While I watched my classmates present their multimedia projects, I was amazed at the unique ideas and immense creativity of each of them. You could really tell who had put a lot of effort into their project, who had been innovative with technology, and who struggled with the use of technology and who excelled. I was able to see how different apps could be applied in different class settings, and I was able to get a few new ideas for how to incorporate technology into my own class.
I really enjoyed Nichole’s presentation. It was a simple yet effective way to present information that avoided lecturing in front of the class. The little cartoon character talking about Pavlov was really enjoyable to watch, and I think it is a great idea to use in my own history or English classrom.
Looking at my first Venn Diagram, not much has changed in my use of technology. I still primarily use technology for entertainment, for my classes, and for work. I do not use technology for creation, really at all. The only thing that is different from my previous Venn diagram is that I now have learned how to use several more multimedia tools to incorporate into my lessons when I am finally an educator. However, these tools will allow me to create more innovative and engaging lessons for my students that will hopefully have a positive impact on the learning process.
I found PBL unit planning to be extremely tedious, especially because I did not have any sort of guidelines for where my hypothetical students were in the semester (like what they were supposed to be learning based on district and state guidelines), so the “free reign” wasn’t so much liberating as it was debilitating because I literally had to start from scratch, which I guess I will have to do a lot of when I student-teach.
As for PBLs, I do see the importance of incorporating them into my lessons, and I certainly will, but I also think that working with a partner or individually is still immensely beneficial to the students. I was always (and still am) that student that absolutely despised working in a group. I would get irritated when others were not pulling their weight and when my peers would not take the task seriously. I preferred to work alone because I got the job done on time, and it was done well. Although a great deal of this drive has slipped through my fingers this past semester, I still dislike group work. I have, however, read several articles about the benefits of working with peers and how students can learn and grow by working with one another. Thus, my personal feelings about group work will have to be set aside so that my students can benefit from this research. Furthermore, the practical technology integration framework was beneficial in that it gave me a “cheat sheet” of sorts for great ways to include technology.
As research continues to on the impact of integrating technology into the learning process, my evolution as an educator will continue to grow. I do not want to “fall behind the times” and be unable to fulfill my duties as an educator. For instance, I want to ensure that I am always giving my students my very best, and being up-to-date with technology and research will greatly benefit both me and my students. As new apps, programs, and personal electronic devices continue to be created, I will be continuously trying to incorporate the ever-changing technology into my curriculum so that my students can become proficient with the use of technology and will be able to have the best learning experience possible.
1. These tools allow students to create and invent their own unique work. For example, students can make visuals that are entirely their own, create their own applications that are unique to them, and even write their own online novel. Additionally, students can edit, modify, and reconstruct images or work to make it into something that is their own. Using tools that are similar to photoshop, students can make a statement by redesigning other’s or even their own images.
2. I actually really struggled with this module. I could not find a tool that created the visual images that I wanted. I wanted something that would allow for students to make their own graphic-like novel, and Storybird was the closest I could find to that; however, Storybird didn’t exactly come with directions on how to use it. I got frustrated and sought after a story board like application, which is how I found Storyboard That.
- Storyboard That allows students to create cartoon-like story boards. Here’s the link: http://www.storyboardthat.com/
Teacher Use: The teacher will instruct students on how to use Storythat. Next, students are to use Storybird to create two visuals of scenes/parts of the novel that the students perceive to be pivotal moments for Sam Rock and the River. For example, a scene that pushes Sam towards joining the Black Panthers (there are several instances). This will be done using the Gas Pedal model. The Gas Pedal model is simply a T-chart in which students write on one side moments where Sam is being “accelerated” towards the Black Panthers, and moments when Sam is being slowed down, or braked, from joining the Black Panthers. This will be done so that students will have visual images of scenes of the novel. Some issues that I may encounter are students having difficulties using the technology, getting students engaged in using the technology, and monitoring proper use of technology.
Student Use: My hope is that by using Storythat, students will be able to have a visual to connect with the model. I feel as though students are becoming more and more visual due to the increase in technology use. By using Storythat, students are going to make the words on the paper come alive. I hope that students will take the details in the novel into account to create their own graphic novel.
