Reality and Virtual Trips

Both the Suzie Boss and Bob Coutler articles struck me in their similarities in how to enhance a child's experience in the class room, specifically revolving around bringing the outside world in.

Boss' description of Google Lit Trips left me wondering more about the site. I visited it and was pleasantly surprised how organized and user friendly it was. You can search for books my title, author, or do searches by grade, etc. Once you select a book it tells you who created it (student, teacher, etc) and then you can download it. This practice could truly make literature come to life for some students, especially those who don't enjoy reading as much as others. Having the ability to bring the setting of that book into the classroom, regardless of how many thousands of miles away it is, could both make the experience reading the book richer, as well as inspiring students to utilize literature to their fullest extent. Being in the Field Based Experience group for the presentations and having completed research on the topic, I feel that Google should advertise this site more so, so teachers can bring it into their classrooms more often.

Bob Coutler's article solidified many of my ideas on student inquiry and field trips. First off, coming from much more traditional-esque classrooms throughout my schooling, I thought it was a pleasant surprise to see the amount of time that the class spent on a topic. Specifically, the class discussed spent three months on their unit of "What's it like where you live?" Another pleasant aspect of this unit was how student-inquiry based it was. Given the time frame, students were able to not only observe their surroundings, but carefully explore the changes that occur in a given area due to the time of year. The links between weather, animal and land exploration were surprisingly clear, even linking back to the curriculum they endured the year before, researching the migration patterns of birds. After having established some solid concepts, Coutlers then introduced the students to the integration of technology in the unit. He stated "In my experience, it is only in the context of rich experiential background that technology use is appropriate for elementary students." I couldn't agree with this statement more. When working with young students, it seems that introducing technology too early could inhibit the learning experience by distracting them, as opposed to introducing it after concepts are well established. Utilizing it for research, virtual field trips, graphic uses, among other uses allows enhancement to the outstanding purpose, while not overwhelming it.

Great article to check out about Technology in the NY TIMES!

http://www.nytimes.com/2010/09/29/books/29kids.html?_r=2&ref=julie_bosman

How Often Should We Reflect?

Suzie Boss’ piece on reflection strategies really got me thinking about how often I reflect and how often I have my students reflect on the work that they are doing. As a teacher, I generally find myself reflecting on my work as I begin to write new lesson plans and then again when I assess student learning at the end of a unit. In between, I often reflect briefly, but I never document those thoughts. However, I wonder if I use some of the tools Boss suggests? Will I be able to better process my learning as a teacher?

I am aware that reflecting for students is crucial, yet I am also starting to realize that there are so many more ways to reflect on a topic than just filling out an assessment worksheet or writing in a journal. I really enjoyed the example of “video confessionals” and think that giving students an opportunity to truly speak their mind without the worry of how to properly write down their ideas is a powerful tool. Even implementing the use of typed reflections or blogs may help eliminate some of the stress that written reflections can often bring to students. I am excited to see how the addition of consistent reflection can enhance student learning.

Digital Storytelling--Steph Dobler

Digital storytelling has the potential to be an excellent tool for students. However, I do agree with what Robin says in regards to the challenges, that "bad storytelling using digital media will simply lead to bad digital storytelling." The trick of course is to use digital storytelling as a means to both improve students' ability to tell stories, and to improve upon their ability to use digital tools.

A key element of the digital world however is the legal aspect, in terms of copyright but also in terms of privacy. Students I think need to be taught how to successfully navigate the digital world in such a way that allows them to express themselves adequately, while also maintaining an awareness of the rights of both themselves and others.

Initially when I read Robin's article, I kept wondering what the main goal of using digital story telling is. Is the value in the students using a medium that is considered new and cutting edge? Is it a means to keep easily distractible students engaged? I think both of these are relevant, but I think the real value is teaching kids how to create quality work using new and diverse mediums. When these kids are adults, the idea of digital storytelling may be obsolete. But the ability to tell one's story well and thoughtfully in a new format I think will be imperative.

Uses of (and experiences with) digital storytelling

As I was reading Robin's article on "The Educational Uses of Digital Storytelling," I began thinking about the times I have encountered digital stories in my own experience.

In some of my language classes in college, the professor sometimes used digital stories to get us motivated for the day's lesson or discussion. We were also required to create a digital story or podcast as a final project during one semester.

Remembering these good experiences and how engaged I felt, I used digital storytelling to enhance some of the English lessons for my junior high school students when I was teaching English in Japan. Creating a digital story allowed me to combine still visual images, video clips, simplified English phrases, and occasional Japanese text support. Add in a bit of catchy music, and you get a perfect tool for motivating students.

While this tool could be used with a wide range of students, I am particularly intrigued by its potential for use with English Language Learners and children with special needs. It is a great way to present content, as well as an exciting project that students can feel invested in, having the chance to show what they know in a way that appeals to their particular expressive style. In addition, having their projects online means that students can share it not only with the people in their own classes, but also potentially with family and friends outside of school who may be interested in seeing it.

