Donohoo, J. (2006, May). Increasing literacy; reflecting on a blog pilot project. Learning and Leading with Technology, 34-35. ISTE: Eugene, OR.
The Article
Increasing Literacy by Jenni Donohoo recounts her experience in using blogging as a tool to help students expand their literacy skills. Her purpose in writing the article is to show how one can utilize new technology and effectively apply it to a classroom, for language arts in particular. She structures her article by first explaining what she did, how it benefited her students, and by then offering tips to any teacher who is interested in this kind of class project. Donohoo is concise and recognizes some of the difficulties teachers might face, especially of accessibility to computers and privacy options on blogging sites. This thoughtfulness makes her article more enjoyable and more effective, as she approached the blogging project realistically. She kept it simple and was able to maximize results for her students.
Donohoo partnered up with another teacher for the blogging project, and she recommends partnering up with a like-minded teacher who will have the same goals as you (she even encourages cross-curriculum aspects of the project). The project she used consisted of her setting up a special blog for her classroom. She used it mainly as a forum for discussion, where students posted there according to the prompts she put up. In other classrooms, the students collaborated with classmates and students from another school for the assignments. Studying the conventions of stories and creating examples of their own to be critiqued by their peers was one way of how to utilize blogging in the classroom. Another was partnering up classes and allowing the students to post their analysis of a quote, then share it and discuss it with others. Donohoo stresses setting up guidelines on appropriate blogging, which I found very reasonable. She stresses proper adherence to grammar and spelling. She also writes about the significance improving literacy (the language arts kind) with technological literacy. The relationship is extremely relevant to the students' daily lives and makes it an engaging way to improve writing and written communication skills.
Personal Response and NETS
As a future language arts teacher, I truly enjoyed reading an article that is closely related to what I would like to work on with technology. The challenge that I have thought about with technology and classroom instruction is how to appropriately apply it to the curriculum and standards for language arts. Donohoo provides great examples of this, and I am interested in finding out more ways to approach language arts in a modern way. Reading and writing is oftentimes considered boring by students, but encouraging professionalism through blogging may be a good way to engage them in work that will be interesting as well as useful for them. I think other ways that blogging may be applied to language arts class could be to have students develop a story and then exchange it electronically and have other students review it. Working more with poetry would also be a way to step outside of the traditional read and respond way that poetry can be discussed and learned about in the classroom.
The work that this article describes addresses most of the student NETS standards. In particular, it addresses standard 2-Communication and Collaboration through the introduction of blogging to students. They are taught to interact with each other appropriately and digitally, using technology tools that are not traditionally learned in school. Also, it applies to standard 1-Creativity and Innovation because it encourages students to apply what they know about language arts to a real-world medium and work creatively with it. Using a blogging site, students are no longer limited to pencil and paper, but to a plethora of resources that can enhance a writing project through new resources and access to distinct points of view. Finally, this article shows how effective blogging is for students with standard 3-Research and Information Fluency. Students are learning to how to use new media for a specific purpose in language arts, and exploring the different functions of blogging as well as the connection between classroom literacy and real world skills.
Monday, March 28, 2011
Saturday, March 12, 2011
Not Your Grandmother's Library!
Source:
Perez, L. (2011, March/April). Not your grandmother's library!. Learning and Leading with Technology, 16-19. ISTE: Eugene, OR.
The Article
The article Not Your Grandmother's Library! by Lisa Perez explores how certain school librarians are adapting to the latest technologies in order to best help their students succeed. Perez's purpose in writing the article is to show how even without the most high-tech facilities or resources, librarians with determination can find effective ways to stimulate students. In other words, with some savvy tech knowledge and creative uses for easily accessible Web 2.0 sites, a little can go a long way in terms of how much students learn. I think that Perez is successful in her purpose because of the examples she gives and the resources she offers.
Perez focuses on three librarians and their work in their respective schools. She also finishes up the article by commenting on the way that technology is used by librarians will empower students, and again shares examples. The librarians she talks about represent different locations in the United States, from Pennsylvania to Alabama and California. They also represent the different income levels that schools have, and showcase how librarians work with their specific situation. I think that trying to give more than one viewpoint and trying to represent differences that readers will identify with helps the article become stronger. It is interesting to note that the librarians she writes about mention some of the Web 2.0 tools we have learned about in class as well, such as VoiceThread, wikis, blogging, and specially-funded programs for schools to use at no cost, like the Streetside Stories program for students in Los Angeles.
My Response and NETS
I believe that in the midst of so much advancement in technology, school libraries definitely have a hard time modernizing in order to fit their students needs. Like Perez states, a lot of libraries are still fashioned in antiquated ways, ways that do not suit 21st-century learners. For example, I remember my high school having a library that had a lot of books, but a computer system that was not very developed. The computers were outdated and the internet was more often than not, very slow. We had two librarians, and they worked very hard to try to accommodate to changing times, but struggled with the process. I believe that a website for our school library would have been very helpful, as many of the resources that librarians did not get to talk to us about could have been listed there. Many of these could have been Web 2.0 tools that help with common projects that were assigned at our school, or resources to help us learn more about classroom topics in creative ways. Related to this is one of the aspects that interested me the most about Perez's article is how a librarian from Alabama found a way to incorporate podcasts and wiki pages to an English class's reading of Hamlet. That was definitely an interesting way to approach a well-established component of the literary canon, one that goes beyond the usual read-and-watch a movie approach.
