I have learned a lot of new skills through this course. I had never created or particpated in a blog or a wiki and I had never created a podcast. All of these technology applications have taught me a great deal about how to present information to students and have exemplified the importance of collarboration. My knowledge of the teaching and learning process has deepened in being required to actually create the wiki, blog and podcast as my students would have to do. I have always found it effective that when I design a new activity to try and do it as if I were one of my students. I really learned a lot through this class due to the hands on nature of the activities and that translates into a deeper understanding of the teaching and learning processes.
All of the classes I teach involve a great amount of computer and software applications, so I feel that my perspective has been learner-centered since I lecture little and have the students creating projects daily. I do feel more empowered by the notion that it is acceptable for teachers to also learn along with their students. In the past, I have felt pressure to be the expert on all things in my classroom. The exposure to new materials through this class has helped me to believe that I can still be in control while allowing more self-discovery and peer teaching throughout the classroom.
I believe that in completing my master's program in Integrating Technology in the Classroom, I will continue to gain knowledge of ways to use technology for student achievement. The saying, "Knowledge is power" is a cliche', but with technology use, it is very important to continue to learn and then use that knowledge to improve instruction. Two goals that I have for my classroom are to become paperless and to be able to post student videos on the web through a classroom blog. The barriers I will face are the blocking of websites and the fear factor for allowing access to students from those on the world wide web. I will continue to push for more access through my teacher tech resource specialist and my media specialist. I plan to try and model acceptable practices for students' safety and netiquette lessons to prepare my students for safe use of web applications in the classroom.
The answers on the week one checklist have changed for me. The area for "participating in developing a vision for technology integration" was marked sometimes, but now I have a much better idea of what that vision should consist of and what students truly need to know to use technology effectively. I can particpate better now since taking this class as I am armed with the knowledge necessary to be an involved participant in this conversation.
Monday, August 17, 2009
Saturday, August 1, 2009
Podcasting - wow!
Below is the link to my very first podcast. I found this to be a time consuming assignment, but really engaging and fun. The content of the podcast is academic and follows the assignment requirements for my master's class, but the process is one that I think students would enjoy. I am considering making podcasting an assignment for my communication arts class as it would be a great project to do while teaching the lesson on interview skills. With a podcast, the emphasis is on audio, so the students would not get bogged down with setting up shots and editing the video; they could focus completely on asking creative, open-ended questions and learn how to edit audio only using Audacity.
Click on this link to go to my podcast: Those of you who are not in my master's class may not understand the vocabulary used ("digital natives" - kids who are born into the world of technology and do not know a time when computers and all of the tech tools did not exist - - - "digital immigrant"-adults and those of us who have had to learn technology as it came out - those who learned to type on typewriters, like me!!)
Click on this link to go to my podcast:
Tuesday, July 21, 2009
Evaluating 21st Century Skills site
My reaction to the www.21stcenturyskills.org site is WOW! There is so much information packed into this site that it is a little overwhelming. I clicked on the Route 21 icon and went to the graphic that was a rainbow. I clicked on the Information, Media and Technology skills, and then clicked on “skills white paper” on the sidebar. This section gave a detailed history of technology and education in America in a section called Education and Society. I found this to be very interesting. It was a lot of the same information that we had studied in comparing the types of societies we have had (agrarian, industrial, etc.) over time in the US and how that translated into what was being taught in schools.
I was surprised to find an entire template for putting on a workshop related to technology in our schools. To find this I looked under the tab for Tools & Resources, and then clicked on MILE guide. I then clicked on the MILE workshop and there it was. A complete blueprint for putting on a workshop (it even included invitations and press release templates). I was surprised at the details in this workshop template and found the quality to be superior.
I did not disagree with anything on the site, although, I felt that some of the information was “over my head” and was more directed at administrators or superintendents. These people are the ones making the decisions and dealing with data and outcomes more than a classroom teacher.