Creating digital stories with students has great potential to be an interesting and powerful learning tool. Though there are still issues of access to computers and other technology, it may be possible to create digital stories even in low tech environments. I would be interested in hearing from people who have created digital stories with students even in places where there is not a computer available for every student.

Digital Storytelling/Technology Standards

Digital Storytelling

Before doing the readings for this session, I was pretty unclear about what digital storytelling is. At first I thought this would be something like documentary film making and as such would require a great deal of knowledge about technology. However, the readings indicate that digital storytelling does not necessarily require any kind of technological expertise. Reading about how relatively easy and intuitive digital storytelling can be, caused me to give serious consideration to creating these kinds of projects with my students.

Technology Standards

The standards given by the ISTE seem extremely relevant given the access to technology that students have. I wonder how much consideration is given to these standards nation wide. I know that the school where I work does not give any real consideration to technology standards and I would not be surprised if my experience is similar to other students in this class.

Educational Uses of Digital Storytelling

http://www.youtube.com/watch?v=Mn3i-VLX1WU

I could not get my video to upload, so I posted it on youtube.

Storytelling in the 21st Century

When I heard “Digital Storytelling” as a topic in class my immediate reaction was that it sounded awesome. My mind imagined what it would have been like to “watch” a picture or storybook on the computer, or if I was able to tell my own story. If I had been able to interact in this way while I was growing up would I have appreciated and valued elementary school more? I think definitely yes.

After reading the class readings and performing my own research I not only see it as a valuable tool for a student, I see it as an incredible teaching device. The article, “The Educational Uses of Digital Storytelling” from the University of Houston, really laid out many incredible ways to incorporate Digital Storytelling into my classroom and for almost any subject area. As well, I see it as a good way to weave Universal Design into my curriculum and make it a tool of my pedagogy.

To me, digital storytelling is one of the most seamless ways to bring the 21^st century into the classroom. Kids view working with computers as a source of joy, which can then translate to excitement when working with academic subjects; it allows learning to be fun and cool. Saddly, the school I am doing my student fieldwork in does not have a computer center, nor do the children have access to computers. This makes me very upset because I think the kids would greatly benefit from the opportunity. I think it would specifically help the students who have learning disabilities and find writing to be tedious and mentally draining. It upsets me that not all students will have equal access to this incredible forum.

Digital storytelling

Digital storytelling is a fast growing way of communication, but it goes deeper than just a social site. It’s an integration of technology and learning. It is also a way for children and adults to express themselves using all kinds of tools. They can do it through writing, video and include music. It’s a way to inspire writing in those children who lack the motivation to write. Children may feel at ease writing about something that is meaningful to them. Digital storytelling requires the storyteller to think deeply about what he wants to share. It’s a new way of teaching and incorporating technology in the curriculum. In this fast growing technology age children, especially younger children, need to be aware and introduce to technology. Story telling peeks the students’ interest because it’s something that they are creating as opposed to something that is given to by a teacher. It creates a visual and allows children, even the shy ones, to use their imagination in ways that they can relate. They are creating their own stories and because of this it becomes more meaningful and richer to them. The more I read about digital storytelling the more excited I become of introducing this new concept to my students. Not only do they create something that they’ll share with their friends and family, but it can be also be shared with the whole world.

Writing in Digital Environments: A Reflection

Teacher Reflection and Blogging

While reading the article “High Tech Reflection Strategies Make Learning Stick” the discussion on student reflection made me think about something. How often do teachers sit down and reflect on a lesson, a unit, or a week of their teaching? I feel like teachers are asked to do so much and are constantly on the go that they do not have the time to stop and thinking about how successful or unsuccessful a specific moment in their teaching was. So maybe by encouraging students to use reflection as a tool for their learning, it will also inspire teachers to do the same thing. Would it be a totally radical idea to create a blog in a classroom where not only students, but also the teachers could post? I wonder how honest teachers would be if asked to post their thoughts and ideas. If I were in middle school or high school that blogging was part of a particular class and I had a teacher who blogged and was open and honest within her postings, it would absolutely inspire me as a student to be more open and to take more risks with what I was writing.

Response to: The Educational Uses of Digital Storytelling by Bernard R. Robin

Response to: The Educational Uses of Digital Storytelling by Bernard R. Robin

Digital Storytelling is a wonderful tool for both educators and students. Educators can benefit from it in many ways. If using Digital Storytelling effectively, teachers will be able to keep the interest of all their learners. It is not the same to see a flat boring picture of, say, Niagara Falls in a textbook, as it is to see a visual tour or video showing the Falls inside and out. You can now see them for their majestic size and splendor and hear them roar as the water rushes.

Students can use Digital Storytelling to share the information they’ve learned in class, expand on it and get valuable criticism from their peers or even classrooms in another part of the country or the world. Students also learn to do their own research and process information to make it possible them to express themselves in ways they never thought before. Digital Storytelling allows students to be creative in many different ways, giving learners of different styles a better option than writing a ten page paper.

