November Ch 4 and 5

When I taught high school and a student was given a primary source to read, I was usually discouraged since the student could not decode the words, let alone understand the message, or perspcetive that the author was portraying.  This led me to read to the student and paraphrase as I read.  Not exactly what a primary source should be.  Now that there are more options to find primary sources and now that I am able to use video, photographs, sound clips and other media to access the same information. I think primary sources have the ability to strike interest and help the student to be more in control of his or her learning. These are a couple of websites that may be helpful for younger students.

http://www.americaslibrary.gov/
http://chnm.gmu.edu/cyh/primary-sources

Once in control of their own learning, a student may decide to search for online courses to develop an interest that the school cannot afford to add to the course selection. Online courses take motivation, disipline and parental support according to Alan November. But the potential learning opportunities are many and it seems to be a ever growing alternative to the traditional classroom setting.  When searching the pros and cons of online learning, I noticed the lengthy list of commercial sites that were focusing on their own benefit.  How will these online courses be evaluated in comparison to each other?  Time will tell ??

Empowering Students with Technology

As I read through the first three chapters of Empowering Students with Technology, I was struck by this idea of Alan November's ,"In this stage of the transition from the isolated to the connected classroom, we need leaders who can help their colleagues understand how to move to a team based environment. " This part of Chapter 1 continues to discusss the difference between automating and informating w hich I had not thought about until this reading.  The thought that we, in this class, have the opportunity to be the leaders helping our fellow teachers connect to each other around the world through technololgy is a powerful responsibility. Are we ready for such a challenge?  Is it possible that we are ahead of the curve in our schools and we willneed to be the next professional development presenters? Thoughts?

As I reflect on the text, my idea of information literacy is having the ability to determine the validity of the information or content found in websites on the internet.  In order to be Internet “literate”, a user must first understand how to access the information and then how to determine if the source of the information is reputable.  According to Alan November, this also implies understanding the nuts and bolts of all the symbols used in website names and how to successfully navigate to a website or its links.   Students or users of any age must be taught strategies for using the internet.  M.A.P.ping the Internet in my mind basically means dissecting a website address into what Alan November identifies as the three major parts of a website address:  The Meta-web Information, the Author, and the Purpose of the website.  My comfort level to “navigate” to and from websites, I now realize I am certainly not “Internet literate”!  My understanding of November’s M.A.P.ping is as follows:

                The Meta-web information relates to the actual web page address, the links or sites to which the web page is connected and the search engine or research tool used to look for the information you request.

The Author is the person who designed, wrote, and posted the website to the Internet.

The Purpose refers to the reason the author put the website on the internet. 

 Alan November’s information that I found very significant was the differences between the .coms, .edus and the tilde.  This information will assist me in teaching students how to navigate and use information with reliability. Knowing that “.com” relates to commercial sites, .edu refers to educational institution and the tilde meant a personal rather than a professional position on a topic is essential for guiding students on their quest for Internet information. The meaning of each part of a web address is essential for the user’s success in locating valid or current information on the subject being researched.

              Relationships require communication between two or more objects and being connected in some way.  Technology requires communication.  In order to use communications tools such as a telephone, cell phone, fax or computer systems, services are required and relationships much be developed to get started. 

                Ideas discussed in this chapter are about relationships.  I have used many of these techniques, including teamwork, learning with a purpose, family involvement.  In this chapter, Alan November refers to the importance of critical thinking skills for all participants.  Critical thinking skills are developed and improved through communication, creations and analysis of our work.  The Internet can assist with this learning and link communication and relationships. Through the effective use of technology, better relationships can be developed between the school and the families it serves.  There would be improved communication about the expectations for the student and the ongoing progress shared with the parents.  It improves the ability for teachers to communicate with each other about challenges, successes.  The opportunity for students to develop cultural sensitivity and awareness can significantly improve the ability of students to become more diverse in understanding people with beliefs that are different than their own.

          November reminds us that we are learners for life as well as teachers when it to Internet use is evident.  The control that teachers have over their class is hard to let go of and that is especially true as we try to teach and learn at the same time.  It is difficult to have enough self confidence to give our students their freedom so they can have some control in their learning. “Asking students for help will be a skill that some teachers will have to polish or learn from scratch” was a good thought for reverse mentoring.  Self confidence or not many teachers will find it uncomfortable to “giving up control of the traditional teaching/learning dynamic.”  Change is always tricky but the educational system has been heading for a collaborative plan. Data teams, co teaching and the many programs that are available on the Web for students as well as teachers encourage interactions  with their peers around the globe so that the roles may shift somewhat but we all will be learning  from each other.

So now my questions are many.  How do teachers get all of this moving in the postive direction? What needs to be top priority in our districts so teachers and students can integrate classroom learning and technology?  Where are the resources going to come from so that all students will have access to technology so they can be competitive in the future?

