Once upon a time there was a hard working teacher who worked hard at her job. She knew there must be a better way to teach this generation’s students.
Who will help me find a new way to teach these digital natives?
“Not I” said the students
“Not I” said the Principal
“Not I” said the Parents
The teacher decided to teach herself how to reach these digital natives. She went and enrolled in Fundamentals of Technology for Educators.
The teacher was asked to create excel spreadsheets, blogs and on-line identity. She was lost during many on these assignments.
Who will help me find a new way to teach these digital natives?
“Not I” said the students
“Not I” said the Principal
“Not I” said the Parents
The teacher decided to use Google, Microsoft help and the wonderful textbook to figure out the assignments.
The teacher needed to create and find a way to integrate technology into her curriculum.
Who will help me find a new way to teach these digital natives?
“Not I” said the students
“Not I” said the Principal
“Not I” said the Parents
The teacher decided to create a web-quest made to help her students understand the lives of those living colonial America.
Finally other teachers are realizing they need a way to reach their digital natives.
Who will help these students and teachers?
“I will” said the teacher who took Fundamentals of Technology for Educators.
I will teach YOU what I know about ways to reach your digital natives that really work examples are: Prezi for notes, digital storytelling.
Monday, May 2, 2011
Tuesday, April 19, 2011
What did I do with my weekend?
Check out my improved web-quest, now with a lesson plan. Boy I hope I did this right :-) On to the next assignment I know I will start that now!
| Lesson Title: |
Commercial For your Colony |
| Grade Level/Subject Area: |
8th Grade U.S. American History
|
| Performance Objectives: |
After completion of the lesson, students will be able to:
|
Cross Curricular
| |
| 1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression.
2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project.
5. Digital Citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship.
6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: b. Select and use applications effectively and productively. d. Transfer current knowledge to learning of new technologies.
| |
| Time Needed: |
1 week or 5 50-minute class periods.
|
| Assessment: |
Students will be assessed using a rubric provided from iRubric.
|
| Technology Connections: |
Students will conduct research about the thirteen colonies on the internet. Students will then turn their findings into a short video.
|
| Materials: |
Students will use the provided handouts and computers to research their colony. Students will use camcorders, and computers to create a short video.
|
| Related URLs: |
Teacher created wiki: |
| Step by Step Procedures: |
Day 1 –in classroom:
Day 2- Computer Lab:
Day 3- “on-set”:
Day 4- Computer Lab:
Day 5- Computer Lab:
|
| Classroom Management: | Whole Class Instruction, Monitor Student understanding through Informal Questioning.
|
| Accommodations: | One-on-one assistance as needed. Use visuals and explain vocabulary ahead of time. |
| Resources: |
Wednesday, April 13, 2011
How authentic is my assessment?
I like to use a variety of assessments to assure that my students are learning in my classes. As a continuation of my thirteen colonies infomercial project, I knew I had to have a way to evaluate the products that my students created. I needed to create a rubric for this assignment that I am going to give my students. "What is a rubric?" you ask? According to Kenesaw State University, “A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.” I knew immediately that this is the way I wanted to grade my students.
I normally use a more holistic rubric, one where you list all the items which are in a category together; however, in this assignment I wanted to weight each category with a different percentage. In my research I found this would be more similar to an Analytic rubric (definition by Jon Mueller). I knew that I would have to be careful. After reading "Calculating Grades with Rubrics" by Tammy Andrew, I wanted to make sure that all students received a meaningful grade based on the importance of what I wanted them to learn from the assignment. I sat down to create a list of the most important items through which my students can demonstrate their knowledge of the subject.
In addition to having my list of important items, I wanted to find a website to help in developing a rubric. I chose iRubric, a website that not only will help me write my rubric but will also help in my grading of the students' projects. I went through the options that this wonderful website offered. I found this website very user-friendly and can see myself using this very often in the future. If you want to check out my great new rubric, I have added it below. Let me know if you see any changes that might be needed.
Thursday, April 7, 2011
An Example or changed idea?
