Chapter Three: Supporting Student Technology
This chapter explained communication perfectly. The definition of communication is a very broad term. The chapter broke it down even further into terms of:
- Point-to-Point (phone, internet): this is a two way conversation or communication
- One-to-Many Outbound (TV show, lecture, websites)
- Many-to-Many (group discussion)
(Egbert, 2009)
This is what stood out most to me in this chapter, because as educators I think we fail to attend to important factor in our profession. I believe we realize we do this, but do we really take it into full consideration when planning our lessons?
Something to ponder.:)
Chapter Four: Supporting Student Critical Thinking
“Critical thinking skills refer to abilities to analyze, evaluate, infer, interpret, explain, and self regulate. A simple way to define critical thinking is the ability to make good decisions and clearly explain the foundation for those decisions” (p. 101)
This is exactly what we want students to be able to do when they leave school, and especially when they are using technology. We want them to think: “Is this a creditable site?”, “Is this a fact or an assumption?”, “Am I being open minded about this issue?”, “Do I have all the facts?”, and so on. I believe this is the ultimate goal of education (besides the basic foundation), and we even have to consider this aspect in regards to technology.
Chapter Six: Supporting Student Problem Solving
From this chapter, I found the guidelines for technology-supported problem solving to be a very important aspect in the education arena. The guidelines were:
- Integrate reading and writing
- Avoid plagiarism
- Do not do what students can do
- Make mistakes okay
(Egbert, 2009)
We need students to be thinking and integrating reading and writing in all they. This will only to better prepare them for the working world. We want student to be able to find information, gather it, and then to put it into their own words and ideas. This leads to better problem solving. Do not do what students can do- let students develop the problem, search for resources, and design the assessments. This too will lead to better problem solving. Lastly, mistakes are okay. We need students to understand that mistakes are part of learning; it is a strong teaching tool. We all learn from our mistakes, and it is through these mistakes that we learn how to do something and do it right.
Bibliography:
Egbert, J. (2009). Supporting learning with technology: essentials of classroom practice. New
Jersey: Pearson.
Chapter 5: Project Management Strategies for Teachers and Learners
In this chapter the personalized web pages stood out to me the most. This is something that I could see being really beneficial in a classroom setting, especially with older students. It would also help with the motivation factor with most students. This also gives students the opportunity for individuality which they are usually crying out for in middle and high school. Like Egbert said, let the student create the problem, search for the resources to solve the problem, and design the assessments. This will help them with problem solving. Through this project students reading and writing has no choice but to get better, and if math is included it too then it will have to get better as well.
Bibliography:
Boss, S. & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-world
projects in the digital age. Washington, D.C.: ISTE.
Sunday, September 27, 2009
How to make a VoiceThread
1. Go to VoiceThread online. Click on create to start making your voice thread.
2. To upload a picture: Click on create and upload pictures from your computer. Pictures can be moved from location to location just by clicking and dragging them.
Click on create and upload pictures from your computer. Pictures can be moved from location to location just by clicking and dragging them.
3. Next click on comment. This will allow you to add comments to your pictures.
4. Then you will go up to the top to add a comment and description.
5. Now you are ready to share with friends: Just click on the friends you want to share with and then click on invite.
6. Still need more directions on how to make a VoiceThread, check out this online video that walks you through step by step. http://voicethread.com/#u461693.b8381.i61448
VoiceThread Evaluation Form
If you have trouble viewing or submitting this form, you can fill it out online: http://spreadsheets.google.com/viewform?formkey=dFUwcG5hUkRnUDJaSlZoM1NsYjJfQWc6MA..
