has been turned in electronically. It has been successful so far. I think that the leap is not as large as one would imagine. With my school’s Smart Board technology even quizzes and tests can be done electronically. I also plan to use human resources available in my district to help me write a grant to get a classroom set of laptops. I know that Apple may have such grants. I am going to spend a couple of months researching, then collect my data and work with our grant-writing expert. I know I am going to use the go paperless, go green idea as my slant.
My second goal is to record mini lessons for our grade level standards and indicators to be used in a variety of ways: for students who are on homebound, for parents to help students who are struggling, so students who are absent will get a closer experience of “being there,” to use as model lessons in school and district training, for personal reflection, for other teachers to use for re-teaching purposes. This is a bit frightening, but I think it is a leap I need to take. Not all of the recorded lessons will just be audio-visuals of me teaching. I am thinking that I will use the students to create some where they are doing the teaching, or we are teaching and learning in tandem. I see this as an exciting venture.
These past eight weeks have flown by. They have been fun and frustrating at the same time. I appreciate my classmates that have learned and struggled with me and have excelled and celebrated with me. I feel like we have finally created a learning community built on a shared vision and collaboration.
There are three ways that I am going to expand my knowledge of technology integration. I want to experiment more and become more adept with using Audacity and creating podcasts. In addition, I want explore the use of video and publishing mini-lessons on the parents web page. I want my students to begin developing videos, too. I absolutely loved the “In Plain English” videos we watched and think we can create In-Plain-English-esque videos for class. The other way I need to expand my knowledge is to create lessons of interest for English. I sometimes think that having the students just publish their work on my Adamsland Ning is doing the same thing in a different way. I know that I need to teach reading and writing standards, but I want to do so in new ways. I want to use technology to take my lessons to a different level, to engage and motivate the students. I also need to find a balance between teaching the reading and writing standards and the technology standards that all of our students need to know.
My first long-term goal is to go paperless in two years. I have been toying with this a bit this nine weeks. We’ve gone through four weeks of this quarter and everything the students have turned in has been turned in electronically. It has been successful so far. I think that the leap is not as large as one would imagine. With my school’s Smart Board technology even quizzes and tests can be done electronically. I also plan to use human resources available in my district to help me write a grant to get a classroom set of laptops. I know that Apple may have such grants. I am going to spend a couple of months researching, then collect my data and work with our grant-writing expert. I know I am going to use the go paperless, go green idea as my slant.
My second goal is to record mini lessons for our grade level standards and indicators to be used in a variety of ways: for students who are on homebound, for parents to help students who are struggling, so students who are absent will get a closer experience of “being there,” to use as model lessons in school and district training, for personal reflection, for other teachers to use for re-teaching purposes. This is a bit frightening, but I think it is a leap I need to take. Not all of the recorded lessons will just be audio-visuals of me teaching. I am thinking that I will use the students to create some where they are doing the teaching, or we are teaching and learning in tandem. I see this as an exciting venture.
These past eight weeks have flown by. They have been fun and frustrating at the same time. I appreciate my classmates that have learned and struggled with me and have excelled and celebrated with me. I feel like we have finally created a learning community built on a shared vision and collaboration.
Sunday, April 4, 2010
I almost met my match with this assignment. Ironic that it was on a week when I'm processing the "digital natives, digital immigrants" debate. Had a wonderful discussion recorded with 5 of my students. Assumed--I know, I know about assuming--that when something is recorded it's saved. If you have a question about it, I'll tell you. It's not. I've had many a "save issue" since I took my Brother word processor to college in 1990. You'd think I'd learn, wouldn't you?
Anyway, below is plan B, using my sisters, each with their unique link to technology in education. Enjoy!
Anyway, below is plan B, using my sisters, each with their unique link to technology in education. Enjoy!
Thursday, March 25, 2010
P21.org--Bridging the Gap
I really like the rainbow that is the icon for Partnership for 21st Century Learning (http://www.p21.org)./ But rather than just thinking of it as a rainbow, I view it as a bridge. A bridge that connects education's core content (which I was very happy to see included more than just Math, Science, Engllish, Social Studies, but includes the arts, world languages, etc.), Life Skills, Information, Media, and Technology Skills, and Learning Innovation Skills. But, it doesn't stop there! It also includes standards, instruction, assessment, professional development, and learning environment. I bothered to list all of this because each component has been addressed piecemeal for years. Never before have I seen it come together in one movement or push. It appears that the Partnership for 21st Century learning has done that. I must send out major kudos to the foundation for including professional development. This is a bone of contention for me because faculty meeting after facutly meeting we are told, "Students need to use more technology." End of story, nothing else--until the next faculty meeting. So, Bravo, P21!