Empowering Students with Technology

Alan November's book "Empowering Students with Technology" should be a must read for all teachers who plan on keeping up with the world of instant information. Which to me means all teachers!  In the first chapter, November enlightens the reader so that everyone will understand how to access the information and know how to determine if the source of the information is reputable. Clearly explained is the MAPping design which dissects the web address so that the user can fully understand where the information he or she is using is coming from.  This was a real eyeopener for me since I had never had all of this information explained to me in such a way that made sense. To me we should be teaching students these ideas in elementary  school so that they are ready to tckle the internet from the beginning of their research use.
 Chapter 2 of November's book gave more insight about the use of technology but from the communications and relationships perspective.  I was particularly interested in the use of technology to improve relationships between the family and the school.  I find it more productive to send an email to a parent about homework or a project but I have colleagues who will not communicate with parents through email due to the fear of being misinterpreted or misread.  In addition, November's link between the relationships and communication affirms that we are in need of more resources and the ability to share with each other ie lesson, projects, professional development is an opportunity we should not miss. Lastly Chapter 3,reminds us that we are life long learners. I am the perfect example. Five years ago, I would never have thought that I would be pursuing another degree.  However, it is the change that can bring a person to anew heights and if it requires us to think a little differently and give students some control over their own learning then we owe it to them to give it a try.

Wordle

Wordle has been around for a while but my interest was sparked after watching this video because it gives other purposes besides vocabulary use.  This video gives some suggestions on how to use Wordle with a book or story if you want to focus on theme, main characters, etc.I liked this idea because I thought it would be a good way to for students to focus on text. Another idea that did not occur to me until seeing this video was using Wordle as a behavior tool. When setting up class rules in the beginning of the school year, each student can express the rule or rules he or she may think are the most important.  Once the ideas are added to Wordle, those suggested most often will be appear more prominent.  I thought this was a good way to get a barometer on the class as a whole and give the teacher some insight into the directions he/she needs to go as far as overall classroom management is concerned.  A teacher in a new school or position may not know the students in the class but the students know each other and I think using Wordle would be an interesting way to see what students value as you are setting the climate of the classroom. Making a big Wordle poster would make students feel involved in the decisions of their class and look more creative than the standard classroom list of rules.

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!!! Having trouble with embedding video. I am doing something incorrectly.  Thoughts, Suggestions, Please

Rap for Content Areas

As we all know vocabulary is difficult for many of our students.  Anyway we can get them to be exposed to vocabulary is a plus for all.  The link below will lead you to a rap about Life on the Farm.  I thought the second graders in the city would be interested and connect with the rap but others will like it also.  After you check it out, let me know what you think.

http://flocabulary.com/3-every-day-is-hard-on-the-farm/

Explore Resources on Digital Storytelling

Exploring the resources of digital storytelling has been a an exciting adventure, an intimidating  feat and an overall challenge that is both overwelming and energizing.  The possibilities are endless and I think this is one of the reasons that I have the intimidating feeling that there is too much for me to process at once. Since the options are so vast, I will consider digital storytelling as an adventure.  One area that puzzled me was how to get the voice into the story.  I worried that that would be an issue for me but Larry Ferrazzo's Blog http://larryferlazzo.edublogs.org/2009/04/15/the-best-digital-storytelling-resources/ lead me to information on Voice Thread that was very clear-cut on what you need to do to add voice. The part of LangwichesBlog that I found so helpful is http://langwitches.org/blog/2008/06/19/digital-storytelling-part-vi-voicethread/. The directions on how to use voice thread are clear and the visual directions were perfect for me as a visual learner.  Has anyone tried to use Voice Thread yet?  I may be jumping ahead but since this area seemed totally out of my realm, I needed to explore what it is so that I can process the way it is used.
I am eager to have my students work with me using voice thread but wonder about their fluency and how it will affect the quality of the digital story. Does that make a difference?  Check out the info above and let me know what you think. Was it helpful enough? Do you think my students with fluency issues will be anxious or excited about this opportunity?

Make Beliefs Comix Test

Thanks to Judy's suggestion I gave the comic strip development a whirl. As it turns out, William Zimmerman the creator of the site http://www.makebeliefscomix.com/ came up with the idea as a way to encourage an improvement in student literacy.http://www.iste-community.org/profiles/blogs/using-comic-strips-to  will bring you to his blog which will explain his purpose as well as explain how to use the site. After reding through Zimmereman's information, I could not help myself so here's the test run of my very first comic strip.  It's corny but I had fun trying to figure out how to work it and think students will too.
http://www.makebeliefscomix.com/Comix/?comix_id=20028397C685528

Does anyone use comic strips in the classroom.? I have not so far but think that comic strips can be a way for us to teach differently. The purpose is to motivate young readers, to enable them to expand their vocabulary, spark their imaginations and develop a love of reading so that hopefully they will become recreational readers.  While they are doing ALL of these things we want them to do... they are having fun.