The topics that this article touches on relates to NETS for Students #3-Research and Information Fluency and #6-Technology Operations and Concepts. Standard #3 is met through students using the tools librarians teach them about in order to research and apply information learned through digital tools into their schoolwork. #6 is met through their learning how to use these tools effectively, as best relates to their specific purpose with them. Because this article is aimed at school librarians and the teachers who work with them, the NETS for students can also be applied. Specifically, NETS #1-Facilitate and Inspire Student Learning and Innovation, #2-Design and Develop Digital-Age Learning Experiences and Assessments, and #3-Model Digital-Age Work and Learning. By constantly learning about what is available for students to use, analyzing and then modeling for students, librarians and teachers are looking out for students. They truly will be preparing them to the best of their abilities.
Perez, L. (2011, March/April). Not your grandmother's library!. Learning and Leading with Technology, 16-19. ISTE: Eugene, OR.
The Article
The article Not Your Grandmother's Library! by Lisa Perez explores how certain school librarians are adapting to the latest technologies in order to best help their students succeed. Perez's purpose in writing the article is to show how even without the most high-tech facilities or resources, librarians with determination can find effective ways to stimulate students. In other words, with some savvy tech knowledge and creative uses for easily accessible Web 2.0 sites, a little can go a long way in terms of how much students learn. I think that Perez is successful in her purpose because of the examples she gives and the resources she offers.
Perez focuses on three librarians and their work in their respective schools. She also finishes up the article by commenting on the way that technology is used by librarians will empower students, and again shares examples. The librarians she talks about represent different locations in the United States, from Pennsylvania to Alabama and California. They also represent the different income levels that schools have, and showcase how librarians work with their specific situation. I think that trying to give more than one viewpoint and trying to represent differences that readers will identify with helps the article become stronger. It is interesting to note that the librarians she writes about mention some of the Web 2.0 tools we have learned about in class as well, such as VoiceThread, wikis, blogging, and specially-funded programs for schools to use at no cost, like the Streetside Stories program for students in Los Angeles.
My Response and NETS
I believe that in the midst of so much advancement in technology, school libraries definitely have a hard time modernizing in order to fit their students needs. Like Perez states, a lot of libraries are still fashioned in antiquated ways, ways that do not suit 21st-century learners. For example, I remember my high school having a library that had a lot of books, but a computer system that was not very developed. The computers were outdated and the internet was more often than not, very slow. We had two librarians, and they worked very hard to try to accommodate to changing times, but struggled with the process. I believe that a website for our school library would have been very helpful, as many of the resources that librarians did not get to talk to us about could have been listed there. Many of these could have been Web 2.0 tools that help with common projects that were assigned at our school, or resources to help us learn more about classroom topics in creative ways. Related to this is one of the aspects that interested me the most about Perez's article is how a librarian from Alabama found a way to incorporate podcasts and wiki pages to an English class's reading of Hamlet. That was definitely an interesting way to approach a well-established component of the literary canon, one that goes beyond the usual read-and-watch a movie approach.
The topics that this article touches on relates to NETS for Students #3-Research and Information Fluency and #6-Technology Operations and Concepts. Standard #3 is met through students using the tools librarians teach them about in order to research and apply information learned through digital tools into their schoolwork. #6 is met through their learning how to use these tools effectively, as best relates to their specific purpose with them. Because this article is aimed at school librarians and the teachers who work with them, the NETS for students can also be applied. Specifically, NETS #1-Facilitate and Inspire Student Learning and Innovation, #2-Design and Develop Digital-Age Learning Experiences and Assessments, and #3-Model Digital-Age Work and Learning. By constantly learning about what is available for students to use, analyzing and then modeling for students, librarians and teachers are looking out for students. They truly will be preparing them to the best of their abilities.
Sunday, March 6, 2011
Filming Compassion
Source:
Bremer, J., Clark, M. (2005, April). Filming compassion. Learning and Leading with Technology, 39-41. ISTE: Eugene, OR.
The Article
The main purpose for authors Bremer and Clark writing Filming Compassion is to explain how educators can use technology courses as a way to allows students to give back to their community. Bremer and Clark describe the process of how a video production course addressed a school's service learning requirement by creating a project that would help both students and nonprofit organizations in the community. They partnered up their students and assigned each group a nonprofit to work with and create a video for, be it a promotional video for the nonprofit to use in advertising their group or an instructional one for the organizations to use for training purposes.
