Students Meeting the NETS-S

Using Web 2.0 applications for communication, collaboration and publishing help students meet many of the NETS-S. Having young students use Web 2.0 tools to communicate and collaborate meet the PrK-2 student profiles 3 and 4 as described below.

     3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic                means. (2, 6)

     4. In a collaborative work group, use a variety of technologies to produce a digital
         presentation or product in a curriculum area. (1, 2, 6)

Web 2.0 tools like Skype allow students to talk face to face with a variety of classrooms from around the world and collaborate in any subject or topic. Edmodo gives students a platform for sharing ideas and collaborating through text. They can share book discussion, science concepts, share strategies for solving math problems and work on real world problems together. Twitter allows students to hear and see current events and consider problems. They can also create and present original work with their peers and get immediate feedback.

Publishing Web 2.0 tools give students a creative and innovative way to share their original work, ideas and information with the world. Tools like VoiceThread, Animoto, iMovie, Explain Everything and Yodio give students a voice to share information and ideas with the world. These apps meet student profile 1 for Prk-2 and NETS-S 1.B as seen below.


      Prk-2 1. Illustrate and communicate original ideas and stories using digital tools and media-rich                     resources. (1, 2)

     1.b. Create original works as a means of personal or group expression

Overall, communication, collaboration and publishing Web 2.0 applications are an excellent way to meet the NETS-S.


Works Cited:

ISTE Standards. (2015, January 1). Retrieved on February 20, 2015 from: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Profiles for Technology Literate Students. (2007). In NETS Student Booklet. International Society for Technology in Education. Retrieved on February 20, 2015 from: http://www.iste.org/docs/pdfs/nets-s-2007-student-profiles-en.pdf?sfvrsn=4

Unit 1: Commonalities Among Project Based Learning Examples

The three Project Based Learing (PBL) examples found on Edutopia.org that I reviewed shared several circumstances and design principles, despite the fact that each one was taught at a different grade level. First, all of the projects were designed around driving questions that were meaningful to the students and applied to real world problems. In More Fun Than a Barrell of...Worms by Diane Curtis, first grade students began the PBL by brainstorming ideas of topics and questions they were interested in. After some discussion on exploring different animals such as snakes they arrived at worms because of the ease of accessibility. In another example from the same article, 2nd grade students chose to build their project around cystic fibrosis because one of their classmates was dealing with this disease. Since the students were given control over the topic their motivation and buy in was high. The topics in the other two PBL examples were more teacher lead but, the students were able to formulate their own questions throughout the process. All of the examples had guiding hands on activities built in and clear goals for the outcome. Students were investigating first hand butterflies, worms and designing blueprints. In addition, resources were brought in or connected with through technology, to give students more information and feedback on their progress, these resources included peer collaboration online, parents and local experts in the field. All of the examples had authentic assessments to evaluate student work during and after. In the PBL entitled, Geometry Students Angle into Architecture through Project Based Learning, students were able to present their final project to architects who would give them feedback on the validity of their projects. Many projects brought in peer and community critiques as well.

In all of these examples, the role of the teacher and students was very clear. The teacher was to plan and create the outline for the scope and sequence of the PBL. Students were given criteria for judging the quality of their work and deadlines to meet. Throughout the process, the teacher facilitated student learning by conferencing with students on their progress, offering resources for learning such as field trips, guest speakers, web based collaborating and supplied feedback as needed. Students were given ownership and responsibilities at varying degrees depending on the grade level. Students were responsible for planning, organizing, researching, creating and ultimately presenting their projects. They had to work as a team to ensure everything was done on time and accurately. They were engaged in investigations through hands on learning and through technology to gather information, answer questions and formulate new questions. The ownership piece of PBL and the depth at which students are able to learn makes it clear to me why so many teachers and school districts adopt this method of teaching and learning.

The high impact of PBL on student learning and growth is distinct in these examples. Student engagement was prevalent throughout these projects because they had a hand in choosing the topic and/or formulating the questions they wanted answered. In addition, the topics were relevant and related directly to their lives. The processes, skills and products the students applied can carry over not only to classroom assignments but, to any career or entrepreneurship students wish to pursue. PBL addresses 21st century skills and processes in a very authentic way that sets students up for success throughout their lives.

