Digital Storytelling Project Explanation

For this project, I used the program Story Bird. It was so easy to use because it allowed you to input the visuals and audio into the same program. This program is definitely something I will use with my students to allow them to create literature and share their creations with members of the school community.

PPT is Evil

I looked at grades 4-5 Rings of Responsibility. The lesson starts out with the instructor using a quote from Marvel Comics' Spider-Man, "with great power, comes greatest responsibility.' The lesson uses the quote to explain responsibility to students. Students need to understand that having online access is a privilege. With this privilege comes great responsibility for their actions.

I like how the teacher introduces the concept using students' prior knowledge about the responsibilities they have at home, school, and in their community. Using students' prior knowledge is a great way to introduce concepts because it gives them a connection which allows them to internalize the concept at a deeper level because it is relatable to them.

The rest of the lessons involve students working through 3 different phases of responsibility online. All of these lessons work with the previous lessons to help remind students how they should act online and why/

5 Reasons to Allow Students to Use Cellphones in Class

I love this article! The author really explains beneficial ways to get kids to make use of their cellphones in the classroom instead of letting them become distractions. I love the response to the fear that cell phones will allow students to cheat. The author says that traditional tests just ask the students to recall information, it does not require them to put into practice the skills they learned to see how they are applicable in real life situations. By incorporating cell phones in an educational way, teachers will actually be better preparing students for 21st Century professions. It is all about how you use the technology!

Digital Storytelling Project

Update on Flipped Classroom Blog

During week 1 of this course, I found the blog "Flipped Learning, Turning Learning on it's Head!" I was immediately intrigued by the title of this blog because I was interested in learning more about how flipped learning works and how to be successful with it in an actual school setting. When I initially read the posts on this blog, the idea behind the "Flipped Classroom" model sounded awesome, but I immediately had the question of how the "Flipped Classroom" would work in an elementary school setting. I could definitely see the benefits of using this model in teaching middle school, high school, and college, but I was concerned that it would raise some problems with elementary-aged students. When I revisited the blog this afternoon, I was amazed to find that the author posted a message on the blog directly addressing my very question! When asked whether the flipped classroom would work with younger grades her response was "yes, sorta." She elaborates by saying that she feels teachers of elementary students should focus on flipping a few lessons at a time rather than a whole curriculum. She recommends starting by taking a concept that the students are struggling with and make a video focused on that lesson. Keep the video to less than 10 minutes. The video length should be determined by the age of the students. Make sure the parents are on board and will help the student to access the video. Make sure there is a way for the teacher to know whether the students have watched the video. She also suggests making the flipped video a center in the classroom. That is always a great way to guarantee the students watch the video and it allows teachers to monitor student use of the internet and what they do as a follow-up activity. This is exactly what I was hoping she would say! I can clearly see now how the flipped model WOULD be beneficial with elementary students. I also appreciated how she provided two approaches to the flipped classroom. She showed how it would work in a home setting as well as, how to make it work during the school day if students do not have the technology to access the lessons from home.

Podcast

The Importance of Visuals in the Classroom

It is essential for teachers to use visuals to support their instruction. Through visuals, students are able to visualize what the teacher is explaining. When students are able to visualize concepts, the concepts become more real to them and they are able to relate to them better and see how to apply them in multiple situations. Learning is not valuable unless students can apply what they have learned to situations outside of the classroom. Having visuals in the class shows students how these concepts are relevant to their lives outside of the classroom because they can see the concept being used.

Suzanne Stokes, a professor at Troy State University, wrote an article entitled, "Visual Literacy in Teaching and Learning: A Literature Perspective." In her article, she talks about the importance of meeting the needs of our learners. In a society that is increasingly visual with the presence of technology, it is important that teachers embrace this movement and use visuals to provide their instruction. Technology also helps teachers cater to different types of learners in their classroom. In the article, Stokes talks about how traditional teaching methods cater heavily to the left hemisphere of the brain, the analytical side. Technology helps teachers teach to the whole brain by catering to both the analytical and visual/creative side.

Article Link: http://ejite.isu.edu/Volume1No1/pdfs/stokes.pdf 

The Flipped Classroom

I really like the concept of the flipped classroom. The example of a flipped classroom shown in the TED-Ed podcast was amazing. The students seemed engaged in their learning and by having the students learn the content ahead of time, they were able to spend more time applying it in the classroom. The Flipped Classroom model also supports best teaching practices. I feel that students only truly learn the content material when they are asked to apply it in realistic situations. Through The Flipped Classroom model, students are doing just that! They are learning the material on their own time so they can use class time to apply the content which is the true goal of learning!

