Prezi Presentation

Prezi presentation is currently being worked on.

Keystone Project

 

Final Keystone Assignment 

(This is the lesson, with all needed information) 

Assignment Worksheet

(what students received and were expected to do)

Rubric for assignments

(For implementation and presentations)

Implementation report

 

Reflection on print and new literacies

Week 12: Affrodances of Glogster

Glogster is a fantastic resource that could be used in the ELA/science and Social Studies classroom in a multiple number of ways.  One way teachers could use this resource in the classroom is by having students create posters of themes that are being covered in class.  Students can show a picture and write a summary about each picture relating back to the particular subject.  They can also create videos of themselves or find appropriate videos and websites to incorporate into their Glogster.  By doing this students can show their understanding of the material.  Teachers can also create Glogsters to help introduce or reinforce a topic.  Glogster is visually pleasing and makes material interesting and engaging to the students. As an example, I created a Glogster on Ancient Egypt that my students can use as an example when creating their own in whatever topic they may be working on.  As a Social Studies teacher, I find Glogster very useful in the classroom as great tool for learning to use and interact with material as well as engage students in a fun assignment.

Ability to interact/collaborate	Similar to other platform where students can share and edit, students here can read, write and add to other student’s interactive poster board in real time.
Ability to get and give feedback	Both students and teachers can give feedback on their Glogs. This encourages communication and collaboration between students, teachers and even parents.
Ability to share resources	Students can upload videos, music, and links to supplement the main points posted on these Glogs. Students can upload URL’s for viewers to click and visit sites that may have further details and explore themes in deeper.
Ability to differentiate instruction	Students as well as teachers have the ability to incorporate visuals, audio, text, sounds, videos, graphics and other attachments. Teachers here can really reach differentiation in instruction that will come in handy for ELLs, IEP’s, and SIFE students.
Fun and creative layouts	Students can really be creative and show that through the different layouts that they can choose when creating a presentation in Glogster.  For learners who really enjoy expressing their ideas through art of graphic design, this is a site that will engage them, and allow them to express.
Security/Privacy	Teachers have control over who has access to student work by making their classroom group/class a private group. This gives you the opportunity to control who can see your (and your students) content.

Click here to view my Glogster

My VoiceThread Presentation

Click here to see my VoiceThread presentation in full screen.  

Click here to see my VoiceThread presentation in full screen. 

Reflection on Article

In the article  “Evaluating pedagogical affordances of media sharing Web 2.0 technologies: A case study” we find a study that analyzes the use of particular technologies and how they aid teachers with particular skills. They authors point out the great advantages that particular platforms (in specific, they point out the use of Voice-thread) as sites that use features that can be used in order to promote students engagement and participation.

However, the authors, point out, as with any resource available online, teachers must compliment with appropriate and well planned lessons that are designed in a way that will allow students to benefit from the particular technology that is being used. The authors make clear that there should be great emphasis on sound planning, imagination and creativity on the part of the tutor in designing meaningful learning experiences with any technological tool. In this regard, I absolutely agree with the authors and believe that there is a need for educators to understand that any technological tool must be used with great planning in mind.

Week 10: Issues with Implementing technology into the Curriculum

Week 9: Article review

                                         

The article The Impact of Using Blogs on College Students' Reading Comprehension and Learning Motivation sheds a light on the use and the advantages of using new literacies with college students. It is argued that current college students are highly motivated by digital technologies and online literacy, however not all colleges or even college professors have undertaken the endeavor of using these technologies to motivate. According to the authors, new research has demonstrated that indeed students are more motivated to participate in various digital tasks, such as researching material online, finding answers to questions, synthesizing information and even taking part in online discussions. Some of the findings however, seem to express that this is facilitated in a more meaningful manner when combined with other strategies, such as collective work with peers, and assigned with both print and in digital formats. The authors also suggest that multimedia assignments enhance the learning experience.

            The main focus of this particular study is on the specific use of blogging in a college classroom setting, where students get to post their work, interact with each other and express ideas and at times personal views. After a study of a controlled group and a non-controlled group (group that used weblogs and one that did not) the results were pretty consistent with the thesis: weblog activities motivated students to write, to express opinions freely, to interact with peers and instructors, and to become ethical writers. Overall, student weblogs became digital portfolios and allowed teachers to have a better view of students equally. Overall the study was pretty strong and gave some very good evidence to support the idea that using digital technologies in the classroom really motivates and creates a community of learner who are engaged and challenged in a way that is suited to their preferences. I find that in my classes overall the reality is the same: my students love to use technology and are highly motivated by the use of new literacies to interact with work and with one another.

