Saturday, October 31, 2009
Digital Storytelling....I made a movie!
I am proud to say that I finished my digital story...and I did it all on my own! This was quite a feat for me knowing that I have not been in class for the last 2 weeks. I was starting to freak out, but I took a deep breath and decided to do a search online to see if I could find a site where I could download a program to make a digital movie...and low and behold I found a free one...Pinnacle Video Spin....This site was fabulous as it gave you a tutorial on how to create the video. Then I had to figure out how to record my voice on my computer...after figuring that out I was good to go. I want to make more videos! Anyhow, I look forward to sharing this with the rest of the class although the subject matter is a bit of a downer...it will be something that I can share with my son as he gets older.
Thursday, October 29, 2009
Digital Storytelling
So I have written my digital script. Initially, it was hard to narrow down a topic but once I got into the flow of writing, things fell into place. It was motivating for me to find the different songs and pictures to incorporate into my story. I am still nervous as to how to incorporate the music, pictures, and text into the movie....but I will hopefully figure it out. I can not wait to see the final product of my digital story!
I could definitely use this activity when we doing personal narratives for my kiddos. This project would definitely take a lot of prep and patience from me as students muttle through the process however, think of the engagement and motivation of all students!!!.
I definitely, think that once I master this digital storybook, then I could also take this to my building staff members and offer it as professional development.
I could definitely use this activity when we doing personal narratives for my kiddos. This project would definitely take a lot of prep and patience from me as students muttle through the process however, think of the engagement and motivation of all students!!!.
I definitely, think that once I master this digital storybook, then I could also take this to my building staff members and offer it as professional development.
Tuesday, October 27, 2009
Digital Storytelling
To be honest right now I am a bit nervous about doing this project (as I am kind of figuring this out on my own because I missed the last 2 classes...so any helpful hints would be appreciated!) Right now I definitely can related to those teachers who I have talked about who are hesitant to try anything new especially when instructions are not clear or have been missed. I do feel as though this will be a good activity to use with students in a variety of ways such as in story mapping, sequencing, and characterization. But for right now, I will muttle through...happy storytelling. I look forward to see the creativity of our class members!
Sunday, October 18, 2009
Preparing Tomorrow's English Language Arts Teachers Today: Principles and Practices for Infusing Technology
Pope, C., & Golub, J. (2000). Preparing tomorrow's English language arts teachers today: Principles and practices for infusing technology. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/english/article1.htm
This article does a great job of supporting our topic of discussion involving TPACK and integrating technology into teaching language arts. The primary focus of this article was how teacher preparatory courses in English language arts can integrate technology into courses.
The authors begin the article by giving 3 examples of how teachers were using technology to connect their children to the world.
High school students in New York assemble and publish a school literary magazine each year. The students working on this magazine are from 10-15 different countries. The student editors solicit contributions on the Internet, and students' writing is sent to the editors through e-mail for review and evaluation.
A teacher in Florida used a listserv to have chapter discussions where students in her classroom and students in Russia post their responses to each chapter and share thoughts about their readings.
Shorecrest High School, in Seattle, Washington corresponded with Israeli students through the International Education and Resources Network ( http://www.iearn.org/ ) during the Persain Gulf War.
Using these types of technology practices would be beneficial for my school as we part of the International Baccalaurette programme which the philosophy is to create well balanced and worldly students.
The authors continued the article by stating that teacher educators need to be infusing and modeling technology into their teaching to prepare students and future teachers for the 21st century. The authors noted seven principles for infusing technology into language arts teacher preparation programs:
focus on the importance of technology as a literacy tool;
model English language arts learning and teaching while infusing technology;
evaluate critically when and how to use technology in English language arts classroom;
provide a wide range of opportunities to use technology;
examine and determine ways of analyzing, evaluating, and grading English language arts technology projects; and
emphasize issues of equity and diversity.
The authors suggest that the principles listed above can be utilized by English language arts methods courses to “infuse technology in a way that does not interfere with content pedagogy but supports it in a way that actively involves students and prepares them with the technical and pedagogical skills for creating the new learning-centered classroom.”
At the time of my teacher preparatory course I had one course involving technology, but only the basic functions of the computer such as internet and powerpoints. Clearly, technology has become much more advanced since the 12 years I have graduated. It is up to teachers, school districts, and college preparatory courses to keep up to date on the advancing technologies. If not we are doing a disservice to our future educators and students in regards to preparing them for the 21st century.
This article does a great job of supporting our topic of discussion involving TPACK and integrating technology into teaching language arts. The primary focus of this article was how teacher preparatory courses in English language arts can integrate technology into courses.
The authors begin the article by giving 3 examples of how teachers were using technology to connect their children to the world.
High school students in New York assemble and publish a school literary magazine each year. The students working on this magazine are from 10-15 different countries. The student editors solicit contributions on the Internet, and students' writing is sent to the editors through e-mail for review and evaluation.
A teacher in Florida used a listserv to have chapter discussions where students in her classroom and students in Russia post their responses to each chapter and share thoughts about their readings.
Shorecrest High School, in Seattle, Washington corresponded with Israeli students through the International Education and Resources Network ( http://www.iearn.org/ ) during the Persain Gulf War.
Using these types of technology practices would be beneficial for my school as we part of the International Baccalaurette programme which the philosophy is to create well balanced and worldly students.
