Reflection on Course

Overall I feel I am taking away a lot of new information and resources upon completing this course.  As an art teacher, I have had limited interaction with the ELA teachers in my school other than in a social context and had a limited view of what was being taught in their classrooms.  I feel as though I have a better understanding of the new direction for ELA education as it relates to new literacy development, common core, and technology integration.  Quite often I shared these new resources with my colleagues and the feedback was consistently favorable.  I found the co-teaching experience with the ELA teacher to be a wonderful asset as it allowed me to step outside of my content areas and be able to collaborate with my colleagues.  I found myself adverse to the blogging experience at first, but have understood the benefits, especially as the course comes to a close.  I appreciate the ability to use this forum for class discussions and receiving feedback.  I ultimately feel that the ongoing accessibility to the blogs will be beneficial.  At times, I often came across other students’ blogs from previous semesters as I was researching particular topics and feel that I will definitely refer back to my work and provide it as a resource for others.  As a whole the course content as outlined on the syllabus was relevant and engaging.  I have been exposed to many sites and programs that I am already integrating in my art curriculum this year and plan to further develop next year.  More importantly, I feel as though I have become excited about sharing these new resources with my students as I can more clearly see the benefits having already experienced them first hand.   

Final Keystone Project, New Literacy Reflection, and ELA Teacher Interview

https://www.dropbox.com/sh/x4psexucvppcyig/BYNNPclle4/Final%20Keystone%2C%20Langauge%20Arts%20and%20Technology.docx

Prezi

Below is a link to my Prezi, "What I learned in Language Arts and Technology."

http://prezi.com/rez2stcdvmpu/what-i-learned-in-language-arts-and-technology/

Glogster

Review:

Gloster is a program that allows its users to create interactive posters or “glogs.”  Unlike a traditional poster, which is simply a visual reference, Glogster’s posters are designed to be interactive.  Users can insert text, video, sound clips, and photos to create a multimedia presentation. 

Glogster can be used in ELA classrooms in a number of ways.  Students can create posters for book reviews, vocabulary lists, and character descriptions.  Students can visually display their knowledge and understanding of a particular subject/unit for others to utilize and access as a resource.  Glogster is beneficial as a resource for differentiated instruction.  Visual learners can use this program as a way of organizing and exhibiting what they have learned.  

Educational “Affordances”

Feature of the Technology - Glogster	Affordances
Commenting capabilities on the glogs.	Interaction between students will help facilitate a student centered educational environment.   Students can receive immediate feedback on their work not only from the teacher, but other interested parties, ie. Students, administrators, and parents. Encourages ongoing communication on a particular subject.
Communication through a variety of resources, text, image, audio, special effects, and videos.	Student use of technology for communication purposes and can learn to understand how and what makes communication successful.   Students become aware of and use of multi-sensory, multi-modal forms of communication.
Creativity through design.	Students can create visual representations of an idea, emphasizing communication and personal creativity.
Interactive component, sharing through social networks.	Student learning and engagement is occurring outside the traditional model and traditional time.   Feedback can be received from other users of Glogster outside of the student’s classroom.
Students can share media resources	Student can add links to their glog presentations, providing a means for sharing links and resources.
Security Settings - privacy	Teachers can control who has access to student information and can make groups private.

Week 11 - Article Reflection

The article, “Evaluating pedagogical affordances of media sharing  Web 2.0 technologies:  A case study,” evaluates the usefulness of the technology tool VoiceThread for educational purposes.  The authors Kevin Burden and Simon Atkinson note the vast variety of technology resources available for educational purposes, and the need to find value amidst the quantity.   Using a “Digital Artefacts for Learner Engagement framework: DiAl-e) the authors identified areas in which VoiceThread could be useful in an educational setting.  Ultimately, proper planning remains a critical component in the utilization of this technology tool, but with creativity and ingenuity, the tool according to the authors is a valuable one. 