Digital Storytelling Video on the Phoenicians

As part of our studies on the Mediterranean civilizations, we come to meet the Phoenicians. While the music was recorded by a students from another school, I added captions and images to compliment this fantastic song. My 6th graders absolutely love this unit themed songs, and find them engaging fun and also appealing (I care that they are educational the most!)  "Be like a Phoenician!"   
This video was edited and worked on through "Camtasia 2" video Software (for Mac)

Week 7: Using Second Life in the classroom

 

Second Life allows the user to visit places around the world that they probably could not necessarily be able to visit otherwise. Users are able to create avatars to navigate this virtual world that has been created to imitate many aspects of the real world.

Second life is a great multimodal world, which gives many options and possibilities. ELA teachers can use Second Life in so many different ways; all one need is to be creative. A teacher can use it to show students a topic of a non-fiction book on history. They could also have students interact online and establish conversations with each other while online to facilitate learning in a collaborate style. This is a fantastic multimodal way to get students engaged and working. My only concern would be privacy issues concerning students and their possible engagement with other individuals in while on this platform. Parents would probably be concerned about such thing, a well, especially with my 6^th graders. I am unsure weather the game actually offers some type of protection or screening for younger players. Perhaps something like this would actually make easy such worry. Overall nevertheless, this is something I would kike to give a try to. In my personal experience, I would have to take the time to see how it can be incorporated into Social Studies classes in the sixth grade.

Week 7: Book Builder Project

Written and illustrated by my son.

Week 6: Edmodo, a SNS for education

Here is my"profile" in Edmodo, a social networking site that is fitted for education.

Edmodo is a fantastic platform that teachers can use to interact with students. Edmodo takes the best form Social networking sites and turns it into an educational-social network. You can post assignments, have students interact with each other and even have students take assessments though the site. Most important of all is that Edmodo is an ad free site, which uses the tools of Social Networking. An ELA teacher is able to reward students with badges that you choose, and which they can display to peers. An ELA teacher can use this site to enhance the use of technology to engage students. With Edmodo, you can assign assignments and have them that can be uploaded and downloaded (by your students). Edmodo also allows students to hand in assignments or work through the site; therefore, diminishing the number of printed work. This is a wonderful way to encourage students to use the Internet and learn how to use basic email/massage and forum functions. You can even purchase apps, which can be used through site. These include, educational apps, studying apps, and even games that pertain to ELA. Edmodo allows you to create polls and gives you the opportunity to see data in a clearly labeled way. An ELA teacher can no doubt use these tools to improve and to engage students with current material that is being covered in class. Another interesting and fun part of Edmodo is the availability of badges which you can award to students for work and effort.

Week 5: Surviving the Stone Age Game

You can click here to view the PDF version of the game description (dropbox)

You can click here to view the PDF version of the game description (Google Drive)

Philosophy of Using Games in the Classroom

Engaging student in the process of learning is a life long task that every educator must devote to in order to be successful. Teachers have used methods readily available to them in order to offer education and to engage students. Of course, methods have changed dramatically, and in a world of ever-changing technology the teacher is obligated to master these tools and use them to both make his job more effective, and to assure that students are also working with these tools. More than ever, with the availability of electronic devices to the general public, it is has become important and imperative that students engage in what their future will depend on, but also to use the tools that will engage them.

            While the area of gaming is a concept that may not necessarily be taught about as as an educational one, many skills can be practiced and learned. While it is true that most of our current students enjoy online games in one way or another, it is also true that the educator can tap into that as a resource and implement gaming into his/her curriculum. Seeing the potential that this could create, I have come to the conclusion that gaming should be an important part of my teaching, and will implement it in order to meet the needs of our current generation. The goals is to engage students in new literacies that will that will allow them to work with tools that are common and normal to them, and which at the same time encourages many problem solving strategies. Aside from this, students can be enriched by assignments that well planed and will get them to practice many of the skills that the common core curriculum ask from our students. Therefore, incorporating gaming into the curriculum is an essential part of a modern teacher, and must be another tool that helps the teacher engage students, while allowing students to sharpen their skills by doing something that pertains to their interest.

Week 5: Gamestar Mechanic

Exploring the Game Star Mechanic website was fun and interesting. I spent about 20 minutes creating my won game. I realized that I had to practice many of my reasoning skills, I had to brainstorm ideas and I ended up retouching and editing. I pretty much went through the same process as when creating an essay. That was just in creating mode. And without a plan!! I also realized that there are many possibilities in creating a curriculum and a process that would enhance the whole experience for students. Essentially, one could assign particular assignments where students learn the process of creating a game, practice many problem-solving skills and learn a particular subject that can be introduced in the game. What is great about playing here also, is that you have to do a lot of reading to find out how the story unfolds… The games are fun, interactive, and definitely include literacy, which what we want our students to be exposed to after all.

