Friday, May 29, 2009
Monday, May 25, 2009
Chapter 6
I love the FURL possibilities! So, instead of having a stagnant old text book, you could have information from the web download into the student's personalized reading file, with comments and questions aimed right at them! It is differentiation at it's finest! How exciting is this?
Also, one of my main things about using technology is that it has to be easier than what I am already doing. When it comes to finding relevant articles for my own interests, FURL would make life much easier! You could tag the sites you like, create a whole library of articles related to the latest and greatest pedagogy that suits you. It is really an amazing tool.
It really makes custom-designed classroom instruction a possibility. I can find the information I want for my students, the RSS feeds can add in current information, and the students can search their own sites and and bookmark and tag them as well. It makes harnessing, sorting, organizing, and APPLYING the information available so much easier.
Also, one of my main things about using technology is that it has to be easier than what I am already doing. When it comes to finding relevant articles for my own interests, FURL would make life much easier! You could tag the sites you like, create a whole library of articles related to the latest and greatest pedagogy that suits you. It is really an amazing tool.
It really makes custom-designed classroom instruction a possibility. I can find the information I want for my students, the RSS feeds can add in current information, and the students can search their own sites and and bookmark and tag them as well. It makes harnessing, sorting, organizing, and APPLYING the information available so much easier.
Chapter 8 Podcasts
I have been a fan of podcasts ever since I got my iPod a few years ago. I find myself downloading all sorts of different things - church services at the National Episcopal Cathedral, funny short programs, things for my kids to listen to in the car on long trips - just whatever comes to mind, really.
Harnessing the potential for the classroom, is another adventure all together. I was talking to a 7th grader from Myzeek Middle School this weekend who was in a state-wide technology competition. They were using podcasts to advertise and market a digital story telling contest for the competition. Very cool, I thought.
I also see the potential for ESL students to use podcasting as a way to practice what they need to practice and keep it relevant. They could easily publish their work and have family or friends from home listen to what they are doing.
I am not as comfortable with the idea of screencasting, mainly because I haven't practiced it yet. In an English program, there are some potentials for this, too, but I may have to follow the lead of my students to truly begin to realize all the possibilities.
Harnessing the potential for the classroom, is another adventure all together. I was talking to a 7th grader from Myzeek Middle School this weekend who was in a state-wide technology competition. They were using podcasts to advertise and market a digital story telling contest for the competition. Very cool, I thought.
I also see the potential for ESL students to use podcasting as a way to practice what they need to practice and keep it relevant. They could easily publish their work and have family or friends from home listen to what they are doing.
I am not as comfortable with the idea of screencasting, mainly because I haven't practiced it yet. In an English program, there are some potentials for this, too, but I may have to follow the lead of my students to truly begin to realize all the possibilities.
Friday, May 22, 2009
WEBQUESTS - Administrator Request
Date: May 22, 2009
TO: Dr. Pursestrings, Lead Admistrator
FROM: Becky Vickerstaff, English Dept.
RE: Webquests
Incorporating technology, specifically the Internet into our curriculm has been a challenging task. First, students need to be continuosly monitored. . Next, connecting the technology with the curriculum has been suspect, with little value added to the actual learning of new material. I have heard you comment during several meetings that "chartpaper is cheaper than T3 lines."
Fortunately, the tools educators have available are expanding and becoming easier to use and access. To that end, I am recommending we train the staff to use "webquests" to facilitate constructivist inquiry into variety of subjects.
Webquests are web-based research activities that put the students in charge of gathering facts, performing tasks to analyze and synthesize information, and applying the information to produce an end project. The tasks can be as broad as identifying the major elements of poetry or as specific as exlporing the themes of novels through online resources. It is a suscinct and efficient way to sift through millions of sites and direct students to the valid, credible sources on the topics of inquiry.
The primary advantage of webquests is that students are directed to very specific web information that has been pre-identified for their "surfing." No longer will you see students mindlessly wandering about the internet, relying on Wikipedia and YouTube as primary sources of their learning.
The investment on your part is in teacher development. I would be happy to lead an in-service session on developing webquests to facilitate in the implementation of this powerful teaching tool.
Thank you for considering this proposal. If you have any concerns, do not hesitate to text me.