Voicethread engages learners through video, sound, and story telling.  Tools include collaborative features through writing, audio and video capabilities to encourage discussions, provide feedback, and engage participants.   Overall, student learning can be enhanced through the use of this tool as it has the potential to engage students in challenging and meaningful activities and not simply provide another tool only useful for information sharing.

VoiceThread

Below is a link to my VoiceThread on a recent trip to Riviera Cancun, Mexico.  I hope you enjoy.

http://voicethread.com/share/2965078/

Initial Draft for Final Keystone Unit

1. Subject: Multi-media autobiography using iMovie or UDL BookBuilder for presentations.  Students will write and illustrate an autobiography using a movie making or book-building format.  Students will brainstorm and write about important events in their lives and select or create images that correspond to those events.  Students will create storyboards in preparation for their final project.
2. Grade level: 6-8^th grade
3. Standards addressed:

Common Core Anchor Standards:

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 

ISTE Technology Standards:

1.Creativity and Innovation

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

2. Communication and Collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3. Research and Information Fluency

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

b. Plan and manage activities to develop a solution or complete a project

5.  Digital Citizenship

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

6.Technology Operations and Concepts

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

4. Intended results of the proposed technology integration

The ELA teacher I am working with wanted to investigate more dynamic ways of presenting student work that would sustain student interest throughout the duration of a writing assignment.  Students currently have not worked with either program iMovie or UDL Book Builder.  In addition, a need for developing and accessing a portfolio of student work was addressed in thinking about future APPR requirements.  Student work is currently not published or shared with peers, parents or administrators.

5. Students will need at minimum two days of training for each program they will be utilizing for the autobiography project.  I can provide assistance with tutorials as well as the technology coordinator in the school.  After exposure and tutorials are provided for each program, students will determine which format will best match their needs. 
6. Requirements

Students will need access to the computer lab for the duration of this project, 10 class periods.  This includes time for presentations of final projects. 

7. Evaluation plan

Students will complete a self-assessment after the project is completed.  In addition, students will give peer reviews.  I will evaluate students with a rubric.  Students will have access to the computer lab and additional help will be provided after school. 

Article Review - Week 9 Assignment

Research on blogging and its ability to positively effect reading comprehension for college level students is limited as it relates to new media technologies.  The article, “The Impact of Using Blogs on College Students' Reading Comprehension and Learning Motivation,” presents findings on this limited area of study.  Ultimately, blogging correlates with higher retention rates and improved class discussions.  However, the data did not support the assumption that blogging would positively correlate with higher reading performance scores.  As an educator, what I find to be the most critical conclusions from this study is how the integration of new media technologies in the classroom such as blogging can positively impact the learning experience in terms of retention and peer engagement. 

In thinking about common core shifts, specifically the focus on information rich texts and writing tasks, I don’t believe blogging offers the best forum for producing this type of work.  My opinion is based on personal use of blogs in the higher education setting, which I see used to express opinions and spark dialogue more than provide a forum for research and the development of reading comprehension and writing skills.  As mentioned by some of the professors in the study, they too still preferred to give students personalized feedback in a hard copy format as it related to the development of students’ reading and writing skills.  Blogs were mentioned as being a helpful tool, but would not dictate the way in which the courses were structured.   With that said, I feel as though blogging could shift into meeting this need if a new model of interaction is developed. 

I found this area of research important as it relates to the assessment of students growing up in the digital age, specifically how technology can negatively impact reading and writing skills as assessed through traditional models.  I believe, the next area of research should focus on the outdated models of assessment as it relates to students who are actively engaged with and utilize new media literacies.

Digital Storytelling Project

Please check out my digital storytelling project, "What is Printmaking?"  I enjoyed working with iMovie and plan to continue utilizing the program in my classroom.  I selected printmaking as a topic, as I saw an opportunity to create a video I could utlize for my Creative Crafts course.  The intended audience is 9th-12th grade students.  

What is Printmaking?