Week 4: Assignments 1-3

Assignment 1: Using Minecraft in the classroom.

 

• Text: Students must be able to use the text that comes up to communicate with fellow players when playing in shared mode. Students can and will be encouraged to write a plan of action outside of the actual game, however. Students will be able to describe what they are going to do as a project and they will have the opportunity to gather ideas in order to create a finalized version of what they build.
• Visual-graphic elements: Minecraft is very graphic. There are many options and the game is absolutely open to allow students to not only visualize what they do, but also create things that are absolutely viewable by the creators, but also to those who visit the site where the creating is located.
• Audio elements: There are audio elements to Minecraft, although they are not really that sophisticated. These include sounds made by various creatures and sounds that come with various actions. However, players can speak to each other and record sounds that can be added to the game features and to the way they communicate with each other.

2. Minecraft is almost like a virtual Lego world. There are infinite possibilities of things that students are capable of doing. Minecraft is what's known as a "sandbox" game, or one that lets players pretty much have their own run of the game's world, without specific objectives.

3. Minecraft's does not have a plot. Instead, the game lets users free-build whatever they want to with blocks of material they mine from the ground. The only thing that players must be aware is that at night, there are monsters (known as mobs) who are out to get the player, and occasionally, destroy the work they have done.

4. The scenario for the class must be completely fabricated and structured by the teacher who is assigning the work with this particular platform. The idea is to allow students to choose a historical monument or building which they are currently aware of from their current Social Studies Class. 

Assignment 2: ELA lesson plan

·      -Grade 6th

·      -Common core standards and learning outcomes: 

Speaking Listening

CCSS.ELA-LITERACY.SL.2.1	Participate in collaborative conversations with diverse partners about grade specific topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.4	Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Writing
CCSS.ELA-LITERACY.W.2.8	Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-LITERACY.W.5.1.B	Provide logically ordered reasons that are supported by facts and details.

·               -Instructional activities: The game Minecraft is a virtual Lego world where pretty much anything can be done, built, incorporated and formulated. The game serves as a platform for students to perform a number of premeditated tasks. While there is some reading on and communication that must take place in order for a player to understand and master the game, an educator using this platform can benefit from the game by adding readings and research to prepare students for various tasks that they can perform in the game.

The idea that I have is to have students create a historical monument / building relative to their unit of Study in Social Studies class. Students will not only have prior knowledge but they will benefit in both areas by “playing a game” which is very attractive and fun to them, with the added benefit of doing research further into the subject. Students would also have to present their work, and would have to interact with other students to be able to complete their creation successfully. Students would be expected, as well, to create a written report of their project and their experience (as an assessment piece).

·               -Assessment: Students will be assessed through a number of questions that will help them reflect on the their game performance and the strategies used. Since students will have prior knowledge of material, they will be assessed by the written report and their accuracy with the work created and their description of it. Students will also be assessed by their oral presentation of the entire experience.

Debriefing

·      -What cognitive skills do this game help to cultivate? Students will have to do some research, and then they will have work on replicating a monument/building. Student will have to be able to learn to use various online tools to overcome challenges. Students will also have to be bale to collaborate with other students to be able to complete their work. Moreover, students will have to think about their steps, their mistakes, their successful strategies, and will have to write down this thoughts as part of their work. Students therefore will be expected to develop their metacognitive skills by learning to apply this process, not only in gaming but in real world situations.

·       -What new literacies skills do this game help to cultivate? Students will learn to use the Minecraft platform in order to create their project. They will have to research, an experience through trial and error in order to be able to manipulate content that is stored online. Students will learn to use various keys and controls, but they will also have to communicate through online tools. Most importantly, students will have learn to solve problems by applying various skills and strategies that they develop while playing.

Assignment 3

Watch my tutorial to learn how to post videos like this on your blog!
 

You may click on this link to see the video in full size

The importance of "New Literacies"

 Assignment #1 New Literacies

We currently find ourselves in a world that connected through information that instantly travels throughout the world in a matter of minutes. Our technology capabilities have been explored and are currently being used like no other time in history, and as a consequence we must be able to use the necessary tools to use this technology, but most importantly, to teach our students to be able to navigate and make use of our tools. And thus we find ourselves in historical educational moment when we realize that using technology in the classroom in no longer a “cool or new” way to teach, but rather a necessity and a responsibility for the contemporary educator.

