Apply & Discover 11.1

This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License. 
Author: Samantha Penney, samantha.penney@gmail.com  

     When I think back on my original expectations for this class, I had no idea the depth of skills and knowledge that I would master.  I walk away with a "tool chest" full of Web 2.0 tools that my students will utilize (or pyramid full).  I am well versed in  linoit, del.icio.us, flickr, webspiration, rubistar, youtube, wikispaces, glogster, voicethread, webcast, and voicethread. 
     Schrum and Levin stress however, that "It is our belief that knowledge does not and cannot reside in any one individual, text, object, or tool." (2009)  I too agree that knowledge has to be gleaned from multiple sources, experiences, and people.  Afterall, we are preparing our current digital natives for job that don't even exist yet.  It is essential that every student be well versed in the Web 2.0 tools and promote the 21st-century skills of critical thinking, creativity, innovation, and collaboration.  (2009)
     This class has taught me to be more patient with my students and to think back to what it feels like to learn something new.  Too often teachers become the "experts" and we forget how vulnerable we can become when we are out of our "comfort zones."  There were times I experienced this same feeling.  For example during the animoto, webquest, and screencast projects,  I was afraid I was going to make a mistake.  I was afraid I would look dumb in front of my peers.  I didn't feel adequate.  I wonder how many of my students feel when I start a new unit, or introduce new vocabulary, or a new concept.  How can I put my students at ease with integrating technology and keep learning fun?
     I have also been reminded of the importance of connecting the state standards to what my students should be able to know and do in order to validate the purpose of my lesson.  Am I doing this lesson because it is fun?  Or am I teaching the lesson because it is meaningful and valuable in the long run?    I found the UDL (Universal Design for Learning) helpful to see what research has shown to be the most effective way of teaching.   Basically, present information and content in different ways, differentiate the ways students can express what they know, and finally stimulate the students' interest and motivation.  
     With that being said, I can say that this class is an example of best practices:  information and content were presented in different ways (lecture, video, blackboard), we were allowed to choice and say of ways that we wanted to express our learning, and finally we were motivated based on our individual interests.  As a result, I have changed my way of thinking about technology.  Instead of fighting it, I say, "Why not?"  The bottom line is that 20 years from now I still want my students learning--how can I prepare them now to think critically, creatively, with innovation, and collaboration? Now I don't have to be "sage on the stage."  Now my students can take ownership of their own learning and reflect about their own learning for a lifetime.

Resource:

Schrum, L., & Levin, B. Leading 21st century schools: harnessing technology for engagement and achievement. Thousand Oaks, Calif.: Corwin, 2009

Apply and Discover 10.1

What makes an effective webquest?  This week I have been viewing and evaluating my classmates' webquests and I am amazed by the creativity out there.  I am jealous that I didn't have this kind of engagement when I was in school.  However, it makes me excited for teaching and for the quality of education for my students today. I selected the following webquests because they included the big 3 elements for me:

• Easy to navigate (great visuals, bold headings, white space, etc.)
• Theme and task were presented with clarity
• Real-life application

I would like to share three of my favorites out of eleven that I viewed.  Maureen Hallihan's "Folktales for Second Graders" is to be commended for its great visuals, use of bold key words, and easy navigation.  I really enjoyed the creativity of the role as a reporter and she included some great extension activities to challenge those high end learners.  It also connects to a variety of learning styles:  auditory, tactile, and kinesthetic learners.  Check it out here:


 

For the webquest that includes all aspects of literacy, which include reading, writing, speaking, and viewing, I would recommend Michelle St. Amand's "2012 Iditarod Webquest" geared towards 7th grade ELA.  Michelle did a great job connecting reading and writing to an authenic experience.  In this case the students adopt a musher, follow their experience, and then write to the musher.  I also like how the assignments are tiered.  Michelle also includes all the pdf sheets at the bottom of the webquest page for easy assess to students.  Finally, there are extensions at the end for students to explore more, and trust me, with a webquest this engaging--they will exploring more on their own!  Great multi-discipline unit for years to come.  Make sure you add it to your unit or tell a friend.  Review it here and see what I mean:






Finally, with spring right around the corner, I would like to highlight Karena Allen's webquest "A Frog's Life Cycle"  focused at 1st and 2nd graders.  The focusing question engage students to think about what frogs need to survive--I wish I new this when I was a second grader, so my pet frog would have survived!  I am kidding, but there is nothing to joke about this quality webquest.  Karena includes many valid resources for the students to do research and again, this is practical real-life situations for students to explore.  I can hear the peepers now:

Apply and Discover 9.1

What does it mean to "provide equal access to the digital world"?