 References

Armstrong, S. (2002). Geometry students angle into architecture through project based learning.       Retrieved on January 25, 2015 from http://www.edutopia.org/geometry-real-world-students-architects

Curtis, D. (2001). More fun than a barrell of...worms?! Retrieved on January 25, 2015 from http://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002). March of the monarchs:students follow butterfly migration Retrieved on January 25, 2015 from http://www.edutopia.org/march-monarchs

Digital Board

Glog on Diversity in our Classroom

Glogster is an excellent web 2.0 tool to grow my students’ ethical and respectful minds by allowing students to collaborate online with others.  They can share information, view information and create. Gardner says, “The task for educators becomes clear: if we are to fashion persons who respect differences, we need to provide models and offer lessons that encourage such a sympathetic stance”. Glogster allows me to create such a lesson and/or unit to get students thinking and working in a respectful and sympathetic way.  Glogster is versatile enough to be used with any subject or topic and allows students the opportunity to explore, respond, create and apply what their learning through links and embedded videos, charts, photos and other media.

The Glogster that I created was developed with my students and their families input.  I was able to talk with my students and their families and find out where they are from and a little about their culture. Then we put together the Glog based on their input. I will use this Glog over several weeks to give students the opportunity to share their geographical backgrounds and to compare and contrast their differences.  Then students will have a chance to reflect and write about the importance of learning about their similarities and differences.  After working through the Glog together I will give students an opportunity to explore the links, videos and activities in centers.  Then we will celebrate by having a day of diversity where students can bring in a family member, food, clothing and media to share their culture with the class.  I could have them work with their families to create a Glog with personal photos, videos and links to teach each other about their culture to share on this day. Using Glogster in whole group will afford students the opportunity to showcase their background and show and tell their culture.  This board gives us a jumping off point to learn to appreciate our diverse world and to accept each other.  In addition, it will give them a safe environment to explore their bias and prejudices and discover the truths in each culture. I will be modeling the ethical and respectful minds as I acknowledge and help students explore the languages, culture, beliefs and traditions among each other.

Gardner, H. (2007). Five Minds for the Future. Boston: Harvard Business School Press.

Video Blog Developing Gardner's Five Minds

The five minds Gardner addresses have justified and polished my philosophy of teaching.  I have always been pushing the envelope and trying to offer my students independence and opportunity to grow and learn through doing and creating.  Debbie Diller and the Two Sisters have been my examples as I try to create this type of learning environment for my students.  Howard Gardner will be added to my references as I continue to prepare my students for the 21st century skills set and knowledge they will need to be successful in our global world.

Gardner, H. (2007). Five Minds for the Future. Boston: Harvard Business School Press.

Unit 6: Respectful and Ethical Minds

There are several ways that I allow my students to collaborate online.  One that I have used for two years now is Kidblog.org. I have implemented the use of student comments in Kidblog to teach online etiquette.  I did this by modeling, modeling, modeling and role playing and assessing comments over a period of weeks to help students understand appropriate and helpful comments as opposed to feel good or hurtful comments.  We discussed in length magic words that should always be in comments and ways of wording suggestions that make their classmate feel supported and help them to learn.  For instance when giving a push students can say, "You can make your writing even better by...". The students connect with other classrooms in our building through Kidblog as well.  My students can share ideas with others through commenting on their posts and vice versa.    

Another more recent discovery I have made is ePals Global Community.  I signed up for a project with Macedonia to collaborate on solving a global problem with another 2nd grade class and I put a project out called Mystery Skype, that allows my classroom to collaborate with another second grade classroom in a mystery location (hopefully in South America).  The two classes will have to create questions and research their own answers. Then they will ask the questions over a Skype call to find out where the other classroom is located.  In addition, we will be creating a Prezi presentation with our ePal to showcase our locations. This will support collaboration among students and allow students to practice being respectful and using ethics.  

All of these activities support respectful and ethical minds because it lets students have the opportunity to work with diverse students and consider different perspectives. As noted in the interview with Vicky Davis and Julie Lindsey, this will also help students understand that "they are not the center of the universe" and that other countries in the world have different schedules, holidays, time zones, ways of life and priorities.  The more we expose students to these experiences the more we can instill in them respect and ethics.  Students need real world exposure in order to learn this type of thinking and acting.  It is not something that can be taught in isolation.  