AR#6
I teach in a middle class school. My students have access to computers at school by using computer labs or in my classroom where I have 3 student computers. The computer lab is becoming increasingly difficult to get into because everyone wants time in there. Yippe! It seems like teachers are integrating technology into their curriculum, right? Actually, most teachers are going in to have their students take computerized tests. I teach U.S. American History to 8th grade students (most are 13 to 14 years old). Sadly, the students typically come into class with the idea that history is boring.
I also spent some time evaluating the web sites I obtained my information from. I now see the need of developing a special way to evaluate these student technology based projects effectively, as explained in my textbook Integrating Technology and Digital Media in the Classroom by Shelly, Gunter and Gunter. The value of explaining to students the worth of a web site varies. They might need to do a few evaluations on web sites at the start of the year to understand everything they find on the internet is not accurate. I liked how the Office of information and technology described the internet as “The Web is not one large digital library. Libraries have trained professionals who carefully evaluate, select, organize, and index materials from credible sources.”
This week I was challenged to create an example of what I would like me students to do for a project using digital storytelling. The topic I want my students to focus on will be the thirteen original colonies. I really would like for them to learn what life was like for the people of the colonization time period. What might the person see, eat or do in a day?
I had a difficult time incorporating everything that I wanted my students to have in my “movie”. I am really going to have to dive deeper to what I want my students to learn. The objectives I listed in my assignment seem too complicated for the idea I have.
Objectives:
-What were the reasons Europeans colonized in America?
-What is the difference between New England, Middle and Southern Colonies?
-How was life in the colonies different from life in Europe?
-What are the regional differences?
-What are the best features to each of the colonies?
I was originally looking to have the students create their projects in photo story (a free program that our school already has). The project can still be done, but I always have grand dreams and high expectations. I want the expectation to be obtainable to my 8th grade students. Plus, I can only get the computer lab for about 1 week, sometimes less. I am going to continue to make adjust my expectations and make them a little more realistic.
I teach in a middle class school. My students have access to computers at school by using computer labs or in my classroom where I have 3 student computers. The computer lab is becoming increasingly difficult to get into because everyone wants time in there. Yippe! It seems like teachers are integrating technology into their curriculum, right? Actually, most teachers are going in to have their students take computerized tests. I teach U.S. American History to 8th grade students (most are 13 to 14 years old). Sadly, the students typically come into class with the idea that history is boring.
I also spent some time evaluating the web sites I obtained my information from. I now see the need of developing a special way to evaluate these student technology based projects effectively, as explained in my textbook Integrating Technology and Digital Media in the Classroom by Shelly, Gunter and Gunter. The value of explaining to students the worth of a web site varies. They might need to do a few evaluations on web sites at the start of the year to understand everything they find on the internet is not accurate. I liked how the Office of information and technology described the internet as “The Web is not one large digital library. Libraries have trained professionals who carefully evaluate, select, organize, and index materials from credible sources.”
This week I was challenged to create an example of what I would like me students to do for a project using digital storytelling. The topic I want my students to focus on will be the thirteen original colonies. I really would like for them to learn what life was like for the people of the colonization time period. What might the person see, eat or do in a day?
I had a difficult time incorporating everything that I wanted my students to have in my “movie”. I am really going to have to dive deeper to what I want my students to learn. The objectives I listed in my assignment seem too complicated for the idea I have.
Objectives:
-What were the reasons Europeans colonized in America?
-What is the difference between New England, Middle and Southern Colonies?
-How was life in the colonies different from life in Europe?
-What are the regional differences?
-What are the best features to each of the colonies?
I was originally looking to have the students create their projects in photo story (a free program that our school already has). The project can still be done, but I always have grand dreams and high expectations. I want the expectation to be obtainable to my 8th grade students. Plus, I can only get the computer lab for about 1 week, sometimes less. I am going to continue to make adjust my expectations and make them a little more realistic.
Friday, April 1, 2011
Me, Create a Web Quest, Really?