Content Connections: 12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
My example: https://www.storyboardthat.com/userboards/ea1139/asmt-7
1. This assignment was all about technological communication. Technology has the ability to collect or share a vast amount of information with countless people. Whether the information being shared is always factual or useful is an entirely different argument. However, students should learn how to access and utilize technology for educational gains rather than just sharing pictures of their face (selfies) or food. The tools in this weeks assignment were all about communicating (whether it be in real-time or asynchronously) and sharing information. Some of these tools are: Twitter, WordPress, Skype, VoiceThread, Google Moderator, and SurveyMonkey.
2. I have spent a lot of glass talking about the negative stereotypes of race and how that impacts society. Lately, there have been several ads by JC Penney, Ikea, Cheerios, and even Honey Maid that have challenged societal norms that break the ideal of the white-bread family with their white picket fence. This inspired me to have my own fake students create their own counter discourses to break societal norms.
3. I also think that Pinterest is a good tool for communicating with others and sharing information. http://www.pinterest.com
- For this lesson, I will use Google Docs as a means for students to work in groups of three to compile a 3-4 page research paper based on the information students have been collecting with their Diigo accounts. Students will be grouped depending on whether or not they believe that everyone has an opportunity for equal education in the U.S. Students will write a three point thesis (which I am usually against in college writing, but I feel it is a good starting point for high school students), and based on the three points, each student will be responsible for using their evidence for their designated point. Together, students will write their introduction and conclusion. Students will follow the formula of using a topic sentence to introduce their point, illustrate that point with a quote or paraphrase, and then explaining the point in their own words. Students are also expected to make connections back to the book, The Rock and the River. I will demonstrate how to properly develop the paragraphs using the previously mentioned method using direct instruction. Additionally, students are expected to cite their sources using MLA formatting; this will be reviewed in class, and students will receive handouts to refer back to. I will have students fill out peer evaluations at the end of the assignment to determine whether or not everyone has done their part.
- Teacher Use: Google Docs is a great way for teachers to make presentations that they can continuously add to and that students can access and immediately see the updates. Additionally, the teacher can monitor students’ progress as they write their papers and make comments on the paper as a means of scaffolding and ensuring that students are on task and understanding the assignment.
- Student Use: I like Google Docs for students because it allows for them to collaborate outside of the classroom. High school students are busier than many of us realize (I have a sister who is a junior), so it may not always be practical for students to work together outside of school. This allows students to be able to collaborate and communicate in real time from their home or library or wherever else that they may be.
- TEKS: 23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) marshals evidence in support of a clear thesis statement and related claims;
(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;
(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.
Link to my example: https://edtc5310smith.pbworks.com/w/page/84811177/Emily%20Allen
In A&I, there are two main categories for the tools: capturing and collecting. The tools that capture information simply take a picture of snapshot of whatever resource you have discovered. These kinds of tools include cameras, screenshots, Jing, or a smartphone. These can all be associated with Bloom’s Taxonomy’s “remembering” or “recalling” stage because these tools are used to “remember” a brief moment from a much larger moment. The next category of these tools is collecting. The collecting category is not a mere image of information, rather many of these tools are used to hold a vast array of resources. For example, YouTube, Diigo, and Google Art Project are all examples of tools that are used to hold a wide variety of information for students. This connects to the HOTS of Bloom’s because these tools are not used for simply recalling information; they are used to deepen students’ understanding of the material.
I did not have an “aha” moment while working on this learning module. I am really starting to struggle with coming up with PBL lessons. I especially had a hard time trying to incorporate one of these tools. I have a difficult time with fully accepting PBLs as being the “best” method of teaching because I, personally, absolutely hate group work. I am always the person to take on the majority of the task while the rest of my group gets credit for my work, so as a future educator, I will incorporate some PBLs into my lessons, but I will not have a solely or even majority PBL classroom.
Another tool that I have found to be extremely helpful in group work is Google Docs. Google Docs allows for students to collaborate on a document from their personal computer at any time of the day. Students can make comments about what their group has said or ask questions about what they have wrote. It’s a great tool to use when students have busy schedules. Unfortunately, when I try to link to Google Docs, it takes you right to my account, and if I am logged off, it still shows my email. Since this blog is public, I suggest that if you’re interested in Google Docs to simply Google it 🙂