Integrating Technology into the Elementary Curriculum with Voicethread and other Technology Resources
lease include a comment or suggestion on the workshop relevance to your classroom. We would like to thank you for your time and attendance at our first Techy Teacher Workshop!Workshop Hosts: Erica Boswell Leah Doughman Jean Martin Talleah Smith Barry Thibault
Top of Form
Please rate the facilities for today's presentation *
1
2
3
4
5
Inadequate for my needs as a participant
Excellent - I had everything that I needed
How relevant was today's presentation to your curriculum? *
1
2
3
4
5
Completely irrelevant
Extremely relevant
How knowledgeable were today's presenters about the VoiceThread technology? *
1
2
3
4
5
Not at all knowledgeable
Extremely knowledgeable
How well did the information presented line up with description of the workshop? *
1
2
3
4
5
Not very well
Very well
Did the workshop meet your expectations and needs as a learner? *
· Yes
· No
How confident are you in using the VoiceThread technology for projects in your classroom? *
1
2
3
4
5
Not confident at all
Extremely confident
How likely are you to use VoiceThread in your classroom? *
1
2
3
4
5
Very unlikely
Extremely likely
Check off your future needs/interests for other workshops presented by the Techy Teachers Please check all that apply
· Math in the Curriculum
· Music in the Curriculum
· Technology Resources that Work
· Classroom Management
· Blogging Projects
· Comic Life
· Digital Storytelling
· Project Based Learning
· Other:
Bottom of Form
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Integrating Technology into the Elementary Curriculum with Voicethread and other Technology Resources
lease include a comment or suggestion on the workshop relevance to your classroom. We would like to thank you for your time and attendance at our first Techy Teacher Workshop!Workshop Hosts: Erica Boswell Leah Doughman Jean Martin Talleah Smith Barry Thibault
Top of Form
Please rate the facilities for today's presentation *
1
2
3
4
5
Inadequate for my needs as a participant
Excellent - I had everything that I needed
How relevant was today's presentation to your curriculum? *
1
2
3
4
5
Completely irrelevant
Extremely relevant
How knowledgeable were today's presenters about the VoiceThread technology? *
1
2
3
4
5
Not at all knowledgeable
Extremely knowledgeable
How well did the information presented line up with description of the workshop? *
1
2
3
4
5
Not very well
Very well
Did the workshop meet your expectations and needs as a learner? *
· Yes
· No
How confident are you in using the VoiceThread technology for projects in your classroom? *
1
2
3
4
5
Not confident at all
Extremely confident
How likely are you to use VoiceThread in your classroom? *
1
2
3
4
5
Very unlikely
Extremely likely
Check off your future needs/interests for other workshops presented by the Techy Teachers Please check all that apply
· Math in the Curriculum
· Music in the Curriculum
· Technology Resources that Work
· Classroom Management
· Blogging Projects
· Comic Life
· Digital Storytelling
· Project Based Learning
· Other:
Bottom of Form
Powered by Google Docs Report Abuse - Terms of Service - Additional Terms
VoiceThread Workshop Plan - First Submission
Voice Thread for the Elementary Classroom Project Project Leader - Jean K. Martin, Group Members - Erica Boswell, Leah Doughman, Talleah Smith, Barry Thibault Date Submitted: September 13, 2009
Introduction
A team of five graduate students of education studying technology integration at the University of West Georgia, Carrollton, Georgia, came together to learn a new instructional technology and develop a workshop that would contribute to the instruction of educators of elementary school students. The VoiceThread technology was new to every one of our team members. In less than 2 weeks, we learned how to use our cameras and microphones, upload graphic presentations to a website, invite each other to view our project, and then to make comments on each other’s VoiceThread projects. We developed four VoiceThreads on real life math topics: Percentages and Sports Teams, Area of Polygons, Counting Back Change, and Music is Math. One of our presentations is in the content area of language arts, focusing on persuasive writing of a second grade class. After this compressed learning experience, we each are confident that we can assist fellow educators learn this new technology in the two and a half hour workshop outlined below.
Overview
VoiceThreads and Differentiated Instruction: Technology that Supports Student Performance is a professional learning workshop for educators of elementary students. The objective of the workshop is to provide teachers with the skills and the desire to implement an engaging VoiceThread project in their classroom, grade-level, school district, or beyond. The workshop will expose elementary school educators to collaborative educational projects that have been created through the VoiceThread technology. The workshop will also give participants an opportunity to work with the technology hands-on in collaborative teams to begin their own project. At the end of this workshop, teachers will see the possibilities for using VoiceThread with their students and in their classrooms. Participants will also be on their way to being comfortable with the technology aspects of VoiceThread. They will be prepared to develop VoiceThread projects and focus their energies on meeting the individual learning needs of each student in their classrooms. By working in teams on actual projects they can use with their students, participants will also become aware of the on-site support they have from their colleagues.