AR#5
This week was one of the hardest for me. First, we are on spring break so all of my resources (including links I like to use) are on my work computer. Second, All the thunderstorms near my house has caused us to lose power. Once I have tackled those hurdles, I am feeling quite overwhelmed by the task I am to undertake this week. I was to create a Curriculum Page/Web Quest. In order to start this very daunting task, I needed to find out more about what a Curriculum Page/Web Quest was.
In completing research I found that a Web Quest is an inquiry-based lesson (webquest.org). I found this to be a comfort since I use DBQ’s in my classroom (Document Based Questions). The students are provided a very open ended question that they have to look at multiple documents to form their opinion and argue the evidence to support the opinion. I also use History Alive to provide a real connection the past and how it relates to the student. I can do this I can come up with a Web Quest!
A curriculum page is a teacher-created document containing hyperlinks to teacher-selected Web Sites. (Integrating Technology and Digital Media in the Classroom by Shelly, Gunter and Gunter) Now I just have to decide what to research to be able to provide links for my students. I looked back on my last blog in where I wanted to do a Story of Us scenario. This was just to broad a topic and I really wanted to be able to use this to get the students excited in the beginning of the year. Then it came to me, I have the students read a book called Blood on the River, Jamestown 1607 by Elisa Carbon and a DBQ on Jamestown: Why did so many colonist die? I could then ask them why would anyone leave England to come to the New World. There is a lesson in my History Alive book that the students need to create a colony booth and have a colonial fair (much like a job or college fair). They are required to visit the booths to find out about each colony. What if I morphed it into…an infomercial with “personal” story on why they decided to move to the colony?
Although I had an idea that I feel very confident in and I have no clue where to start. Luckily for me I was provided a one page template to get me started. I started to try to fill in the blanks and get started. I also spent time looking at different web quest. I really enjoyed the one on Jamestown. I was off to find pages for my students to use. Since I have so much information on Jamestown, I decided not to allow groups to use Virginia as one of their colonies. I will instead use this as my example. Finding web sites was fairly complicated as most of my favorite links are bookmarked at school for this unit. I have since learned of Diigo and see the benefits of having web sites bookmarked on-line. I have to live and learn J
I am still playing with the different pages and adding links as I find them. There might need to be a few zipped files added at some point. I need to get a folder created so I can compress the entire folder I wish to upload and not each item at a time.
So did I make you curious, do you want to see what I have so far for my students to create an infomercial on their colony? Your wait is over! May I present you my web quest: Commercial for your Colony.
Just in case the Hyperlink does not work: http://petersonusamerican.wikispaces.com/
Thursday, March 24, 2011
Curriculum + Technology= Integration
As I was reading about how to integrate technology into my U.S. American history curriculum (according to Shelly, Gunter, Gunter in Integrating Technology and digital Media In the Classroom in the knowledge skills) I thought to myself, “This is something I can get!” I am often trying to get my students connected; they often feel that history has no correlation to them. This gives them the connection they are looking for. At my school, we focus on reading in the content areas, so each nine weeks my students read historical fiction. The first year we tried this mandate the students seemed ineffable. Therefore they had no way to connect or to want to tell me how they connected to the history. The final product is a digital storytelling, first using Photo Story then moving to Movie Maker by the 4th nine weeks. Therefore placing technology integration into my curriculum is a natural fit.
Regarding the question what would I wish my students do, I think for the 4th nine weeks I would like to show them part of the Story Of Us by the History channel. I would like to give each student a topic for them to tell the story of U.S. History. I could do a decade, reforms or themes. This would have to be a final project as they would need the basic knowledge of what time period some of these events come from. The challenge will be sending students out to capture parts of this on film. They will have to become part of the time period.
The web resources I use include digital booktalk. I use this often in the classroom to help students make the best decision about books as possible. We also use parts of UB Director Curriculum this way students understand parts of a story and how to create a storyboard. I also use other web sites to help me find story boards and rubrics for students.
Another source that I love to use is Story Of Movies this is a curriculum that has students use popular classic films to teaching history. I do this one lesson in February during Black History Month that the students read about Rosa Parks famous bus ride. We make story boards about this story, how might we show all the important parts. Then we watch a short movie made about the same ride. I ask the question did the moviemakers get the information right.