As software and hardware become cheaper and more readily available in homes and classrooms throughout the country, we find that our students using technology and relaying on it form an early age. Not only are students becoming better equipped to use technology but also their younger generations consistently show much interest in the use of technology.  Therefore, an effective teacher should be able and willing to incorporate these tools necessary to engage new generations of students in new literacies that rely on the use of technology. While indeed this effort should be supported and carried out by administrators to entice educators, it is educators who could have the most influence by taking action and finding ways to incorporate technology into their education plans. 

 

Assignment # 2  - Minds-on “New Literacies Definition and Components”

• Which ideas from the video reflect what the ELA teachers you interviewed are currently doing to integrate technology with their literacy instruction?

The teacher that I interviewed is definitely integrating technology in the classroom to get students engaged into technology. However, the teacher is not using it in differentiated ways, to get students searching, evaluating, and even synthesizing information. The teacher relies however, on a platform that evaluates students and engages them in activities that help students practice, test and develop their literacy skills.

• How can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum?

By incorporating material into the existing curriculum that relies on activities that use technology and that encourages students to do research, to evaluate and use information. This would definitely be beneficial to learn new platforms, and to teach students valuable information on evaluating material online, but to engage them with an assignment that is of their own interest.

• What professional development and/or resources will they need in order to make these changes?

Teachers must be able to learn how to use/find resources and know how to work in the platform that is going to be used. I am very lucky since my district pays for a professional development site that has pretty much anything you need. It is called Atomic Learning. Here, we get very detailed information and step-by-step guidance on most Internet platforms. If that were not available (since it is a paid service) I would recommend Youtube tutorials (there are thousands there as well).

• What ideas do you have for grouping students so they will have equal access to technology in the classroom?

In my school we have plenty of resources, therefore we are fortunate enough to be able to have enough computer for every student when a project comes. However, we must plan ahead to reserve the computer carts and we often will pair students to get them engaged and to have them experience and collaborate with a peer.

Week 2 Assignments

Assignment # 2

The purpose of the Common core standards is to create standards around the country that are consistent and clear. The intention is to create a number of solid steps that clearly label where students should be at specific points. The common core standards for education are a way to finally get everyone in the country on board to an education that is properly aiming for college readiness.

While it is true that many educators were already doing “common core” work in their teaching, the common core finally puts all the appropriate steps in a clearly labeled manner and in way that addresses all the various skills in an organized way.

Assignment #3 

 

5 Key Components of the standards

Teachers of every subject are expected to incorporate subject and teach the skills that are found in the standards. While ELA teachers have a greater focus for using all the standards in a number of ways, the responsibility pretty much splits into two components: ELA teachers, and the other subjects combined.

The five key components of the standards are created to strengthen performance and skills in all the different ways possible. They all correlate with each other to make a solid guideline that is able to guide students and educators. Each component addresses the student’s needs to become college ready by the time they graduate from High school.

Reading: Growing the ability to discern more from and make fuller use of text.

Writing: learn writing skills such as plan, edit, revise and publish. Then, use various writing types to implement such skills.

                                                                                                                                                                                                   

Speaking and listening: the development of communication and interpersonal skills

Language: Know and use the rules of standard written language.

Assignment #4
 

Interview with an ELA teacher: Mr. R., teacher at Eastview Middle School in White Plains, New York.

Interview an ELA teacher to learn his/her challenge(s) in integrating technology in the teaching of ELA/Literacy and share your interview transcript with us.

Me: Do you find using technology in the ELA classroom as an effective tool? How?

ELA teacher: Using technology in the classroom allows students to be engaged with something that they are familiar with, since they are growing up in a society where technology is all around them. So, using it in the classroom is working with what they are used to, and what they enjoy.

Me: How do you use technology in the ELA classroom?

ELA teacher: I use technology to enhance lessons and to present information to the students through the use of PowerPoint presentations, Prezi, videos, and even images.

Me: Can you tell me how your students use technology?

ELA teacher: My students use technology in various ways. We use a program called achieve 3000 once a week, which helps them improve their reading and writing skills using non fiction articles. What is great about this tool is that is differentiates by lexile level, and provides age appropriate material. What is really helpful for me is that it creates spreadsheets with data that gives me a very clear vision of my students’ progress on a continuous basis.

Me: What challenges do you have with the use of technology?

ELA teacher: The only challenges that I can come with are two. The fist, is obtaining enough computers that are working well to have available for our students on a constant basis. The second challenge is to get enough professional development to keep up with the constant changes in software and programs that we are asked to use for our students. Aside from that, using technology has definitely made our job more effective at addressing student’s individual needs.