The mission of P21 is "To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders." I like this for one word "collaborative." Working together with business,community and government is what needs to happed. There is a difference between the business, community, and government dictating what should happen and working with these entities. I think the dictation is what happens now, in my limited knowledge. I would love to see more collaboration!
As far as the site goes, I get lost. I click links that take me to things that I want to peruse, but get lost in loops and can't find my way back to the home. I think that by it not being too busy, it is does not tell me enough about what is found within the site. I think this is why I get lost. I cannot wait to return to check out the videos because I think this will help me in my instruction. I am very picky about resources, and want to use them when I know I can go back tomorrow and use them in my daily instruction.
What I applaud the site for is not hitting visitors in the face with the partners. With Apple, Dell, ATT&T, ASCD, AASL, Pearson, AOL, etc. partnering to encourage 21st Century Learning, it could've turned into a seeming advertising free-for-all if they all were vying for top position on the home page. I like the understated way the partners are presented. To me it communicates that each truly cares for education.
To me the Partnership for 21st Century Learning is advocating good, strong, balanced teaching and educating. It is what we all need to be doing, from teachers to administrators at the topmost levels. I hope that soon the few states that are participating will be joined by others, especially South Carolina!
The mission of P21 is "To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders." I like this for one word "collaborative." Working together with business,community and government is what needs to happed. There is a difference between the business, community, and government dictating what should happen and working with these entities. I think the dictation is what happens now, in my limited knowledge. I would love to see more collaboration!
As far as the site goes, I get lost. I click links that take me to things that I want to peruse, but get lost in loops and can't find my way back to the home. I think that by it not being too busy, it is does not tell me enough about what is found within the site. I think this is why I get lost. I cannot wait to return to check out the videos because I think this will help me in my instruction. I am very picky about resources, and want to use them when I know I can go back tomorrow and use them in my daily instruction.
What I applaud the site for is not hitting visitors in the face with the partners. With Apple, Dell, ATT&T, ASCD, AASL, Pearson, AOL, etc. partnering to encourage 21st Century Learning, it could've turned into a seeming advertising free-for-all if they all were vying for top position on the home page. I like the understated way the partners are presented. To me it communicates that each truly cares for education.
To me the Partnership for 21st Century Learning is advocating good, strong, balanced teaching and educating. It is what we all need to be doing, from teachers to administrators at the topmost levels. I hope that soon the few states that are participating will be joined by others, especially South Carolina!
Saturday, March 20, 2010
The black hole that is technology. . ..
I was reminded about thirty minutes ago that I have only written two blog entries. No harm was meant, but it made me think how I was already not living up to the goal of maintaining this blog, not just for the purpose of my graduated class, but also for reflection, the sharing of ideas, discussions, etc. My goal was to post last night after I finished some classwork. But at 3:15 a.m. on a Friday night--oops, Saturday morning--I was unsure that I could write a coherent post.
Thinking today, I finally realize what a black hole technology can be. I don't mean it to sound so negative. It can be both negative and positive, depending on your point of view. In my lack of scientific knowledge, black holes are "things" that just suck other "things" in, making it impossible to escape. Working on a wiki with my graduate class has been a black hole that has sucked me in this week. I sat at desks, on the couch, in the bed glued to my laptop for hours, seemingly only have stayed minutes. I understand how our students and friends can get hooked on games, social networking sites, etc. I think I could work on our wiki all day and be as happy as the proverbial clam. It has become my obsession. And the perfectionist in me wants it to be perfect, not only for myself, but also for my group members. But is actually really really fun! (I had just as much fun setting up this blog and my home page on English Companion Ning.)
Bridging this to classroom, I can see how awesome it would be for the students to feel this kind of commitment to a project on a wiki, posting their writing on a blog, or sharing a discussion in forum on a ning--who can tell what other applications that might capture their interest.
But for now, it is back to the wiki! Until next time. . . .
Thinking today, I finally realize what a black hole technology can be. I don't mean it to sound so negative. It can be both negative and positive, depending on your point of view. In my lack of scientific knowledge, black holes are "things" that just suck other "things" in, making it impossible to escape. Working on a wiki with my graduate class has been a black hole that has sucked me in this week. I sat at desks, on the couch, in the bed glued to my laptop for hours, seemingly only have stayed minutes. I understand how our students and friends can get hooked on games, social networking sites, etc. I think I could work on our wiki all day and be as happy as the proverbial clam. It has become my obsession. And the perfectionist in me wants it to be perfect, not only for myself, but also for my group members. But is actually really really fun! (I had just as much fun setting up this blog and my home page on English Companion Ning.)
Bridging this to classroom, I can see how awesome it would be for the students to feel this kind of commitment to a project on a wiki, posting their writing on a blog, or sharing a discussion in forum on a ning--who can tell what other applications that might capture their interest.
But for now, it is back to the wiki! Until next time. . . .
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