As with many things, there are disadvantages to Digital Storytelling. Resources vary from school to school. Students in high need areas may be limited to one or two computers in a classroom if any, or one 45 minute period of computer class per week. This leaves very little time for a teacher to train students in Digital Storytelling. It may also prove difficult, but not impossible to teach students with disabilities to understand and use this powerful tool.

Digital Storytelling is important in helping students gain real world experience. As the article says, our students are part of the “digital generation.” Students must learn to use technology if they are to be successful in the “real world.” Just as in the video Digital Nation, where office meetings are taking place online with avatars. Students would still need to know how to effectively get their message across by telling a Digital Story informing people in different parts of the world about the products and or services they offer.

Digital Storytelling

Digital storytelling in the modern age of technology is an excellent form of learning. In the age of technology the United States is falling behind and if students are to complete on a global level this would be a beneficial tool to incorporate in the 21^st century classroom. When I critically thought about the benefit of digital storytelling and how it would and could assist the various learning styles, it is my opinion that students with IEP’s and English language learners would gain substantial fluency through this form of medium. Trying to teach students with learning disabilities can be difficult, but when technology is incorporated students become more engaged and interested in their own learning. For example, English language learners can increase their fluency by creating a digital story and including a translation of the story to help in their transition to understanding English. Students who have challenges with sight words for reading comprehension or writing difficulties would benefit with the implementation of digital storytelling by meeting their learning styles with various strategies. Students would become more interested in their learning. In my opinion when I assessed their current interest in computers, I-Phone’s and I-Pads, digital storytelling with the inclusion of these forms of medium would lead to higher order thinking skills on the Blooms Taxonomy chart. This is true, since the elements of digital storytelling delivers and combines the art of telling stories, in various forms to attract many learning style, which are kinetics, audio and visual. However, there is a disadvantage to digital storytelling in the classroom. This disadvantage resides in the lack of resources/laptops for every student and how time consuming it would be to teach a technique without adequate equipment. Teachers must first model the technique of creating a narrative, video or image, then the class would have to do a simulation together and then they must practice the new technique of creating a story via technology. Despite the disadvantage of not having the resources, students must learn how to use digital storytelling to enhance and develop their technological literary skills to be competitive in the ever changing world of digital storytelling and becoming 21^st century citizens.

The vast applications of digital storytelling

When I think of digital storytelling I think flexible and multi-faceted. The great thing about digital storytelling is that there is not one program, nor one way to use digital stories in the classroom. Reading this week’s articles and learning more about digital storytelling through my presentation, I cannot help but start to think of the many ways I will use digital storytelling in my future classrooms.

            The teacher accounts given in the Susan Boss article really put some of the aspects of digital storytelling into perspective. George Mayo’s application of using digital storytelling to post blogs throughout the school year, about original thoughts and ideas and later to reflect upon their growth is a very original idea. His students learn to love writing and learn to reflect deeply on their own experiences and performances. Likewise, Katie Charner-Laird’s use of having the students reflect on their learning can be very beneficial for students. For them to be able to think about what they are learning in a way that requires them to apply their new knowledge to other aspects of life can be very useful for them. And lastly, the reality TV show style in which Ruthe Farmer uses digital storytelling to create a ‘confessional’ type area where the students can reflect on the process of being an inventor as they are doing the assignments is very creative. The spontaneity of these reflections brought up many feelings and opinions that may not have been revealed in a writing assignment.

            These are just a few examples of how to use digital storytelling. From the research I’ve done for my presentation I was able to see how many ways there really are to use digital storytelling in the classroom. Children can record their own stories, review books, reflect on their learning in the classroom, assess their own performances, share with other students and sometimes even the public and much more.

            When I was observing a classroom last year, the students were actually making their own storybooks. The books consisted of many pages, a beginning, middle, and end, and pictures to accompany it all. I can’t help but think how much more dynamic and beneficial this project could have been if the next phase was to then translate that story digitally. The students could then have used the same story and expressed it in two different ways, and even they could have been able to see the difference between the two forms of expression. Teachers should look into digital storytelling and the many ways that it can be implemented to find a way that works for them in their classroom. 

Technology Standards

While going through our presentations for parent orientation, the team of third grade teachers at my school listed some of our overarching goals for the year. One of these goals is to make our students "tech savvy" individuals. My thoughts for including this goal are, that in our era, it is important that my students use technology and feel comfortable experimenting and taking risks. Why? Because technology is a part of our everyday lives and, more importantly, is constantly upgrading; the only way to stay current is to be able to adapt quickly. But, as essential as technology skills are, I sometimes feel that statements like the one above are more rhetoric than measurable. This is partly because we have not defined what we mean by "tech savvy." Is it because society sees technology as constantly upgrading and therefore cannot or should not have clear, distinct teaching goals?
The technology goals we read were dated 2007. But they do not seem outdated. They are general but give a specific direction for teaching, learning and using technology. What particularly struck me, was that many of these goals are similar to goals we have in other academic areas. Keeping these goals and standards (and their ability to be transferred) in mind, it becomes easier for me to explain and discuss what it means to create "tech savvy" individuals.