TO: Dr. Pursestrings, Lead Admistrator
FROM: Becky Vickerstaff, English Dept.
RE: Webquests
Incorporating technology, specifically the Internet into our curriculm has been a challenging task. First, students need to be continuosly monitored. . Next, connecting the technology with the curriculum has been suspect, with little value added to the actual learning of new material. I have heard you comment during several meetings that "chartpaper is cheaper than T3 lines."
Fortunately, the tools educators have available are expanding and becoming easier to use and access. To that end, I am recommending we train the staff to use "webquests" to facilitate constructivist inquiry into variety of subjects.
Webquests are web-based research activities that put the students in charge of gathering facts, performing tasks to analyze and synthesize information, and applying the information to produce an end project. The tasks can be as broad as identifying the major elements of poetry or as specific as exlporing the themes of novels through online resources. It is a suscinct and efficient way to sift through millions of sites and direct students to the valid, credible sources on the topics of inquiry.
The primary advantage of webquests is that students are directed to very specific web information that has been pre-identified for their "surfing." No longer will you see students mindlessly wandering about the internet, relying on Wikipedia and YouTube as primary sources of their learning.
The investment on your part is in teacher development. I would be happy to lead an in-service session on developing webquests to facilitate in the implementation of this powerful teaching tool.
Thank you for considering this proposal. If you have any concerns, do not hesitate to text me.
Tuesday, May 19, 2009
Chapter 4 - Wikipedia & Wikis
I am still on the fence after reading such an enthusiastic edorsement of Wikipedia. On the one hand, I like that the information can be added and collaborated by more than one person. I also like that it is an evolving process in which the information can be enhanced or edited as time goes on.
On the other hand, though, the journalist in me thinks it is hard enough to find credible information, so how do you fact check Wikipedia? Solid research says that multiple sources saying the same thing is good enough, but with the spread of both accurate and inaccurate information taking place, how do you know what you see is really the truth?
Ultimately, I feel like Wikis are an important and developing tool for the sharing of information online. For now, though, I think it should be taken with a grain of salt and verified from a more reliable and reputible source document.
On the other hand, though, the journalist in me thinks it is hard enough to find credible information, so how do you fact check Wikipedia? Solid research says that multiple sources saying the same thing is good enough, but with the spread of both accurate and inaccurate information taking place, how do you know what you see is really the truth?
Ultimately, I feel like Wikis are an important and developing tool for the sharing of information online. For now, though, I think it should be taken with a grain of salt and verified from a more reliable and reputible source document.
Thursday, May 14, 2009
My Digital Story
Janelle, my seven-year-old daughter, and I have begun making up stories about this grasshopper she won at Chuck E. Cheese. So, to suprise her, I am going to make one story into a digital story.
Story:
Glayds Hopper is an unusual grasshopper. She was born in China and was living at Chuck E. Cheese. She liked her life at Chuck E.'s. She saw all the kids day and night come by and pick their toys. The girls liked bracelets and glitter, the boys liked the tatoos and toy rockets. She liked her life, but she didn't have a home. It seemed that no one would pick her. After all, what kid today plays with grasshoppers made in China?
One day, it was a Friday, two girls came to the counter. She noticed them immediately. The taller one caught her eye because of her red hair. Gladys told her friend Ruby, the scorpion, that the girl with red hair looked like her. Ruby said that maybe the girl would notice Gladys and take her home.
Gladys really doubted it. A pretty girl like that. Surely she liked prettier things than a green grasshopper made in China.
The girl and her little sister began to look. The little one picked just what Glayds thought she would. Some glitter and a bracelet. Red glitter WAS a good choice.
It was the red haired girl's turn.
"I want the grasshopper."
Glayds was shocked. "Me?" she thought. "Really?" "Oh boy!" She was so excited to be going home. She looked over at Ruby.
"Yeah, that's great." Ruby said looking a bit sad. Suddenly, Gladys was being picked up and put on the counter. She was excited for herself, but a bit sad to say good-bye to Ruby.
"Look Mommy!" the girl said. "It's a grasshopper! We should call her Glayds!"
What good luck, thought Glayds, she even knows my name!