TEDxPhilly Response

I loved Chris Lehmann's depiction of high school. Thinking back to my own high school days, I can totally relate to the cycle of going from one period, to another, then another, then lunch etc and by the end of the day struggling to remember what I learned in that first period. It's a vicious cycle. I also related to his story about his wife in her high school physics class. The reason I can relate unfortunately is because I did the same thing. One day in my 11th grade physics class, I was bold enough to ask my teacher when I would need to use what we were learning. He told me that unless I go into a career in physics I won't ever use it but maybe to pass my SATs and get into college. Needless to say I became very uninterested in what we were learning. Years later, I figured out that it wasn't WHAT I was learning that was important, but rather the skills I was acquiring from being in that class. It is so important that teachers make what they are teaching relevant to their students' lives. Students should leave class feeling inspired not questioning whether the last 40 minutes was a waste of time. We need to move away from the bubble tests and assess our students in meaningful ways, ways that help show them how to apply what they are learning to their lives outside of school.

Project Based Learning

I loved the article "Enhanced Podcasting." The article summarizes how podcasting can be incorporated into each subject area to enhance the content. What I particularly like about podcasting is it's so versatile. Teachers can effectively use podcasts in every subject and with every age group. The possibilities are endless. I loved the storybook idea for literacy projects. I feel that by giving students a way to create a storybook, they will be so involved in their learning and that is when learning becomes meaningful. It reminds me of when Chris Lehman in the TEDxPhilly video tells the story of when his wife asked in her high school physics class why she would need to know what he was teaching. The teacher wasn't able to give her an answer beyond, you will need it to pass the test and go to college. Now, I know that this teacher was a replacement teacher for the previous physics teacher, so he may not have known how to explain it, but I still think it proves the point  that we need to make learning relevant to our students. Unless the content we are teaching is relevant, our students won't learn. Incorporating technology into the classroom is a way to make the curriculum relevant. Not only will we be teaching our students the information they need to know, but we will also be teaching them the skills they will need to function in 21st century society.

EdReach Podcast Reaction

I listened to the podcast “School’s Need Social Media Directors?!” I was draw to this podcast because it talked about social media. I am still intrigued with how teachers can make use of social media sites in the classroom to enhance their students’ learning. Before starting this course, I was very weary of using certain internet tools in the classroom. Perhaps it is because I will be teaching in elementary school, but it just seemed like more trouble than beneficial to me. I was hoping that this podcast would offer creative ways to use technology at all classroom levels. I felt the podcast was very focused on middle and high school classrooms. The educators speaking were all involved with those aged students so that makes sense. However, because of that it was very hard for me to relate what they were talking about in the podcast to how I would use that technology in the classroom. Also, I found the educators in the podcast very annoying. I felt they went off task a lot with random side conversations that did nothing to enhance the podcast. The first 10 minutes of the podcast were even taken up with conversation that had nothing to do with the purpose of the podcast. I would be interested to find a podcast that featured a group of elementary school teachers talking about technology in the classroom. It would be fascinating to hear how they design curriculum around the use of technology and also their interactions with parents. Have they found that most parents are supportive of that much technology integration at a young age? Or, have they dealt with parents who are weary of a lot of social media use in the classroom and how have those teachers addressed those concerns?

            I think podcasts can be a great tool to use for professional development. They give educators a way to communicate and collaborate with teachers all over the world. They also create a way for educators to be exposed to more professional development opportunities then they would if they just attended in-person workshops and lectures.  Podcasts allow teachers to learn on a global scale by having access to educators that they would not be able to collaborate with if podcasts did not exist. 

Can podcasts enhance classroom instruction?

A podcast is an audio or video file that can be accessed from the Internet anywhere at any time. There is a lot of value in having podcasts because podcasts help bring content into the 21^st century classroom. They combine the use of technology with traditional curriculum content to allow students to learn the necessary material. Students can also use podcasts to demonstrate what they have learned. They give students the opportunity to not only demonstrate their own knowledge, but to teach their peers. In all that we know about ways that students learn best, giving students that opportunity to teach what they know to others is one of the most effective ways for students to internalize important concepts themselves. Working with Podcasts also teaches students vital skills that they will need to function in 21^st century society. The ability to create, manipulate, and interpret digital media is a skill that students will need for the rest of their lives. Podcasts also support the most effective ways to learn. When podcasts are used, teachers and students can easily create, tweak, and completely change the information included in them. This demonstrates the true purpose of learning. When people learn, they don’t learn something one way and then it’s done. People are constantly gathering new understanding and perceptions of the material. Podcasts allow students to be current in their learning by being able to demonstrate the assimilation and accommodation happening in their own minds as they connect to and make sense of their curriculum.