Rationale
Today’s students require that their learning be relevant to their life. Technology integrated into curriculum standards can be the bridge to engage students in their learning and provide them with authentic ways to learn and to teach others. Teachers, however, often lament that they do not have the time to integrate technology into their instruction when students still need to master their grade-level standards. The student performance requirements of The No Child Left Behind Act (2001) continues to have a profound impact on elementary education. In the spring of 2010, the requirements for Adequate Yearly Progress will increase exponentially on all students, including the student sub groups of Special Education, English Language Learners, Economically Disadvantages, and identified minority race groups. In addition to the performance and accountability pressure of federal legislation, research on professional development of educators has identified numerous barriers for educators to integrate technology into their instruction. This workshop is designed to reduce implementation barriers so that educators will use technology that will engage their students in learning. The teachers will learn by doing and leave the workshop with a project they can use in their classroom the next day that is based on the curriculum standard of their choosing. They will become comfortable with the technology working with colleagues, and these colleagues will then be available for on-going support. The technology of VoiceThread itself was designed with accessibility in mind. It uses the resources already available in today’s classroom – a computer with Internet and voice recording capabilities. It also supports participation from home via Internet or telephone. This flexible and accessible technology will be an asset to each teacher’s tool box as they plan and deliver instruction to improve the performance of each of their students.
Prerequisites
Participants need only to have a basic knowledge of computers and a desire to increase the academic performance of their students. During the workshop teachers will select a curriculum standard and start to develop their own VoiceThread that they can then begin to use in their classroom. Those comfortable with the technology will work with those who are not. All participants will be learning and producing a VoiceThread together based on the learning needs of the actual students in their classrooms.
Resources
For highest participant impact, the workshop participants will gather in a room in which each participant will be able to see a presentation board comfortably with Internet capabilities (ie. ActiveBoard, Smartboard, LDC computer projector, etc.). Then, classrooms can be used for small group work completed by grade-level teams. One computer for every 3 participants is recommended to provide every participant an opportunity to have hands-on access to the technology while collaborating with colleagues. If the location does not have enough desktops, perhaps laptops with wireless Internet access can be used. Each small group computer will need Internet access and a microphone for voice recording. The five workshop providers will each work with a different grade level of teachers during the small group portion of the workshop. This hands-on, small group structure with a knowledgeable resource will accelerate learning of the technology and the creation of an initial project that will be usable in the classroom.
Processes
The workshop is designed in three parts. The session will start with all teachers whole group in one meeting area. Participants will see a sample of pre-made, individual VoiceThreads highlighting math, English Language Arts and Music standards across the elementary curriculum. After 20 minutes, once everyone had some exposure to VoiceThreads was, we will break into five smaller groups by grade level or grade-level clusters. Once in the grade-level rooms, small groups of three participants in each group will be formed. The participants of each small group will be predetermined based on grade level and proficiency and usage of instructional technology in the classroom. For example, room one could consist of kindergarten and first grade teachers, room two could be second grade, room three third grade, room four could be fourth grade, and the last room could be fifth grade teachers. This division would allow each of the work shop facilitators to reach all teachers needs based on a small group setting and for the teacher groups to work on a standards-based VoiceThread would be relevant to their students in small groups of three. In these small groups, the workshop facilitators would aid the teachers in creating their own VoiceThreads. Every participant will have opportunities to receive individual assistance from the workshop facilitator. After 90 minutes, each group of three will have created their VoiceThread. The participants will then reassemble in a whole group to view a sample of the newly created VoiceThreads and reflect as a group on the potential relevance of VoiceThread in the participants’ future instruction. Once all group questions are answered, the participants will be directed back to the computer rooms to complete an online workshop evaluation as their ticket out the door for dismissal.
Feedback
Participants will evaluate the quality of this workshop and its relevance to their instruction through an on-line workshop evaluation. This tool is available to preview at http://spreadsheets.google.com/viewform?formkey=dFUwcG5hUkRnUDJaSlZoM1NsYjJfQWc6MA.. Before participants leave the workshop, each will complete the on-line evaluation. The results will be compiled through an automated process and be available to the workshop sponsor that same day.
Expertise
Jean Martin, our workshop project leader, is experienced in developing and delivering differentiated content-based instruction for diverse learners. She holds a Masters of Arts in Teaching English to Speakers of Other Languages from Kennesaw State University and has 9 years of elementary education experience in grades K – 5. In addition, Mrs. Martin has taught English to adults in multiple academic and workplace settings. Currently, in collaboration with elementary classroom teachers, she plans, develops, and delivers standards-based lessons to students with a wide range of English language proficiencies in the general education classroom setting. She is studying Instructional Technology at the University of West Georgia at the Specialist level. Mrs. Martin is continuously researching and implementing instructional techniques to engage students and support student performance on grade-level standards.