Digital Storytelling

Although my classroom is equipped with a smartboard and video clips are sometimes used as a way to engage the students, this weeks articles provoked me to think about expanding the use of technology beyond the smartboard and simple youtube clips. As most children are today, my students love any opportunity they get to use technology in their learning. Most of the time, they are more tech-savvy than their teachers. Many of my students complain that there are too many written responses and assignments. Reading about digital storytelling made me think about alternative ways for students to show their understanding and present their learning. In reading “7 things you should know about digital storytelling”, the author explains that “digital storytelling lets students express themselves not only with their words but also in their own voices, fostering a sense of individuality and owning their creations”.

Although I am excited to present this idea to my head teacher and explore the ways in which we can incorporate this new technology into our classroom, I do have several concerns. My first is that younger students often need a lot of support in creating these digital stories. Although there are two teachers in the classroom, I would be worried about being able to properly support all my students. My next concern is the amount of time needed to create these stories. It seems that for a beginner or a student, it may be very time- consuming within a classroom.

Chiara Nakashian: Video Reflection (Post #2)

Endless Possibilities

I found each article from this past week's readings to be very informative. Through all the interesting and useful information, a few choice sections really stood out to me.

High Tech Reflection Strategies Make Learning Stick introduced some ideas that seem shallow on the surface, but upon considering the possibilities, I realized how meaningful such practices could be to students. As discussed in other readings and in class, and what we are currently working with, blogs are incredible tools for learning. A huge aspect of blogging is the practice of reflection, growth and personal learning. The culminating practice in producing and building a blog allows writers to build their confidence by reviewing their early blogs and can actually see the major changes and advances their writing has endured. More than this, a student in Mayo's classroom highlighted the importance of being able to write more personally. Blogging turned into more of a conversation, "talking one-on-one with a person" than a writing assignment. This experience allowed this student, and others, personal attachments to their writing.

As discussed with blogs, the reflection process is an intricate part to learning. Using technology, students have a much easier time in finding an appropriate way to reflect on their experiences, learning and progress, among other things. With technology, possibilities are endless, and this does not exclude reflection. Using the written word, via blogs or wikis are possible means of reflection, but students could also use audio interviews or even "video confessionals" to verbalize their feelings. This idea surfaces in many reality television shows, so students automatically have an understanding of its purpose and use which gives them a leg up when utilizing it.

7 Things you should know about Digital Storytelling really helped to clear up some lingering questions I had about the use and purpose of digital storytelling. Though I understood the basics of the practice, in describing it as allowing students the ability to foster "a sense of individuality and of 'owning' their creations," digital storytelling because more critical in my mind. Looking back in my experiences in school with creating stories and work, they certainly lacked a certain ownership and personal tie. I can only imagine how proud I would have felt about a creation I made using digital storytelling. Allowing students to have such a personal connection to the work that they produce is an amazing tool that we have in education today. I look forward to, in the future, allowing my students the same opportunities to create and meaningful and worthwhile experience with technology and education.

Digital Storytelling

I found the article on Digital Storytelling, "The Educational Uses of Digital Storytelling," to be very interesting and eye-opening in that I was previously unfamiliar with the idea of digital storytelling. After reading the article, I thought about how interactive and personalized digital storytelling could make learning for all students. I really like the idea that students can create their own stories and then publish them in a way which allows for each of their voices to be heard by many different people. I think that digital storytelling can also allow students to synthesize a wide variety of information. Once students have researched and come up with their own ideas and narratives, they must learn to put both together in order to create their own story. Synthesis can be a struggle for many students because it requires such metacognitive processes, but through the practice of digital storytelling, teachers can inadvertently teach students what it means to synthesize and present a wide range of learning.
I also found it interesting to think about the many types of literacies that digital storytelling can teach. The idea that digital storytelling can help students gain global literacy, technology literacy, visual literacy, and informational literacy really highlights the importance of it and the many ways it can be used to educate in the classroom. Still, as someone who is new to digital storytelling, while the idea of it seems amazing and extremely pertinent to student learning, I struggle with how to best use digital storytelling in my class and the technology skills and knowledge required to implement digital storytelling in the classroom.