Book Builder Project Take Two

Here is another link to the book builder project:


http://dl.dropbox.com/u/60651445/58398-Playing_With_My_Thoughts-en-us.zip

UDL Book Builder

I created “Playing with my Thoughts” after I attended a workshop on an anti-bullying program we will be incorporating in the middle school next year.   Students will meet weekly to discuss issues surrounding bullying as well as other topics of concern.  In thinking about the hesitation of middle school students to share their personal feelings about their lives, and I came up with a journal that could aid and assist the various teachers who will be responsible for facilitating this program in their classrooms.  The journal establishes writing prompts or idea starters for students as a way of connecting with themselves, which will hopefully help them, connect with other students.  In my conversations with an ELA teacher, she often describes the hesitancy of students to begin any new activity.  She describes it as a lack of play or desire to explore the unknown without her direction.  This type of journal or sketchbook is a great resource to get students motivated and reflecting on their ideas and feelings.  She even saw the journal as having daily or weekly relevance in the classroom as a DO NOW or DO LATER activity.  UDL Book Builder she agreed was a great resource to use in the classroom.  Publishing books would not only give students more ownership over the work they were creating, but she saw it as a bridge between the school and the community.  Students could create books that they could share with the elementary school or that reflected a current issue or topic occurring in the community.  Other teachers in the school could use the same format as the journal I created, but change the types of prompts, asking students to consider their thoughts on any number of topics relevant to the specific course they were taking.  Emma, the avatar I used for the book, also provides additional prompts that help students think about what I am asking them to write about.  

UDL Book Builder - "Playing With My Thoughts"

 

Uses of Second Life in an ELA Classroom and Avatar

Using Second Life was a bit intimidating.  I immediately felt concerned about the environment I was in, as I did not know the individuals who were present.  As a teacher, I would have an issue with this feature because I could not adequately monitor the interactions between the avatars.   Also my computer seemed to have difficulty uploading the various screens and there was a long time delay in each of the environments.  There is a steep learning curve I still need to cross over to feel comfortable making best use of the program.

After discussing Second Life with an ELA teacher, she suggested using the various environments as writing prompts for character development.  Students could create avatar characters and through the interaction with a specific environment, students can develop the voice of the character with more certainty as they are constructing the experiences they will be writing about.  She also suggested using Second Life as an alternative to class discussions.  So often students are too shy to participate, but this environment provides a public forum in a more private setting.  In addition, she also had strong concerns about outsiders being able to impede upon her learning environment.  Overall she was excited about being introduced to something she hadn’t heard about before and was interested in exploring other virtual environment programs.

Week 7 - Article Summaries

“Theories and Practices of Multimodal Education:  The Instructional Dynamics of Picture Books and Primary Classrooms”

By Dawnene D. Hassett and Jen Scott Curwood

The article, “Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms” details multimodal education, a new shift in understanding how 21^st century learners receive and interpret information.  Awareness and a focus are placed on the interpretation of how information is presented in a digital society versus the print-based education of the past.  Students need to decode image and text relationships, while teachers have to adopt new roles to help facilitate the learning process.  New teacher roles include maintaining reliable resources for student use, adopting a co-learning model between student and teacher, and consulting with students to provide feedback and a broader perspective.  Multimodal reading places importance on the various design choices made in the presentation of a book, specifically the use of color, line, shape, or texture to help construct meaning.  I find the crossover between ELA and art significant and fascinating.  Art students learn about the elements of art (line, shape, color, form, texture, and space), and principles of design.  Students take these concepts and learn how to critique and evaluate art based on the combination of these elements and principles.  Critiquing art and multimodal reading comprehension utilize the same skills.  Any visual learner can tap into these skills to better inform their comprehension process.   