Works Cited:

Juliani, AJ. (2013, March 11). Flattening classrooms and engaging minds with global education: an interview with vickie davis and julie lindsay. [Video file]. Retrieved from  http://educationismylife.com/flattening-classrooms-and-engaging-minds-with-global-education-an-interview-with-vicki-davis-and-julie-lindsay/

Unit 5: Spotlight on Strategies Reflection and Link

What instructional goal/challenge does your SOS address? 

Geocaching is a form of collaborative and active learning that addresses many challenges.  The most critical of these being student motivation and engagement.  While geocaching, students are problem solving, cooperating, using map skills and technical skills while actively engaged.  Students must work together and focus to complete the tasks.  This gets them talking and listening to each other's ideas to create their own understanding.  Students are motivated because they are using technology to accomplish the tasks and they have specific tasks to complete.  This strategy supports what the Center for Teaching and Learning has to say about student engagement, "Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences." 


What additional value does the integration of digital media bring to your idea in terms of students’ understanding of the concept or topic?

Digital integration helps students understand the concept by motivating them, engaging their senses and minds and in this example getting their bodies moving.  The old saying 'hands on, minds on' can easily apply to using digital media in the classroom. This is an excellent way to strengthen 21st century skills while actively engaging them in content.  Students are more likely to learn the material because they are actively engaged and motivated by the GPS devices and the iPad clues and videos.  Without these tools students may be active but not as engaged.  According to a case study conducted by SRI International, "students were able to handle more complex assignments and do more with higher-order skills because of the supports and capabilities provided by technology." In addition, they go on to say that the use of technology for an assignment is highly motivating to students and it builds self confidence.  If students feel confident and motivated they are more likely to take risks, make mistakes and learn from them. More over technology is valued in our society, they see their parents using it for work and their teachers using it for instruction, giving them technology makes them feel powerful and connects them with the real world way of doing things.

Here is the link to my Spotlight on Strategies Smore flyer.

https://www.smore.com/ccse




Bibliography:

faust, J. & Paulson, D. (2013). Active learning for the college classroom. 20 November 2013. Retrieved from http://www.calstatela.edu/dept/chem/chem2/Active/

Hall, T. & Strangman, N. (2009). Background knowledge. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledge#.Uotv9MSkrgo

Engaging students in learning. Center for teaching and learning. University of washington. Retrieved 20 November 2013, from http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/

SRI International; technology and education reform. Effects of technology on classrooms and students. Retrieved 20 November 2013 from http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

Unit 5: Creativity in the Classroom

I decided to put out a survey to my second graders in regards to what apps they would like to do to be creative in class.  The majority showed interest in creating videos using animoto.  We will be creating short videos in small groups to reteach a concept learned in class.  Last year my students made a how to video on calendar math, another group did a spotlight on an author and another group taught us about verbs.  After the videos were scripted, filmed and edited we shared them with our families and the class.  The whole class voted on creating posters in piccollage.  The students can create posters to demonstrate their understanding of a concept or to activate prior knowledge by doing a word splash.  They can also create posters to introduce themselves to each other.  The next item they were all excited about doing is making digital postcards to write friendly letters and share with their families concepts we are learning in class using the app photocard.  These can be e-mailed to the parents instantly and the students can add their own photographs or pictures.  The last project the whole class voted on was creating postcards from punctuation marks.  The students take on the role of a punctuation mark and use story buddy to create an image showing the punctuation mark on vacation somewhere.  Then they write a letter to our class explaining where they are, what they are doing and why it is important that they come back to our class soon.  These are then printed and displayed in the classroom.

When I asked the class what technology they like that we are using in the classroom now to be creative they said that they enjoyed using the netbooks to write on kidblog and using the smartboard to watch videos clips about a topic, learning through Prezi presentations like the one on book genres, listen to songs to learn a concept and playing games.  They also enjoy using manipulatives like base ten blocks on the smartboard to work through math problems because it is easy and fun.

The things they like about the iPads now are magnet letters to practice their spelling patterns, storypatch and scribble press for making books, puppet pals where they can retell the story using puppets of the characters and settings from their book, and voicethread where they take a picture of the book they are reading and then do a verbal book review and read their favorite part.