Story Telling as Reflection

In the readings this week, I really connected to the idea of using digital story telling as a reflection tool in the classroom. In the article by Suzie Boss, “High Tech Reflection Strategies Make Learning Stick,” I love the story about Ruthe Farmer’s middle school class and the way they used digital storytelling to reflect on their experiences as inventors. While I was reading about the way this class did their reflections, I was immediately reminded of NPR’s Story Corps project. With a permanent booth in New York City and traveling recording booths elsewhere, Story Corps captures the stories of ordinary people. Working on the premise of everyone has a story, Story Corps is a place where you can share your story. I think this program has been successful because it is a digitally recorded conversation. Participants are comfortable because they are just talking to a friend, there is no stranger doing the interviewing. Similar to the booth set up in Farmer’s classroom, the people telling their stories are at ease and willing to tell their story. For students, it may sometimes be intimidating or uncomfortable to reflect in front of the class. Using technology to help students have a more comfortable outlet to use for reflection can greatly benefit those students who are apprehensive about sharing in a group. Blogs and digital recording materials can provide students with the outlet they need while preserving their privacy. Also, digital technology provides the student and the teacher with a record documenting a student’s progress. At the beginning of the year, a student may make very basic entries but by the end, it is likely they will grow and develop deeper thoughts. Technology can be a powerful tool for students to reflect on their growth over the year. Although I think these are great tools for reflection, I am wondering if they can be used in the younger grades. The examples brought in the articles were middle school classrooms and I am curious if there is a way to use technology for reflecting and recording students’ thoughts that I could use for my second grade classroom.

Writing Journals and Storytelling all Online

While I was reading Suzie Boss' article, "High Tech Reflection Strategies Make Learning Stick," I started to think about students using blogs not only to reflect but as their writing journals. Constantly, teachers want students to write in journals, but for what? I am taking a class now in which I am required to write in a writing journal, and I have to say, I hate it. But thinking back to when I was in middle school, we had something called LiveJournal, and I wrote on it almost every day. I was able to make my life into something like a comedy and people read it and enjoyed it. LiveJournal wasn't very long lived unfortunately because of Facebook’s big take over (not that I'm not addicted to Facebook now). The way that George Mayo talks about getting his students to love writing blogs is inspirational, especially since he is the only teacher in the building who is using this technology. Students are expected to use new technologies, but the best way to get them to learn about them and be motivated to keep learning is to stay on top of the newest creation. If teachers can stay one step ahead of the students instead of one step behind, it will give students something to look forward to.

I also think that Digital Storytelling is a great tool to allow students take ownership for their work. There are so many components that go into it, such as the research, music, voice, video/photographs, and then putting it all together. Yet, it is not too complicated and can be used collaboratively. As it says in “7 Things you should know about Digital Storytelling,” Digital Storytelling can be used for any subject and since students are so eager to share their work and ideas online, it is a great way to do so. I also think it’s a way for teachers to collaborate and share their work in new ways. I enjoyed watching some of the videos in the “Technology Integration Matrix,” and I have learned of some great new websites. Teachers can also add these videos on their own websites for administrators and parents to see.

Using Digital Storytelling to Enhance Learning

The article that really struck me this week was the "7 things you should know about Digital Storytelling", prior to reading this article, I had not heard of digital storytelling , this reading was very informative and provided clear, concise details. I deem digital storytelling can be used to reflect deeply about a particular topic, it requires you to know about the topic well enough to create your own narrative.
This method of information sharing is powerful and effective in a multitude of ways, especially for the visual learner , this can bring alive a topic that may be complex for some children or even adults to understand. Digital Storytelling combines visual, audio and text to express an idea! When I was reading this article, I was thinking about if I would have seen a digital story about some math facts, it would have helped me to grasp a deeper understanding about certain concepts. This methodology also, allows the child who may have a problem with writing for example to still create a narrative to convey their knowledge. In this digital age, teens who are already computer savvy, and educators could tap into this knowledge by presenting this to their class as another way to "show what they know", instead of having the students write a traditional paper, they could create a digital story! I think this is a great component to knowledge sharing and for accommodating for various individual learning styles.

~Kinshasa

High Tech Reflection Strategies Make Learning Slick

Variations of Reflections


Out of all the readings this past week, I was very much drawn to to this article by Suzie Boss. In the article she talks about ways of using technology in the classroom to veer away from the more traditional ways that students have shared their reflections with their teachers and class.

Some of these ways are blogs, video confessionals, project exchange, flat classroom project, voice thread and classroom displays to name a few. Blogs, what's that? It's what we are all doing weekly in this class, i.e. this is our reflection as to what we've read and experienced in class this past week.

According to Mayo, "Blogs naturally put an emphasis on reflection" , and "It helps build their confidence as writers". I like the idea of having the students be able to look back on previous blogs they have written to see their progress as budding writers!

I think that the most important purpose for students writing blogs, and blogs in general, is that blogs according to Katie Charner-Laird, "reflection is the mind's strongest 'glue' for making connections essential to understanding, regardless of subject matter".

I also connected to the whole idea of video confessionals. Familiar with the term? Ever watch an episode of THE REAL WORLD? That's the connection I made immediately, and isn't that what learning is all about? CONNECTIONS! Think about it. What student doesn't like to see themselves on TV? And as Ruth Farmer says, "They already know how to do it from watching reality TV".