The implications for my students and for me as an educator are optimistic ones. I feel that there is more “push” for education to catch up with technology than I realized. This site appears to be supported by people with advanced knowledge on the subject and the site has power to influence. The professional appearance and the indepth information will go a long way with administrators and superintendents in influencing their decisions to provide more technology opportunities in their schools.
I was surprised to find an entire template for putting on a workshop related to technology in our schools. To find this I looked under the tab for Tools & Resources, and then clicked on MILE guide. I then clicked on the MILE workshop and there it was. A complete blueprint for putting on a workshop (it even included invitations and press release templates). I was surprised at the details in this workshop template and found the quality to be superior.
I did not disagree with anything on the site, although, I felt that some of the information was “over my head” and was more directed at administrators or superintendents. These people are the ones making the decisions and dealing with data and outcomes more than a classroom teacher.
The implications for my students and for me as an educator are optimistic ones. I feel that there is more “push” for education to catch up with technology than I realized. This site appears to be supported by people with advanced knowledge on the subject and the site has power to influence. The professional appearance and the indepth information will go a long way with administrators and superintendents in influencing their decisions to provide more technology opportunities in their schools.
Tuesday, July 7, 2009
Blogging in the Classroom
I teach communication arts at a high school level. Most of my students are juniors and seniors. We create a morning show for our school population to watch each day and we also create a 30-minute television show that is broadcast on our local cable TV channel. This show features student video creations on lots of different topics. One of the challenges is to come up with creative ideas for the show.
In order to create a list of fresh ideas, the students are required to submit an article weekly. This article must be a story from any reputable source (newspaper, internet news source, magazine, school newspaper, etc.) and students are required to interpret this article in several ways. Instead of handing in a printed article from the internet, etc., students could post the URL for the article and blog about how this article could generate an idea for a video story.
When this was a paper assignment, students had to cite the article. This would no longer be necessary if the students linked the article to their blog entry. We would already have the article’s URL for future reference (if we chose to use it as material for a story).
The second thing the students must do is summarize the article. What is it about and how could we use it as a possible story idea? The article itself may not be the story idea, reading the article may spur a new idea that would make a great story. Example: I read an article about newlyweds and how they managed their money once they were married. This article would not be a great story for our show, as it does not pertain to teenagers (our viewers); however, it got me thinking about dating and who pays for what these days. This would make a great story and some of the ideas that they talk about in regards to spending in the article could be used in our video story. This summary would be a required paragraph in the blog.
Next, students need to tell me how they would take this idea and shoot it as a video. We discuss how one of the most important aspects of a video is the introduction to the piece. If we do not grab the viewer’s attention immediately, we may lose their interest and they may grab the remote and change the channel. Therefore, the next paragraph required would be a statement about how they would plan out their creative introduction to the story. This would be the third requirement on the blog rubric.
The fourth requirement would be a shot list. This is a simple list of at least five (5) items that would need to be shot to make the story a reality. This is just another way to check and see if we would have enough visual material to make the story work. All articles do not lend themselves to video, some are too statistical and some could not be shot in our local area (such as a story about Lance Armstrong riding in the Tour de France – unless the student was going to France, how could she get any original video footage? A story may not be put together exclusively from internet footage. Students must add some original video footage to their story). An example of a shot list in relation to the dating story mentioned above would be:
-interview girlfriend and boyfriend about expectations for dating expenses
-show places they might choose to go or not go due to money
-movies
-restaurant
-home setting with friends watching movies
-groups of friends meeting up at a free place – like parking lot or school
-family setting like a dinner with one of their families
If a student finds an article that is interesting to him/her and can complete the requirements of the article assignment, then we have a good start on plans for a video story. Some of the planning is already done in the article assignment. Final research and planning would need to be added and then the taping process could move forward.
Doing this assignment as a blog would be great. I could also require students to comment on at least one to two articles that are posted by classmates adding ideas to the storyline. They could even rank what they feel are the top 10 story ideas and we could have a top ten list of ideas each week to begin our brainstorming. This way the blog would become interactive and the students could connect and collaborate. Students could even post links if they know of something out there that could help a classmate’s story idea.