The authors continued the article by stating that teacher educators need to be infusing and modeling technology into their teaching to prepare students and future teachers for the 21st century. The authors noted seven principles for infusing technology into language arts teacher preparation programs:
focus on the importance of technology as a literacy tool;
model English language arts learning and teaching while infusing technology;
evaluate critically when and how to use technology in English language arts classroom;
provide a wide range of opportunities to use technology;
examine and determine ways of analyzing, evaluating, and grading English language arts technology projects; and
emphasize issues of equity and diversity.
The authors suggest that the principles listed above can be utilized by English language arts methods courses to “infuse technology in a way that does not interfere with content pedagogy but supports it in a way that actively involves students and prepares them with the technical and pedagogical skills for creating the new learning-centered classroom.”
At the time of my teacher preparatory course I had one course involving technology, but only the basic functions of the computer such as internet and powerpoints. Clearly, technology has become much more advanced since the 12 years I have graduated. It is up to teachers, school districts, and college preparatory courses to keep up to date on the advancing technologies. If not we are doing a disservice to our future educators and students in regards to preparing them for the 21st century.
Sunday, October 11, 2009
Tech rant....
So as I am nearing the end of my graduate program in administration one of the questions posed is how are you going to prepare your students for the 21st century. Although there are other components to preparing students for the 21st century one obvious topic is technology. This is where I get a bit frustrated at my district.
Last week I met with one of our technology directors for the district and he informed me that the building will be rewired and teachers will be getting new laptops. Then when the question was asked...what about a laptop lab or mobile unit for the school. The answer: the district does not support monies for students. WHAT????? Then he suggested we could go to our PTA...please the PTA is already providing enough for our students and often coming in the red. I then asked the question about grants, etc. and was encouraged NOT to go that route. Seriously.....and the reasoning being that when things go wrong then the district can't support the repairs, etc.
So essentially what I have come to conclude.....districts are expected to follow certain mandates...however they aren't doing about meeting those expectations of supplying the equipment necessary to meet those needs. Can we say frustrating!
Last week I met with one of our technology directors for the district and he informed me that the building will be rewired and teachers will be getting new laptops. Then when the question was asked...what about a laptop lab or mobile unit for the school. The answer: the district does not support monies for students. WHAT????? Then he suggested we could go to our PTA...please the PTA is already providing enough for our students and often coming in the red. I then asked the question about grants, etc. and was encouraged NOT to go that route. Seriously.....and the reasoning being that when things go wrong then the district can't support the repairs, etc.
So essentially what I have come to conclude.....districts are expected to follow certain mandates...however they aren't doing about meeting those expectations of supplying the equipment necessary to meet those needs. Can we say frustrating!
Saturday, October 3, 2009
Weblog
Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98.
I chose this article because of recent classroom discussions regarding weblogs. This article explores the roles of weblogs in classroom literacy. According to the article weblogs are like personal journals or diaries and is an online venue for self expression and creativity. This in turn enhances storytelling and literacy. According to studies adolescents make up a large portion of the blogging community, almost 51.5% of blogs are developed and maintained by students ages 13-19. With blogging so popular amongst youth, the author felt as though it was hard to ignore utilizing technology into literacy and wanted to study the effects of blogging to enhance learning. This article identifies the importance of blogging and feels as though technology integration can promote literacy through storytelling, allows collaborative learning, and provides anytime-anywhere access.
The author describes the importance of teaching literacy to children and adolescent development through digital fluency, a way people become comfortable using technology as their natural language. Researchers feel as though technology literacy will be another prerequisite for lifelong learning and employment. This article also discusses the art of storytelling to increase literacy stating “using the Internet to communicate allows an author to use verbal literacy while extending digital fluency” Lastly, this article explores various ways that blogs can be used for both individuals and groups and in different classroom settings such Buckman Arts Magnet Elementary School in Portland, Oregon uses blogs to create a portal for all classrooms. The blog links among each teacher, showcasing photographs, student artwork, and classroom news.
Overall, this research article did a great job of promoting the utilization of blogging within the classroom to increase literacy skills. I feel as though blogging can be effective if monitored properly and students were taught cyber etiquette.
I chose this article because of recent classroom discussions regarding weblogs. This article explores the roles of weblogs in classroom literacy. According to the article weblogs are like personal journals or diaries and is an online venue for self expression and creativity. This in turn enhances storytelling and literacy. According to studies adolescents make up a large portion of the blogging community, almost 51.5% of blogs are developed and maintained by students ages 13-19. With blogging so popular amongst youth, the author felt as though it was hard to ignore utilizing technology into literacy and wanted to study the effects of blogging to enhance learning. This article identifies the importance of blogging and feels as though technology integration can promote literacy through storytelling, allows collaborative learning, and provides anytime-anywhere access.
The author describes the importance of teaching literacy to children and adolescent development through digital fluency, a way people become comfortable using technology as their natural language. Researchers feel as though technology literacy will be another prerequisite for lifelong learning and employment. This article also discusses the art of storytelling to increase literacy stating “using the Internet to communicate allows an author to use verbal literacy while extending digital fluency” Lastly, this article explores various ways that blogs can be used for both individuals and groups and in different classroom settings such Buckman Arts Magnet Elementary School in Portland, Oregon uses blogs to create a portal for all classrooms. The blog links among each teacher, showcasing photographs, student artwork, and classroom news.
Overall, this research article did a great job of promoting the utilization of blogging within the classroom to increase literacy skills. I feel as though blogging can be effective if monitored properly and students were taught cyber etiquette.
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