Resources shared during UDL hands-on activity

Audiobooks:

UDL Editions

Barnes & Noble @ School

LibriVox (not recommended)

New York Public Library - TumbleBooks

Voicethread:

Library of Educational Voicethreads

Interactive Timelines:

Dipity

Link to tornado pictures

Check this out

Video of tornado

Timeline of events

Response to Ferriter's article, "Learning with Blogs and Wikis"

Bill Ferriter speaks on the importance of professional development that provides teachers with innovative, contemporary instructional strategies that are immediately applicable within the classroom.  I couldn't agree more, and ppropriately, his article, "Learning with Blogs and Wikis " does just this.  Instead of spouting off a bunch of theory, Ferriter wastes no time in providing his readers with step by step instructions as to how to use feed readers.  After following Ferriter's direct steps, I was set up on pageflakes.com.  It will take me awhile to get used to the site and to decide exactly how I want to focus my time spent there, but I appreciate the tip.  Like Ferriter, I love growing as an educator and find that taking professional development into my own hands is the best way to do so.  I'm not one to reinvent the wheel, and am excited to gather ideas from fellow teachers.

Now, Ferriter also spends some time talking about the importance of integrating blogs and wikis into classroom curriculum.  I'm no longer a regular classroom teacher, but I do run a sixth grade study skills class and an 8th grade college prep course.  I also run several academic after-school and during-lunch programs.  I have always been intrigued by the idea of using blogs or wikis within the classroom, and am wondering if I may be able to do so this year.  I love accountable talk, and wikis would provide students with the opportunity to both build on the ideas of others and present themselves as experts.  

I thought creating a classroom blog would be difficult, but I'm writing on one through blogger right now, and it seems pretty easy.  Our students are devoted to social networking, so the concept of blogging could be very motivational.  However, creating a blog on study skills sounds incredibly dull.  Maybe we could create several blogs or wikis to go along with various literature circles.  Students could read at home and then present questions or comments to the other members of their circle.

In short, thank you Mr. Ferriter for giving me some great tips that I can fit into my busy schedule.  I have a new goal and a better idea as to how to reach it.

Learning Styles 2.0: Digital, Social, and Always On

Under the Interactive heading in the "Digital Learning Experience
Attributes" section, I really liked Baird's idea to have "students
expect to pick and use various types of media and create a
personalized 'mash-up' of content." It reminded me a lot of projects
in college and in the work place are often presented, where one is
given a lot of choice, and a big part of the task is to choose a path
that is appropriate to the task, but also the strengths of the
individual. Encouraging kids to make these types of choices perhaps
lessens their dependency on authority figures and gives them practice
in making choices.

In that same vein, I disagreed with Baird's premise stated under the
"Authentic" heading that "learning and knowledge acquisition takes
place only when situated in a social and authentic context"--meaning
that if one isn't in both a social and an authentic context, learning
can't take place. I absolutely agree that a social context can be
essential for many types of learning, and I also believe that it is
essential to have kids become accustomed to working in social
settings.

However, the way it is written made me cringe a bit. I often feel that
the concept of group work is considered the best, and the only best,
way for people to learn. For me, working in a social setting is often
not the most authentic or efficient environment for me acquire
information or to produce quality work. I am more easily distracted
when other people are around and I think I also need time to really
think about assignments or concepts before I'm able to feel like I am
able to be an authentic, contributing member of a group. The time I've
spent as a student at Bank Street I've struggled with the frequency
and intensity that group work is considered the best way to approach a
topic. In these situations, I often feel like I can either be
authentically social or authentically productive.

I wonder how much of a person's ability to feel both authentic, social
and productive has to do with his or her educational history, or his
or her genes or natural temperament. I think either way, technology
can be used well, it just takes a thoughtful teacher to make sure that
the way technology is used is best for all students and learning
types.

STEPHANIE DOBLER

Learning styles

When I think of different learning styles the idea of showing my students pictures and photographs pops into my head. To me, it means providing a visual for the students in order to make connections. Perhaps this is so because I’m a visual learner myself. The next thing that comes to mind is the idea of making it significant to them. I try to make a connection between what is being taught (context) and their surroundings in order to create experiences for them. However, the use of computer or digital media rarely crosses my mind.
I have come to realize that this generation of students has different learning styles and needs that we, as educators, need to meet and support. However, it is not a subject that can be taking lightly. It is not another website that children can go on and explore and do what they want. As the article explains it, it is a digital learning experience that needs to be interactive, student centered, it needs to be authentic for them, there needs to be collaboration, and it needs to be on demand, and we as educators need to introduce it and guide them in the right direction.
Although I agree and foster the idea of digital learning and belief that student can only benefit from it, I have to admit that I find it intimidating at times. Because there is so much information out there that can be useful, it can become overwhelming. This only leads me formulate different questions in my head such as which websites will be better for my students, how can I incorporate them in my lessons, or what type of resources could I use with my second grade class, among others. All these questions scare me. I want to be able to provide a safe digital learning experience where my students’ different learning styles are met. As I continue to explore and learn more about this new idea of digital learning, I will be introducing it to my students.