    Are you the one thing getting in the way of equal assess to digital technology for your students?
     I imagine one day a classroom in which teachers pass out not only the school's agenda book, but also individual hand held digital notebooks for all students.  It's difficult to fathom, but we will see it happen in our lifetime.  Until then, providing equal access to the digital world today is quite a challenge though.

     There is a disparity in this nation when it comes to high minority populations, rural areas, special needs, and with females (Shrum & Levin, 2010).  It is reported that 20% of students in the U.S. already have their own blog and 73% students own a cell phone in the high school (2010).  So, how do we provide access to all our students whether they are hispanic, female, live in the mountains, or are on the autism spectrum? 

     Change.  Change is certain.  Whether we teachers like it or not, our classrooms are changing.  We need to be instruments of change and not hang on to "well, when I went to school. . ."  The only thing we have is the present.  We have to cling to what is essential and what we know for sure: everyone is capable of learning through technology.  It's just a matter of time that every home in america will  house a learning tablet, that will eventually replace the beloved color TV.   

     Equal access also means changing the way we perceive technology as a learning tool.  Do we allow all access?  Or just those that have finished their work for the day?  Teachers need to view technology as a learning vehicle, not just as a reward to finishing one's work.  Or what about good behaving students?  Yes, they can go on the computer today!

     Are you the one thing getting in the way of equal assess to digital technology for your students?

Resources: 

Schrum, L., & Levin, B. (2010).  Leading 21^st Century Schools:  Harnessing Technology for

     Engagement and Achievement.  Thousand Oaks, CA:  Corwin.

picture retrieved from www.alltouchtablet.com

Trip to Brazil
Make your own slide show at Animoto.

Apply and Discover 3.2

I like Tagxedo compared to Wordle because of the cutesy shapes.  Tagxedo had more options, but I thought it was more difficult to navigate compared to Wordle.  I am inspired to have my students create a Wordle with their memoires they just created.  The objective will be to see what words were most prevalent.

Apply and Discover 2.2

Why Integrate Technology?
    

Possibly a couple of years from now, students will be carrying their textbooks in the palm of their hands (I know some of you are thinking, "They already are." )

This I know for sure: Technology can complement the learning experience and level the playing field for all students. Gone are the days of critiquing someone's cursive handwriting, their scissor skills, or their drawing capabilities. All students can benefit from collaborative and creative programs such as Prezi, and Glogster.

     So, when students are given the choice: Do you want to freewrite on paper or on google docs? They all grab their laptops and immediately get to work. I too logon to my laptop and get started by displaying my freewrite on the Smartboard for all to see and then "share" with students to comment and respond to a topic in "real time." There isn't a peep. Just the clicking of the computer keys and a few sounds of students snickering as they find my comments to them. Every student is engaged. Every ability. Every learning style. Every body.

As teachers, we need to embrace the change process and be leaders in our schools for implementing these important tools. Often we Digital Immigrants don't know where to start. Just start. Keep a "wide open" mind. Learn along side your students. Just start. Technology begets technology. Ask questions. Observe others using technology.

Just yesterday, I gave a mini-lesson about using a QR generator in the classrooms to my fellow teachers at our monthly staff meeting. I saw some eye-rolling as started to explain what I had learned at the Christa McCaliffe Technology Conference. I thought to myself and panicked, "This is sooo 30-seconds-ago information!" Have courage! Our attitudes are directly linked to the integration practices. If not me, then who?

Check out one way you can design your own instruction to students with diverse needs with QR-codes at 10 Ways to use QR-codes in the classroom.