Do you know what the is the best part about Digital Book Talk and the Story of Movies? They are both free to teachers! You have no excuse to teach your students using digital stories, now what is stopping you?
Wednesday, March 16, 2011
What is digital media and why do we need it in our classrooms?
AR#4
What is digital media and why do we need it in our classrooms?
According to Shelly, Gunter and Gunter in Integrating Technology and Media in the Classroom, digital media is “technology that allows users to create new forms of interaction, expression, communication, and entertainment in digital format.” I also took time to watch an on-line video about students being motivated by using Digital Stories. A digital story is a way students can research and present their information in a story format, while using a digital device. This is how I want my students to learn: they can leave my class with knowledge and excitement about learning. In contemplating all these things, I decided to challenge myself this week and create a Prezi (short for presentation, similar to power point) to encourage other teachers to see the benefits of using Digital Stories in their classrooms. I often use power points in my classroom and looked into creating a slideshare. However, I wanted to push the envelope and learn something totally new.
What a great way to keep students interested in what you are teaching about. I went around asking multiple people if they have ever heard of a Prezi. Not a single person that I surveyed said they had heard of this! I took time to educate everyone in my grade level about what an inventive way this is to teach students. This is important because our students are digital natives and want us to learn how to meet their needs and keep their attention.
I did experience some problems as I am still learning how to use this technology. I put in a light bulb, but I did the path and made it upside down. I also practiced on a few presentations to make sure the one I am posting would be worthy for your eyes to view.
When I taught 7th grade, I would assign a power point project about different countries. The students would get up and present their information on the countries to the class. The students at that time thought it was the greatest thing to do a presentation using the technology in class. I cannot wait to have my students attempt to create their own Prezi projects.
I also like the idea of these options (Prezi and slideshare) being on-line. In my classroom, I often print and hand the notes to students who were absent. With this, I can direct them to my website to obtain the same notes. Parents would also be able to help students study for the test as well since they access to the notes. By using technology and innovative teaching techniques you can capture the attention of your students. As your student’s interest in your class increases, you will see a corresponding rise in their grades.
*On a side note on Friday, I ran into a former student who could still tell me all about Jamestown, Digital Stories Work!
What is digital media and why do we need it in our classrooms?
According to Shelly, Gunter and Gunter in Integrating Technology and Media in the Classroom, digital media is “technology that allows users to create new forms of interaction, expression, communication, and entertainment in digital format.” I also took time to watch an on-line video about students being motivated by using Digital Stories. A digital story is a way students can research and present their information in a story format, while using a digital device. This is how I want my students to learn: they can leave my class with knowledge and excitement about learning. In contemplating all these things, I decided to challenge myself this week and create a Prezi (short for presentation, similar to power point) to encourage other teachers to see the benefits of using Digital Stories in their classrooms. I often use power points in my classroom and looked into creating a slideshare. However, I wanted to push the envelope and learn something totally new.
What a great way to keep students interested in what you are teaching about. I went around asking multiple people if they have ever heard of a Prezi. Not a single person that I surveyed said they had heard of this! I took time to educate everyone in my grade level about what an inventive way this is to teach students. This is important because our students are digital natives and want us to learn how to meet their needs and keep their attention.
I did experience some problems as I am still learning how to use this technology. I put in a light bulb, but I did the path and made it upside down. I also practiced on a few presentations to make sure the one I am posting would be worthy for your eyes to view.
When I taught 7th grade, I would assign a power point project about different countries. The students would get up and present their information on the countries to the class. The students at that time thought it was the greatest thing to do a presentation using the technology in class. I cannot wait to have my students attempt to create their own Prezi projects.
I also like the idea of these options (Prezi and slideshare) being on-line. In my classroom, I often print and hand the notes to students who were absent. With this, I can direct them to my website to obtain the same notes. Parents would also be able to help students study for the test as well since they access to the notes. By using technology and innovative teaching techniques you can capture the attention of your students. As your student’s interest in your class increases, you will see a corresponding rise in their grades.
*On a side note on Friday, I ran into a former student who could still tell me all about Jamestown, Digital Stories Work!
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