From the NYT

Here's an interesting slideshow showing how classroom technology has changed over the years.

http://www.nytimes.com/interactive/2010/09/19/magazine/classroom-technology.html?ref=magazine

Blog are my friends : )

I have been an educator for nine years. Every year I find myself trying to find ways to professionally develop myself in areas that I feel I need more growth. The professionsal development offered in my building is solely based on what we need to know in terms of the curriculum. This is helpful but I need more! In order to get the extra support I have started to utilize the internet. I have stumpled upon blogs that have helped me to create more engageing lessons for my students and myself. Blogs allow me the opportunity to listen and learn from fellow educators who struggled to teach the same lessons and have found success. Thats what I need to help me evolve as an educator. Blogs provide the opportunity to collaborate with other teachers from all over the world. Its refreshing to know that there is a place I can go to to get help when I feel that I am stuggling on my own to create meaningful lessons or alternative ways of teaching the curriculum.
The article was also helpful in that it provided me with steps to creating a blog myself. This is something that I am interested in doing for my school community. I do feel that many teachers in my building might be reluctant to utilize a blog but it wouldn't hurt to try. Creating a blog could push the teachers in my building to want to learn more about how to intergrate technology into their classrooms. I am also interested in creating a class blog for my fourth grade class. This is a goal I have set for myself and I hope to attain. I have to do some research first!

UDL, student motivation, access to technology?

Firchow's article on UDL echoes some of the conversations that have come up in some of my other classes here at Bank Street.

It makes sense to me that having multiple ways for students to access and interact with ideas in the classroom/curriculum is important for student motivation, collaboration, and learning skills. After all, I think one is more likely to be interested in and stay invested in a project when you have chosen the one most fitting to your learning and work style from a list of different options.

There are many ways one could implement UDL principles in the classroom--for example, instead of having all students write an essay as a final project, there could be multiple forms of final projects such as creating an interactive blog, making a documentary video, or putting together a visual presentation. This would be beneficial for students of diverse learning styles and abilities.

I wonder though, how one might bring the UDL benefits that come with increased and varying technology into a classroom where access is an issue or there is a lack of funding to introduce new methods and materials to the classroom. Will students in less technology-filled classrooms be left behind as others advance ahead?

Is digital a new learning style?

I have always been a visual learner who benefits from doing things myself. I enjoy a collaborative learning environment that allows me to engage with my peers, which has influenced the way I teach. Knowing what type of learner I am has allowed me to be more understanding towards students who may struggle with certain types of lessons. But now with growing technology, I am curious if there could be a new digital learning style. I believe that the incorporation of technology in the classroom can greatly benefit all students when universal design lessons are implemented, but do some students learn better than others when lessons are digitized?

I am curious about whether or not every style of learner can benefit from our digital world or if there are some learners that still learn best using pencil and paper. Especially with the students I currently work with who are on the Autistic Spectrum, I am somewhat concerned that the advancements in technology have influenced the way they process information. But, I can also see that I might be able to reach them on a deeper level if I fully embrace and meet them on their digital level.

Interesting article: Video Games in the Classroom

http://www.nytimes.com/glogin?URI=http://www.nytimes.com/2010/09/19/magazine/19video-t.html&OQ=_rQ3D1Q26refQ3Dmagazine&OP=2d4a1c24Q2F9IQ5BQ7B9gQ3F@JhQ3FQ3FFf9fZSZ9ZC9SC98Q2FOQ2FtAQ5DQ5B9SCyAgQ5BQ3FYFQ27GF8a

Wikis and Blogs

Having stepped into the classroom as a head teacher nearly a week and half ago, I am working on developing a teaching style that I can call my own. For the past two years I have visited many classrooms, absorbing and collecting many ideas and strategies for my own future use. I remember the week before school started. I found myself trying to create a behavior plan for my classroom. I looked at my collection of resources, but nothing seemed to work. Finally, I decided to google. I wanted to see what other educators were doing and with the hopes of finding something, I began my search. The results were mindboggling! I soon found myself absorbed in discussion forums of all kinds regarding education. It was in that particular website where I found an idea that led to a classroom management technique that I have developed and have come to call my own.

After reading Ferriter's Learning with Blogs and Wikis, I am excited to begin exploring other classrooms and ideas. Currently working in an inclusion classroom of 25 students, I understand the importance of collaboration and team teaching. I could not possibly imagine being able to perform and give 100% as an educator if it weren't for the constant feedback and support of my co-teachers. I am fascinated with the idea of a wiki. Working in a school where co-teaching is an essential aspect of everyday instruction, I think wikis could serve to promote a culture in which collaboration is a key element.

UDL-Improved Access for All

I first noticed how much the word "flexibility" came up in the article by Nancy Firchow and thought about how important it is for teachers to be flexible, yet sometimes I think that flexibility falls to the side with well developed, but rigid lesson plans. I appreciate how Universal Design for Learning has it built in to the approach. It's almost impossible not to be flexible when providing such a variety of learning materials and methods while also really getting to know your students' interests and strengths. This part of Universal Design for Learning connects with my current teaching practices. My cooperating teacher and I invited each student into the classroom individually before school started so that we could spend some time getting to know them. Also, during the first week we have been observing them participate in more academic activities and notice how they respond to various lessons. We have then modified different tasks depending on what we thought would benefit them the most. However, what I would like to incorporate more into my teaching practice is providing modifications or variations to the whole class and having them decide what/how they would like to work. This element of choice seems to run strong throughout the UDL approach.