The article was organized in a way that explained each step of the project and was written so that it is successful in its purpose. It begins with an introduction, and continues into a detailed recounting of the process. It even includes the rubric with which each group's video was graded on. At the end, it explained what some of the difficulties faced were, both technological in terms of video equipment and personal, such as the issues faced when working with an outside organization. One the points that struck me the most about the article is how honest the tone was, and how it sought to prove how beneficial a project like that is for students. The students not only learned about video technology, but were also able to help out organizations that greatly benefited from their efforts. Not only did that teach them how to work in a real-life kind of situation, in which one has deadlines and clients to meet with, but it also encouraged them to see how the things they learn in class can be used in the community. They felt proud of their accomplishment, while their teachers were able to see them succeed in both video technology and service learning.
My Response & NETS
I feel that this article connects technology, which we usually see as something impersonal, to something that is extremely necessary, teaching students the importance of service. The concept itself is one that I think is effective in engaging students. Because they are working with real nonprofit companies, they know they must do their best and work hard in order to produce work they are proud to show. The fact that each group is paired up with a different nonprofit organization also keeps the project interesting, as students will feel how unique their contribution is and will find a network of support in their teachers and classmates, as the article explained.
This article was written in 2005, bu technology has changed very much in the six years that have passed. Video technology has become much more accessible, as well as more simple to work with in terms of basic editing. VCR's and videocassettes are no longer necessary, as the majority of camcorders are digital nowadays and are small in size (for easy transportation). Similarly, the internet has advanced the way we can view and share our work. Sharing their work with the organizations they are working for will not be a hassle, as video sharing sites as well as e-mailing are viable ways for students to keep their clients updated constantly. As for actual editing of their videos, computers come pre-installed with programs like Windows Movie Maker or iMovie, which represent no cost to school districts and help student perform basic editing jobs. In other words, projects like these are much more accessible than ever, and it supports the idea of students helping out their community.
I feel that this project can address all NETS for students, but in particular encourage NETS 1-Creativity and Innovation because of the creative side that the project encourages from students in terms of concepts and in execution. Taking into consideration how technology has progressed, the project also addresses NETS 2- Communication and Collaboration if students use technology to communicate with their classmates, teachers, and clients. Be it chatting online, e-mailing, or video chatting, communication and collaboration would be a big component of the project if completed in the present day. NETS 6- Technology Operations and Concepts are also addressed in the technological side of video production and in working with editing software.
Bremer, J., Clark, M. (2005, April). Filming compassion. Learning and Leading with Technology, 39-41. ISTE: Eugene, OR.
The Article
The main purpose for authors Bremer and Clark writing Filming Compassion is to explain how educators can use technology courses as a way to allows students to give back to their community. Bremer and Clark describe the process of how a video production course addressed a school's service learning requirement by creating a project that would help both students and nonprofit organizations in the community. They partnered up their students and assigned each group a nonprofit to work with and create a video for, be it a promotional video for the nonprofit to use in advertising their group or an instructional one for the organizations to use for training purposes.
The article was organized in a way that explained each step of the project and was written so that it is successful in its purpose. It begins with an introduction, and continues into a detailed recounting of the process. It even includes the rubric with which each group's video was graded on. At the end, it explained what some of the difficulties faced were, both technological in terms of video equipment and personal, such as the issues faced when working with an outside organization. One the points that struck me the most about the article is how honest the tone was, and how it sought to prove how beneficial a project like that is for students. The students not only learned about video technology, but were also able to help out organizations that greatly benefited from their efforts. Not only did that teach them how to work in a real-life kind of situation, in which one has deadlines and clients to meet with, but it also encouraged them to see how the things they learn in class can be used in the community. They felt proud of their accomplishment, while their teachers were able to see them succeed in both video technology and service learning.
My Response & NETS
I feel that this article connects technology, which we usually see as something impersonal, to something that is extremely necessary, teaching students the importance of service. The concept itself is one that I think is effective in engaging students. Because they are working with real nonprofit companies, they know they must do their best and work hard in order to produce work they are proud to show. The fact that each group is paired up with a different nonprofit organization also keeps the project interesting, as students will feel how unique their contribution is and will find a network of support in their teachers and classmates, as the article explained.
This article was written in 2005, bu technology has changed very much in the six years that have passed. Video technology has become much more accessible, as well as more simple to work with in terms of basic editing. VCR's and videocassettes are no longer necessary, as the majority of camcorders are digital nowadays and are small in size (for easy transportation). Similarly, the internet has advanced the way we can view and share our work. Sharing their work with the organizations they are working for will not be a hassle, as video sharing sites as well as e-mailing are viable ways for students to keep their clients updated constantly. As for actual editing of their videos, computers come pre-installed with programs like Windows Movie Maker or iMovie, which represent no cost to school districts and help student perform basic editing jobs. In other words, projects like these are much more accessible than ever, and it supports the idea of students helping out their community.
I feel that this project can address all NETS for students, but in particular encourage NETS 1-Creativity and Innovation because of the creative side that the project encourages from students in terms of concepts and in execution. Taking into consideration how technology has progressed, the project also addresses NETS 2- Communication and Collaboration if students use technology to communicate with their classmates, teachers, and clients. Be it chatting online, e-mailing, or video chatting, communication and collaboration would be a big component of the project if completed in the present day. NETS 6- Technology Operations and Concepts are also addressed in the technological side of video production and in working with editing software.
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