The Nuts & Bolts of 21st Century Teaching

This article has left me inspired and very excited. I feel that blogger Shelley Wright's project is just a glimpse of the possibilities in 21st century learning. Shelley Wright stated that when she teaches in a more traditional classroom, her students "wait to be rescued." While teachers like to feel in control of the learning environment of their students, we have to realize that our students will learn best if we let go and allow them to experience the information for themselves. I loved Wright's introduction of the Inquiry method. It is a great example of how teachers can still teach, but also allow the students to take charge of their own learning. 

I also feel that the Inquiry method is truly preparing students for life outside of the classroom. In life, the solutions to problems are not always black and white. Typically, there are numerous ways to approach a problem and complete a task. This type of project helps students to develop those skills which they can take with them and apply outside of the classroom. 

Also, a project like this makes the information real for the students. Students will internalize the content at deeper levels if they are asked to reproduce something using the knowledge they have gained. 

I also loved how the teacher stated that she wanted to be a co-learner rather than a lecturer. I think it is important for teachers to be able to do this in their classroom. When teachers act as co-learners, they can still point out what students need to know and guide them if they are stuck, but they can also sit back and let the group create their own experience. 

Even though I love this teaching approach, I still think it should be mixed with a teacher-directed approach. Perhaps it's because I have never witnessed this type of teaching from the beginning of a project to the end, but part of me wonders if having such little teacher direction might lead to the students becoming off task and not completing the objectives of the project. I guess it would depend on the age of the students you are teaching. I can see this being a wonderful approach with a middle or high school class, but with elementary students, I still feel they need a lot of scaffolding and guidance before being set loose to complete a project.

Curriculum Focus for this Semester

Topic 3: Standards

            I decided to create a technology supported science unit for students in 3^rd grade.  My focus standard for this unit is third grade science standard 3.8 – Earth Patterns, Cycles, and Change. I have also listed the Technology standards that I will fulfill.

Science:

Earth Patterns, Cycles, and Change

3.8       The student will investigate and understand basic patterns and cycles occurring in nature.

            Key concepts include:

b) animal and plant life cycles.

Technology:

Basic Operations and Concepts

C/T 3-5.1         The student will demonstrate knowledge of the nature and operation of technology systems.

·         Communicate about basic technology components with appropriate terminology.

C/T 3-5.4 The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology:

-          Follow rules for personal safety when using the Internet.

C/T 3-5.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

-          Work collaboratively when using technology.

-          Practice and communicate respect for people, equipment, and resources.

-          Understand how technology expands opportunities for learning.

C/T 3-5.6 The student will use technology to locate, evaluate, and collect information from a variety of sources.

-          Collect information from a variety of sources.

C/T 3-5.8 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

-          Use technology tools for individual and collaborative writing, communication, and publishing activities.

Response to Digital Media* New Learners of the 21st Century Video

Topic 4: Video Response

            The learning program I am focusing on is the Smithsonian Institution in Washington, DC. I think it is interesting that a lot of questions are being raised about cultural institutions and whether they are in sync with the world as it is changing. As discussed in the video, many program directors at museums like the Smithsonian are taking a more critical look at the museums’ programs and asking whether they are relevant and do they show an understanding of young people that would allow this generation to connect with the content. Diana Rhoten, Program Director, Digital Media and Learning, Social Science Research Center stated that in this day and age, the responsibility of libraries, museums, schools, afterschool programs, is to help kids identify their interests and then become more advanced in that interest. I completely agree with her statement. We as educators need to meet students where they are and then be able to provide them with the tools and experiences to advance their interests and understanding so they are prepared for the world they will be entering. I thought the use of a digital scavenger hunt was a great way to get the kids involved in learning the content at the museum. Also, with the digital element of this activity, the kids are learning these 21^st century technology skills, while learning the content information they need. The use of the cell phones makes activities like the museum visit more exciting for the kids which in turn gets them to be more engaged in their learning. Mobile learning also prepares the kids for life outside of the classroom because they are actually out in the world learning. They are not sitting in a classroom with books. With the use of technology, learning is becoming more relevant and useful to the students.  Something that particularly stood out to me in the video was Diana’s comment where she says that “digital media doesn’t mean we have to build a whole new infrastructure, it doesn’t mean you have to digitize all of your content, what it means is, there are now a set of tools out there, many of which are available for free, that you can use to make your assets accessible by a whole new population. They’re learning visual literacy.” Diana’s perspective makes this change to digital learning seem less daunting and more manageable. The tools we need to transform our classrooms are there, we just need to make use of what we already have and start to implement their use a little at a time. 