This element of choice really requires students to know themselves as learners and to be confident in understanding the ways they learn best. I am thinking about this because in my kindergarten special ed class there is a lot of copying that happens. I am worried that students would just do what their friends want to do without thinking about or even being metacognitive about how they will learn best. One problem that I see for myself is that my cooperating teacher and I kind of get caught up in always making visuals because all of the children at our school have language based learning disabilities. However, I think that is an assumption we are making in the way our students learn best and if we implemented a more UDL approach we might learn more about how our students prefer to learn and show what they know. I like that UDL brings in students' interests because I have found this to be an engaging and motivating factor for children, which gets them excited about learning. When reading about this approach I am at first concerned with students guiding their own learning so much and being in tune with what they need. However, I can also see that if all other aspects (presentation, participation, and expression) are catered to their learning styles they would be motivated through this take responsibility for their learning. Also, with practice I am sure it would get easier. No approach is just a quick answer. Students would need models and several supported experiences before they could be expected to be so independent with this approach. One last thing I am thinking about is appropriate computer technology that can be used with kindergartners. A lot of the strategies offered I feel are easily applicable and adaptable for older students, but I am still searching for and thinking about ways to integrate computer technology more into my teaching practices.

UDL

As the special educator in an inclusion classroom, UDL is an approach that I would like to implement more often. There is a wide range of abilities in my classroom and at times I feel that I just need to pull some of my students with the greatest challenges out of the classroom or off to the side during mini lessons. The UDL approach might mean that I would need to do this less often.
Since this approach is based in computer technology, I would like more experience with a lot of the software mentioned in the article. Screen readinng software seems like it would both help struggling readers and boost investment.
I also noticed that the principles of UDL are similar to the aspects of curriculum that can be differentiated (content, process and product). Instead it seems that UDL has even more of an emphasis on choice.

Response to UDL Article

The article that interested me most was Universal Design for Learning – Improved Access for All by Nancy Firchow. Children learn many different ways. Some are fast learners some are not. Some need additional help or constant guidance while others seem to understand instructions the very first time and need no additional help at all. I find the UDL (Universal Design for Learning) quite intriguing. The UDL system allows students of different learning abilities and levels within a classroom to take part and responsibility in their own learning.

A teacher in a traditional classroom is limited by many factors as to what she can teach and get across to her students. She is limited by time, over-crowding in her classroom and children that require different stimuli to learn. As a result of this, teachers may choose or be forced to focus on a style of learning that can fit into the time allotted for the lesson or be useful for the highest percentage of students. For example, a teacher using only visual aids for her children often neglects children who require auditory or tactile learning. In turn, these children fall behind in class and it is blamed on the student being lazy, a slow learner or having a learning disability. While there are children with learning disabilities, the UDL model provides all children with an array of resources to learn.

The UDL is effective because it is flexible. Children can choose activities based on their strengths and interests. If the child is interested in the topic they are more likely to keep to it and learn, while a frustrated child will not. The UDL model allows students to perform their task using whatever meets their needs or piques their interest. While the children experiment with different ways to complete their tasks, they may even find they are interested in several ways of learning. Whatever the approach the child uses, the result is learning… and that after all, is the ultimate goal.

Universal Design for Learning - Improved Access for All

As a novice teacher who has been teaching global history, economics and government for 3 years in a school where 65% of the students have IEP's, UDL would be an ideal implementation to assist in improved learning. I do believe that UDL can improve student retention through technology in urban classrooms, however, most urban classrooms or even schools where their is a disparity in the social and economic status of the students there is a lack of funding due to low participation of parent involvement. Learning should be progressive and teachers should incorporate all the necessary tools and components that help their students organize their thoughts, vocalize their understanding, visualize for retention, interpret data and analyze facts regarding their world, culture, value, beliefs and traditions for better literary development through technology beyond the proverbial textbook. The classroom is theoretically an environment that should develop all students and enhance their learning. This can be done with the utilization of UDL by implementation of media for improved reading, smart boards for interactive engagement to improve math and writing. However, my dilemma is that in most urban classrooms there is only one computer, with outdated software. What I have observed is that many teachers spend their own money on supplies to substitute for their lack of resources in the classroom. Then there is the quandary of researching to meet the needs of all students’ learning disabilities, organizing what little resources are available and then planning the lessons to include strategies that will foster an environment where all students will succeed. UDL is ideally better than traditional curriculum, however until school administrators realize that students who are growing up in the 21^st century need better technology to be successful in the age of technology, we as educators will never be able to meet the multiple needs of students to increase their learning through dual modalities and students will continue to be disengaged in their own learning.