Just then, the lady reached back into the cabinet. Out came Ruby, too. "Here, why don't you take them both," the lady said.
The red-haired girl and her little sister were happy to have their treasures from Chuck E. Cheese. Glayds and Ruby were happy to begin their lives in a new home, with real little girls to love them.
It was the beginning of the many adventures of Glayds Hopper and Ruby.
Pictures needed:
Chronicle with Glayds. Shoot this weekend.
Picture 1. Title screen "Glayds Hopper Goes Home"
Picture 2: Glayds in front of the Chuck E. Cheese sign.
Picture 3. Picture of kids playing at indoor-theme place (online or location)
Picture 4. Picture of Janelle and Amelia looking in the display case
Picture 5. Picture of Glayds and Ruby talking to each other - glitter, bracelets, stickers, candy
Picture 6. Picture of Glayds with word bubble (Pretty girls don't pick Grasshoppers)
Picture 7. Picture of Janelle pointing inside the glass display case
Picture 8. Picture of Glayds with word bubble (Me! Really!)
Picture 9. Picture of Janelle holding Glayds in her hand.
Picture 10 Picture of Janelle holding Glayds with word bubble (Bye Ruby!)
Picture 11: Picture of Lady putting Ruby on the counter.
Picture 12: Picture of Ruby and Glayds in Janelle's hand.
Picture 13: Picture of Glayds & Ruby on background.
Picture 14: Credits
Music: ??
Story:
Glayds Hopper is an unusual grasshopper. She was born in China and was living at Chuck E. Cheese. She liked her life at Chuck E.'s. She saw all the kids day and night come by and pick their toys. The girls liked bracelets and glitter, the boys liked the tatoos and toy rockets. She liked her life, but she didn't have a home. It seemed that no one would pick her. After all, what kid today plays with grasshoppers made in China?
One day, it was a Friday, two girls came to the counter. She noticed them immediately. The taller one caught her eye because of her red hair. Gladys told her friend Ruby, the scorpion, that the girl with red hair looked like her. Ruby said that maybe the girl would notice Gladys and take her home.
Gladys really doubted it. A pretty girl like that. Surely she liked prettier things than a green grasshopper made in China.
The girl and her little sister began to look. The little one picked just what Glayds thought she would. Some glitter and a bracelet. Red glitter WAS a good choice.
It was the red haired girl's turn.
"I want the grasshopper."
Glayds was shocked. "Me?" she thought. "Really?" "Oh boy!" She was so excited to be going home. She looked over at Ruby.
"Yeah, that's great." Ruby said looking a bit sad. Suddenly, Gladys was being picked up and put on the counter. She was excited for herself, but a bit sad to say good-bye to Ruby.
"Look Mommy!" the girl said. "It's a grasshopper! We should call her Glayds!"
What good luck, thought Glayds, she even knows my name!
Just then, the lady reached back into the cabinet. Out came Ruby, too. "Here, why don't you take them both," the lady said.
The red-haired girl and her little sister were happy to have their treasures from Chuck E. Cheese. Glayds and Ruby were happy to begin their lives in a new home, with real little girls to love them.
It was the beginning of the many adventures of Glayds Hopper and Ruby.
Pictures needed:
Chronicle with Glayds. Shoot this weekend.
Picture 1. Title screen "Glayds Hopper Goes Home"
Picture 2: Glayds in front of the Chuck E. Cheese sign.
Picture 3. Picture of kids playing at indoor-theme place (online or location)
Picture 4. Picture of Janelle and Amelia looking in the display case
Picture 5. Picture of Glayds and Ruby talking to each other - glitter, bracelets, stickers, candy
Picture 6. Picture of Glayds with word bubble (Pretty girls don't pick Grasshoppers)
Picture 7. Picture of Janelle pointing inside the glass display case
Picture 8. Picture of Glayds with word bubble (Me! Really!)
Picture 9. Picture of Janelle holding Glayds in her hand.
Picture 10 Picture of Janelle holding Glayds with word bubble (Bye Ruby!)
Picture 11: Picture of Lady putting Ruby on the counter.
Picture 12: Picture of Ruby and Glayds in Janelle's hand.
Picture 13: Picture of Glayds & Ruby on background.
Picture 14: Credits
Music: ??
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