"Using the ADDIE Model to Design Second Life Activities for Online Learners"

By Shiang-Kwei Wang and Hui-Yin Hsu

Second Life is a virtual environment, created with the intent to improve online learning motivation. Constructivist theory states that knowledge is constructed through experiences unique to the individual.  Second Life addresses the gaps in shared experiences in a virtual classroom environment, specifically student interaction. The constructed environment offers a unique, shared experience amongst students, which as the authors suggest, can positively effect the learning environment and desired learning outcomes.  The authors also describe some of the drawbacks of Second Life, which includes hardware issues of space and upgrade requirements, as well as public accessibility and limitations for creating secure environments.  Second Life definitely addresses a new educational need.  Online classes offer accessibility, however they often lack connectivity to the group.  Creating an environment that fosters collaboration in a natural way is a challenge due to the physical level of disconnection.  Second Life offers a solution to this problem.  The authors note the importance of goal setting when implementing Second Life in a learning environment.  The purpose is not to throw a technology tool at students for the sake of using one.  Well-constructed goals and outcomes should be established first to determine the benefits of creating a shared environment and experience. 

Game Scenario/Script - School Safey

Below is a link to a PowerPoint presentation on a game scenario which involves school policies and procedures. 

http://dl.dropbox.com/u/60651445/Game%20Scenario.pptx

Enhancing teaching and learning through the use of Edmodo

• Students can chat and collaborate in real time sharing their opinions and views on a given topic.

• Students can share examples of their work for assessment. 

• Students and parents can access classroom work if they are not present or view what topics will be addressed in the future.

• Students can upload work directly to the teacher for grading.

• Classrooms can connect with other students from other schools to broaden the learning environment. 

• Teachers and students can work simultaneously on writing prompts giving immediate feedback when necessary. 

Philosophy of Using Games in the Classroom

Games should be incorporated in the classroom setting.  Playing games encourages the use of strategy, planning, coordination, and higher order thinking skills depending on the type of game one is engaged in.  These skills can be applied to real life situations and games are a great way of getting students excited and motivated about a particular subject.  Learning that occurs through the act of play can appear less intimidating, more fun, and can even provide a level of engagement not produced through traditional modes of education (ie. chalk and talk).  Many skills including digital media literacy and online citizenship can be developed through game playing or game designing scenarios.  In addition, implementing these types of programs are relatively simply from a coordination perspective because all schools have access to computers and the Internet.  Even districts that feel they have a greater digital divide can utilize student friendly game programming sites because they are often free.  I think if we don’t utilize games in the classroom we are certainly missing a profound opportunity to engage our students in a way that has a positive influence on their digital future.   

Teachers Using Games in the Classroom - GameStar Mechanic

Most students play games either on their cell phone, personal computer, or in a school setting.  As educators have become more keenly aware of this, they have started integrating the concept of game playing as a way of engaging students.  Games don’t simply teach strategy.  Game creation allows students to think analytically and test theories.  Through the act of playing, students are designing and creating solutions to problems, testing their ideas, and sharing them with others to get feedback about the work they produced.  All of these skills are critical to a 21^st century student and necessary to possesses in order to compete in a global marketplace.  In addition, game design promotes student engagement across all subjects through a medium that is easily accessible.  If a school has computers and Internet access, websites like Gamestar and Scratch provide free, basic game design tools to get students started in the process.   There are a lot of cross-curricular opportunities in game development as teachers can focus on various components that make up the gaming process from story telling, to programming, to the aesthetic qualities.  The game platform provides a way for ELA teachers to discuss character development, parts of a story, genre, setting, etc. all the while encouraging students to create these scenarios on their own.  Teachers use games in the classroom as a way for students to problem solve, develop ideas, test their ideas, and collaborate with others. 

Using Edmodo to Enhance ELA Instruction

Creating an account on Edmodo was rather simple as was navigating the site.  For this reason alone, I think this is a great resource as a teaching tool.  Another benefit is the look and layout of the site.  Edmodo uses a format very similar to Facebook, which most students are familiar with.  In addition, parents can have access to the class site, which provides real time communication of assignments.  Students can use this site as a way of communicating questions for homework assignments, blogging with classmates or small groups, and can also provide a meaningful way to collaborate with other classes for a multi-disciplinary approach to education.  Students who need differentiation can benefit as reminders can be provided individually or via the groups.  Another benefit of the site is that students can practice appropriate online communication.  Finally, one issue we have been discussing constantly this year at our district conferences is the importance of documentation of student work when the new APPR goes into affect. Through Edmodo we can create student portfolios, track group discussions, and have immediate access to it all.   