Reaction to “Giving Reluctant Students a Voice”

The topic of reluctant students has been discussed many times during our classes in this cohort. This is a topic that is very personal to me as well. Throughout my schooling experience, I was often one of those reluctant students. It wasn’t that I was necessarily afraid of sharing my ideas with the class, but the issue of time to formulate what I was going to share was often a factor. As Reynold Redekopp and Elizabeth Bourbonniere discussed in the article, students process information and formulate responses at different speeds. I have often found message boards and blogs to be helpful to me in sharing my ideas with the class. By using these technology tools, I have had the time to take in what everyone else is saying, develop my own opinion, and express myself in a coherent manner.

            Some students may be reluctant to share ideas simply because they are shy. They may feel uncomfortable speaking in front of their peers. By allowing students to go online with a screen name that shields their identity, students may be more apt to freely express their thinking. The only problem that I have ever had with technological aids being used for conversation is I think that it doesn’t help students to develop the necessary social skills that we still need in today’s world. We are still in a world where face to face interactions occur daily and are often necessary. Since this is the case, I think it is essential that students learn to develop confidence and communication skills to communicate with others in person. I think the best methods of instruction that we can provide our students is a mixture of technology and in person interaction. By providing our students with both, we are giving the reluctant students a safeguard for openly expressing themselves, but we are also teaching them how to become better communicators in person. I know through my own experiences learning how to  and practicing communicating with others, I have become a faster and more coherent communicator. 

Flipped Learning - An Educational Movement in the 21st Century Classroom

Topic 1: What Blog did you read and what did you think?

I read, “Flipped Learning, Turning Learning on Its Head!” written by Pal Fredrik Borresen. I chose this blog because I was interested in learning more about the incorporation of technology into classrooms to meet the demands of the  21^st century learner. I was particularly interested in whether the article would address integrating technology into the elementary school classroom. I am currently pursuing a degree in elementary education and have been increasingly surprised as to how much learning has changed since I was in elementary school. Students are learning reading, writing, history, science, amongst a whole on slot of other skills through the increased use of technology.  Although I used technology in my everyday life, I feel that I still have a lot to learn in order to meet the technology needs of the upcoming generation of students.

I found the idea behind the “flipped classroom” intriguing. The idea that students learn the curriculum content through video or recorded PowerPoint slide shows at home, so that teachers can use class time to expand upon that knowledge through hands-on, cooperative learning experiences is interesting. I definitely see Borresen’s perspective of how “Flipped Learning” is helping to increase the students’ learning experiences in the classroom. As someone who is planning to teach in the elementary grades, I would be interested in learning more about how the “Flipped Classroom” would work for younger students. From my experience working with elementary aged children, it seems to me that at that stage, children need a lot of structure, support, and guidance in maneuvering the curriculum. I wonder if the “Flipped Learning” model would be effective with elementary school students for this very reason. I guess for elementary aged students, the teachers would choose one or two lesson ideas to convert into “flipped learning.” Maybe these lessons would provide reinforcement of what had already been taught and practiced in the classroom. If that is how teachers are seeing flipped learning as beneficial for elementary classrooms, then I am all for it. I just am hesitant at how effective it would be in being the primary deliverer of instruction to these young students.

As for the layout of the site, I personally found it very difficult to maneuver. Each page seems like it is cut in half. The top portion of the page includes the site menu and a scroll bar that lets you scroll through the various postings on the site. The bottom portion of the page is devoted to leaving comments and bookmarking pages. I found this layout very challenging for me. I wish the information in the article took up the whole page and then there were separate tabs that you could click on to read and post comments or bookmark a page. Maybe there is a way to minimize the bottom portion of the page so that the postings are full page. I was not able to figure it out and ended up printing several postings so that I could see them in their entirety which helped me read and understand them better.