Monday, June 4, 2012

Tool #11 Reflection

1.  My favorite tool is Dropbox.  It allows me access to my files and that of my peers from anywhere I can get on the internet.  I want to try to use it with my students instead of Google Docs.

2.  I haven't really changed my thinking.  I have incorporated a lot of technology into my classroom already and plan on continuing to implement more and more as it becomes available to me.

3.  I have found a lot of resources that I would not have previously used.  I am excited about getting back to the classroom to try them out!

Tool #10 Digital Citizenship

1.  As good digital citizens, students need to know the copyright laws.  They need to be aware of how plagiarism works and the implications of their actions.

Students also need to be aware that what they post today can and will have consequences in the future, both positively and negatively.

I want my students to understand that not everyone has their best interest at heart.  They need to understand how to search and collaborate safely.

2.  I plan on using Atomic Learning to teach my students about copyright laws and the creative commons.

3.  If I were teaching my students about digital citizenship, I would use Atomic Learning's courses on "netiquette," "online harassment" and "avoiding plagiarism."  I would also plan mini-lessons for each of these videos early on in the year to allow students time to process and practice with these important topics.

4.  I would send a letter home to the parents at the beginning of the year explaining what we are doing in class and then post updates on our class blog.  I will would also put the information up on my website.

Tool #9 Incorporating the Tools

Connecting Technology to the Objective: Technology should be connected to the objective. This ensures that the technology is a conduit to learning rather than the learning itself.

2. Importance of Student Accountability: Students should be accountable for the stations/centers because it will indicate what they have learned and how well they have used the technology. An activity without student accountability is just busy work and does not fulfill the TEKS.

 3. Two Applicable Links: The post card creator in Thinkfinity would work well to have students create a visual representation of places that they have read about in novels. Another great tool for English teachers is the grammar tool at English Grammar 101. It is as self-paced grammar tool that helps students review their needs and re-teach where and as necessary.

4. Three Apps:
App #1 -- Shakespeare in Bits: The station/center would have the students watch bits of whatever play we were currently reading. It is interactive and allows students to look up the definitions to words they are having trouble with, animated action, gives analysis and study notes, as well as character maps.

App #2 -- Inkflow:  This is basically a white board app that allows students to brainstorm and then link to the ActivBoard. 

App #3 -- Verses: This is an electronic version of 'magnetic poetry'.  The students will have access to interactive 'magnets' that can be moved allowing them to create poetry.  The students can then share via email, ,Facebook or to the photo album which can then be sent to the ActivBoard.

 5. Other Uses for iPads in Stations/Centers:  Students can use Diigo to do research on the different eras in British Literature.  At a station, each student has access to an IPad or Netbook with a Diigo site open.  This allows students to focus on the pertinent information and fore go the extraneous.

Tool #8 Looking at the Gadgets!

I learned about the magnifying tool on the IPad.  You press your finger on a word and it allows you to move the cursor in the word.

IPads don't really like Blogger.  Blogger (on the IPad) doesn't show you all of the tools available.  This causes a lot of headaches when trying to embed videos or add pictures, etc.

I plan on implementing strict regulations for the use of the devices in my room.  The expectations will be well known.  Students who do not follow the expectations will no longer have access to the devices.

Tool #7 Online Legacy

Content Objective:  The students will research various pop culture references and will collaborate using Google Documents (to monitor activity) to create a web page which will include a Stupeflix video.

Implementation Timeline:  Spring 2013.

Tools I plan to use:  Google Docs
                                   Stupeflix Studios

Brief Discription:  Students will choose a pop culture reference.  They will then research their topic.  They will use Google Docs to collaborate with their group members.  They will then create a Stupeflix video on their pop culture reference.  Then, with their group members, they will create a Weebly web page where they will embed their videos and write a opening page and a summary.  They will also create a Works Cited page.

Networking:  This will be accomplished using the school library.

Tool #6 Discussion Tools

The following is a photo from Skype showing a video call between myself and a fellow teacher.  I can use Skype in my classroom to chat with classrooms around the world.  It would give my students better perspective on other cultures.  I can also use it to have guest lecturers.  This, too, would give students a better perspective on life, such as available jobs.

The following link is a transcript of a Today's Meet conversation between me and two peers.  In it we discuss how we could use this tool in the classroom.

Tool #5 Web 2.0 Resources

One tool that I already use is Stupeflix.  My students research various topics and then create a video on that topic.  Then they embed that video into their website.  The following is the video that I created to show my students what they needed to produce.

This is a Wordle.  I have used wordle before to create cover pages for things in class.  My students have done the same.

Wordle: Untitled

Tool #4 Up in the Clouds!

I use the Google Suite (docs, videos, blogs, web tools) extensively in my classroom.  My senior research unit includes having the students create a Google Doc that they share with their group members.  This document is where I, too, comment on their progress and where they let their group members know where they are in the research process.

I'd like to start using Google Forms more.  However, my concerns are the grading of the quiz, how to embed it into my website and retakes.

Tool #3 Video and Image Resources

I use YouTube in my classroom all the time to show various aspects of British literature such as Gothicism, Victorian literature and Modernism.

This is a video of the Disney version of Alice in Wonderland's Mad Hatter Tea Party.  I had my students view this and the Tim Burton version and compare the two as well as compare them to the elements of Victorian literature.

I have also used Google Images to populate my webpage with pictures that are appropriate for the time period that we are studying.  I want to give my students a visual to go with the information we have gathered on each era.  Below are a few of the images I have used on my website to connect the elements of an era to a visual for the students:

Both YouTube and Google Images are extremely useful in helping students (who are very visual) connect to a time period.

Fair use allows you to quote or use copyrighted material as long as the benefit to society outweighs the cost to the creator.  For teachers, we have a lot of lee-way with copyright because we ARE teaching for the benefit to society.

The senior English team already uses Dropbox.  We LOVE, LOVE, LOVE it.  It allows us to share resources with each other in a quick, easy manner.  We can be at our own computers and up-load the information. 

This summer, I will be teaching summer school.  I can access drop-box from any computer (including my IPad).  This flexibilty makes my life so much easier!

Tool #2 Community Building

Posting to other blogs is very easy for me. It's much like posting to Twitter, Facebook or Instagram. I also have a website for my students that has embedded code such as a blog, calendar and videos. Making the Voki avatar was the most difficult thing for me because I had to narrow it down!

I plan on visiting Diigo in the near future. I plan on using it with my seniors for the research stations on Victorian Literature. I want them to get the information in a timely manner.  Using Diigo will allow this to happen.  Once I have the devices in my classroom, I will be able to have them be one of the stations for this unit.  The students, instead of digging through tons of text, will be able to get the pertinent information in a timely manner because I will be able to go through the text and highlight what I want them to look at.