Shared Article on Technology and Adolescence

http://www.nytimes.com/2010/11/21/technology/21brain.html

Growing Up Digital, Wired for Distraction

By MATT RICHTEL

Published: November 21, 2010

Review:

The New York Times has a series entitled, “Your Brain on Computers.”  Columnists contribute stories highlighting the identification of negative implications on the constant use of technology.  In the article, “Growing up Digital, Wired for Distraction,” Matt Richtel describes students at Woodside High School, a high school located in Silicon Valley.  This school is committed to full integration of technology in the classroom through the use of texting, I-Pads and apps, and teacher/student communication via websites which teachers build themselves.  All of these tools appear to help enhance the 21^st century learner on the surface.  However, the crux of the article is the identification of the distraction 21^st century learners are facing.  Without boundaries students are meshing their educational and personal computing experiences with negative effects.  The author notes, students don’t simply use their home computers for homework or educational purposes, they are used for entertainment and by in large are not supervised during these endeavors.  Students are trying to manage blogging for class, searching YouTube videos, collaborating on websites, and playing video games all while trying to write their English essays.  Students are having a hard time compartmentalizing their experiences and therefore their school work is suffering.  The article highlights one student in particular, Vishal Singh, who is identified as one of the smartest students at Woodside High School.  However, his grades have dropped from A’s to D’s as a result of his technology interests.  He is having a hard time managing what is required with his personal interests because he is often distracted while trying to complete homework.  

I recommend this article because it allows us as educators to reflect on the technology experiences of our students.  The focus is not on the use of technology for technology sake, but making sure students are making the most out of their experiences.  We will need to consider the pros and cons and comparisons of technology use inside and outside of the classroom.

Game Based Lesson Plan - Understanding the Games People Play

Understanding The Games People Play

Grade level: 9^th Grade

Common core standards:

Text Types and Purposes: Standard 2

Production and Distribution of Writing:  Standards 4,5 and 6

Learning Outcomes: 

Recognize the need for rules and regulations in games as well as in life.

Explore the concept of contracts and identify their importance in promoting the common good.

Identify characteristics that lend themselves to social contracts.

Identify ways to promote the common good by entering into social contracts. 

Identify attributes and benefits of the game of Scategories

Brainstorm projects that promote the common good by entering into social contracts that revolve around the playing of the game of Scategories

Deal games pieces according to game-playing etiquette.

Use mental arithmetic to count points for a round.

Practice interpersonal communication and collaboration following game rules.

Reflect on new learning from the game Scategories.

Instructional activities

Students will explore how game rules and strategies apply to life and what it means to play the game and contribute to the common good. Students will learn about concepts of contracts and make an analogy between civil society and the "game of life" which includes rules and relationships.   Small groups will create their own board game using Photoshop and Illustrator to create and design the game elements such as cards, game pieces, and the board itself.  They will also have to establish rules and a system of rewards and punishments. The overall goal is to create their version of an idealized society.

Assessment:  In small groups students will play each other’s newly developed game.  They will evaluate the games based on a provided rubric as well written feedback about the overall experience. 

Debriefing

How do games rules and strategies apply to life?  Learners explore the role games play in enhancing the common good, and can identify those characteristics.  Students need to be able to define the concepts of contract and social contract and make an analogy between civil society and games people play (includes rules, trust, and relationships). Through learning and playing the game Scrabble, students learn and practice life/social skills (problem solving, good character, interpersonal communication, collaboration, and discipline). They also learn valuable study skills of concentration and critical thinking. 

What cognitive skills and new literacies do this game help to cultivate?

New literacies addressed in this lesson are proficiency in use of technology tools, as well as critical thinking, problem solving and evaluation skills.  Throughout this lesson students are using higher order thinking in order to create a new game considering identification of a goal or problem, establishing rules in a clear and informative way to help inform the players how to navigate their game, evaluate their game’s effectiveness, and communicate their ideas in a written format.