Students have not always liked doing articles for my class; however, my serious student journalists have told me that they do not know how we would come up with enough ideas without this weekly activity. I think putting the technology twist onto the assignment might just be enough to hook the reluctant participants into the activity.
I also like the idea that I can give the parents the class blog site so that they can see exactly what is required of their student, and what is and is not being submitted so they can encourage their student to participate.
In order to create a list of fresh ideas, the students are required to submit an article weekly. This article must be a story from any reputable source (newspaper, internet news source, magazine, school newspaper, etc.) and students are required to interpret this article in several ways. Instead of handing in a printed article from the internet, etc., students could post the URL for the article and blog about how this article could generate an idea for a video story.
When this was a paper assignment, students had to cite the article. This would no longer be necessary if the students linked the article to their blog entry. We would already have the article’s URL for future reference (if we chose to use it as material for a story).
The second thing the students must do is summarize the article. What is it about and how could we use it as a possible story idea? The article itself may not be the story idea, reading the article may spur a new idea that would make a great story. Example: I read an article about newlyweds and how they managed their money once they were married. This article would not be a great story for our show, as it does not pertain to teenagers (our viewers); however, it got me thinking about dating and who pays for what these days. This would make a great story and some of the ideas that they talk about in regards to spending in the article could be used in our video story. This summary would be a required paragraph in the blog.
Next, students need to tell me how they would take this idea and shoot it as a video. We discuss how one of the most important aspects of a video is the introduction to the piece. If we do not grab the viewer’s attention immediately, we may lose their interest and they may grab the remote and change the channel. Therefore, the next paragraph required would be a statement about how they would plan out their creative introduction to the story. This would be the third requirement on the blog rubric.
The fourth requirement would be a shot list. This is a simple list of at least five (5) items that would need to be shot to make the story a reality. This is just another way to check and see if we would have enough visual material to make the story work. All articles do not lend themselves to video, some are too statistical and some could not be shot in our local area (such as a story about Lance Armstrong riding in the Tour de France – unless the student was going to France, how could she get any original video footage? A story may not be put together exclusively from internet footage. Students must add some original video footage to their story). An example of a shot list in relation to the dating story mentioned above would be:
-interview girlfriend and boyfriend about expectations for dating expenses
-show places they might choose to go or not go due to money
-movies
-restaurant
-home setting with friends watching movies
-groups of friends meeting up at a free place – like parking lot or school
-family setting like a dinner with one of their families
If a student finds an article that is interesting to him/her and can complete the requirements of the article assignment, then we have a good start on plans for a video story. Some of the planning is already done in the article assignment. Final research and planning would need to be added and then the taping process could move forward.
Doing this assignment as a blog would be great. I could also require students to comment on at least one to two articles that are posted by classmates adding ideas to the storyline. They could even rank what they feel are the top 10 story ideas and we could have a top ten list of ideas each week to begin our brainstorming. This way the blog would become interactive and the students could connect and collaborate. Students could even post links if they know of something out there that could help a classmate’s story idea.
Students have not always liked doing articles for my class; however, my serious student journalists have told me that they do not know how we would come up with enough ideas without this weekly activity. I think putting the technology twist onto the assignment might just be enough to hook the reluctant participants into the activity.
I also like the idea that I can give the parents the class blog site so that they can see exactly what is required of their student, and what is and is not being submitted so they can encourage their student to participate.
Summer Hopes, Thinking of Fall - already
As I delve more deeply into the aspects of technology available for my students and myself in the classroom, I begin to look forward to the start of school. Learning about blogs this summer is exciting, and I hope to share this enthusiasm with my students as I incorporate blogging and RSS feeds into our classroom by incorporating them into our weekly assignments. Learning definitely does not stop with age, it should be a priority and it should never stop, especially when the issue is technology. There is something new to learn everyday.
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