Summary
Our team believes that the workshop we have outlined in this document will be an effective professional development experience for educators of elementary students. We have provided a learning experience and an opportunity to collaborate with their grade-level team members. The participants in our workshop will learn by making their own VoiceThreads on any academic standard or skill they select. They will work in groups of three to promote collaborative learning within the group and provide the support of a group for those educators not comfortable with aspects of this technology project. It is our hope that after a positive experience with this new technology and leaving the workshop with a project they can use tomorrow in their classroom, the elementary educators will begin using VoiceThread and other graphic and interactive technology in future lessons.
Additional Resources
-Workshop Flyer for September 30 (included in electronic folder)
- Participant Handout with VoiceThread Instructions (included in electronic folder)
-Electronic Survey Form (Word document included in electronic folder) http://spreadsheets.google.com/viewform?formkey=dFUwcG5hUkRnUDJaSlZoM1NsYjJfQWc6MA..
-Website on Techy Teachers http://www.martybray.net/bthibau1/medt7471/voicethread_workshop.html
-Links to Team Member’s VoiceThreads for Workshop o Jean Martin – Counting Back Change http://voicethread.com/#u479088.b608921.i3243831 o Erica Boswell – The Area of Polygons http://voicethread.com/#u479088.b608143.i3240105 o Leah Doughman – Freezing Classroom http://voicethread.com/#u461693.b596566.i3182837 o Talleah Smith – Percentages for Sports Teams http://voicethread.com/#q.b609300.i3246597 o Barry Thibault – Music is Math http://voicethread.com/#q.b609226.i3245535
VoiceThread Project Leader: Jean Martin
Introduction
A team of five graduate students of education studying technology integration at the University of West Georgia, Carrollton, Georgia, came together to learn a new instructional technology and develop a workshop that would contribute to the instruction of educators of elementary school students. The VoiceThread technology was new to every one of our team members. In less than 2 weeks, we learned how to use our cameras and microphones, upload graphic presentations to a website, invite each other to view our project, and then to make comments on each other’s VoiceThread projects. We developed four VoiceThreads on real life math topics: Percentages and Sports Teams, Area of Polygons, Counting Back Change, and Music is Math. One of our presentations is in the content area of language arts, focusing on persuasive writing of a second grade class. After this compressed learning experience, we each are confident that we can assist fellow educators learn this new technology in the two and a half hour workshop outlined below.
Overview
VoiceThreads and Differentiated Instruction: Technology that Supports Student Performance is a professional learning workshop for educators of elementary students. The objective of the workshop is to provide teachers with the skills and the desire to implement an engaging VoiceThread project in their classroom, grade-level, school district, or beyond. The workshop will expose elementary school educators to collaborative educational projects that have been created through the VoiceThread technology. The workshop will also give participants an opportunity to work with the technology hands-on in collaborative teams to begin their own project. At the end of this workshop, teachers will see the possibilities for using VoiceThread with their students and in their classrooms. Participants will also be on their way to being comfortable with the technology aspects of VoiceThread. They will be prepared to develop VoiceThread projects and focus their energies on meeting the individual learning needs of each student in their classrooms. By working in teams on actual projects they can use with their students, participants will also become aware of the on-site support they have from their colleagues.
Rationale
Today’s students require that their learning be relevant to their life. Technology integrated into curriculum standards can be the bridge to engage students in their learning and provide them with authentic ways to learn and to teach others. Teachers, however, often lament that they do not have the time to integrate technology into their instruction when students still need to master their grade-level standards. The student performance requirements of The No Child Left Behind Act (2001) continues to have a profound impact on elementary education. In the spring of 2010, the requirements for Adequate Yearly Progress will increase exponentially on all students, including the student sub groups of Special Education, English Language Learners, Economically Disadvantages, and identified minority race groups. In addition to the performance and accountability pressure of federal legislation, research on professional development of educators has identified numerous barriers for educators to integrate technology into their instruction. This workshop is designed to reduce implementation barriers so that educators will use technology that will engage their students in learning. The teachers will learn by doing and leave the workshop with a project they can use in their classroom the next day that is based on the curriculum standard of their choosing. They will become comfortable with the technology working with colleagues, and these colleagues will then be available for on-going support. The technology of VoiceThread itself was designed with accessibility in mind. It uses the resources already available in today’s classroom – a computer with Internet and voice recording capabilities. It also supports participation from home via Internet or telephone. This flexible and accessible technology will be an asset to each teacher’s tool box as they plan and deliver instruction to improve the performance of each of their students.
Prerequisites
Participants need only to have a basic knowledge of computers and a desire to increase the academic performance of their students. During the workshop teachers will select a curriculum standard and start to develop their own VoiceThread that they can then begin to use in their classroom. Those comfortable with the technology will work with those who are not. All participants will be learning and producing a VoiceThread together based on the learning needs of the actual students in their classrooms.
Resources
For highest participant impact, the workshop participants will gather in a room in which each participant will be able to see a presentation board comfortably with Internet capabilities (ie. ActiveBoard, Smartboard, LDC computer projector, etc.). Then, classrooms can be used for small group work completed by grade-level teams. One computer for every 3 participants is recommended to provide every participant an opportunity to have hands-on access to the technology while collaborating with colleagues. If the location does not have enough desktops, perhaps laptops with wireless Internet access can be used. Each small group computer will need Internet access and a microphone for voice recording. The five workshop providers will each work with a different grade level of teachers during the small group portion of the workshop. This hands-on, small group structure with a knowledgeable resource will accelerate learning of the technology and the creation of an initial project that will be usable in the classroom.
Processes
The workshop is designed in three parts. The session will start with all teachers whole group in one meeting area. Participants will see a sample of pre-made, individual VoiceThreads highlighting math, English Language Arts and Music standards across the elementary curriculum. After 20 minutes, once everyone had some exposure to VoiceThreads was, we will break into five smaller groups by grade level or grade-level clusters. Once in the grade-level rooms, small groups of three participants in each group will be formed. The participants of each small group will be predetermined based on grade level and proficiency and usage of instructional technology in the classroom. For example, room one could consist of kindergarten and first grade teachers, room two could be second grade, room three third grade, room four could be fourth grade, and the last room could be fifth grade teachers. This division would allow each of the work shop facilitators to reach all teachers needs based on a small group setting and for the teacher groups to work on a standards-based VoiceThread would be relevant to their students in small groups of three. In these small groups, the workshop facilitators would aid the teachers in creating their own VoiceThreads. Every participant will have opportunities to receive individual assistance from the workshop facilitator. After 90 minutes, each group of three will have created their VoiceThread. The participants will then reassemble in a whole group to view a sample of the newly created VoiceThreads and reflect as a group on the potential relevance of VoiceThread in the participants’ future instruction. Once all group questions are answered, the participants will be directed back to the computer rooms to complete an online workshop evaluation as their ticket out the door for dismissal.
Feedback
Participants will evaluate the quality of this workshop and its relevance to their instruction through an on-line workshop evaluation. This tool is available to preview at http://spreadsheets.google.com/viewform?formkey=dFUwcG5hUkRnUDJaSlZoM1NsYjJfQWc6MA.. Before participants leave the workshop, each will complete the on-line evaluation. The results will be compiled through an automated process and be available to the workshop sponsor that same day.
Expertise
Jean Martin, our workshop project leader, is experienced in developing and delivering differentiated content-based instruction for diverse learners. She holds a Masters of Arts in Teaching English to Speakers of Other Languages from Kennesaw State University and has 9 years of elementary education experience in grades K – 5. In addition, Mrs. Martin has taught English to adults in multiple academic and workplace settings. Currently, in collaboration with elementary classroom teachers, she plans, develops, and delivers standards-based lessons to students with a wide range of English language proficiencies in the general education classroom setting. She is studying Instructional Technology at the University of West Georgia at the Specialist level. Mrs. Martin is continuously researching and implementing instructional techniques to engage students and support student performance on grade-level standards.
Summary
Our team believes that the workshop we have outlined in this document will be an effective professional development experience for educators of elementary students. We have provided a learning experience and an opportunity to collaborate with their grade-level team members. The participants in our workshop will learn by making their own VoiceThreads on any academic standard or skill they select. They will work in groups of three to promote collaborative learning within the group and provide the support of a group for those educators not comfortable with aspects of this technology project. It is our hope that after a positive experience with this new technology and leaving the workshop with a project they can use tomorrow in their classroom, the elementary educators will begin using VoiceThread and other graphic and interactive technology in future lessons.
Additional Resources
-Workshop Flyer for September 30 (included in electronic folder)
- Participant Handout with VoiceThread Instructions (included in electronic folder)
-Electronic Survey Form (Word document included in electronic folder) http://spreadsheets.google.com/viewform?formkey=dFUwcG5hUkRnUDJaSlZoM1NsYjJfQWc6MA..
-Website on Techy Teachers http://www.martybray.net/bthibau1/medt7471/voicethread_workshop.html
-Links to Team Member’s VoiceThreads for Workshop o Jean Martin – Counting Back Change http://voicethread.com/#u479088.b608921.i3243831 o Erica Boswell – The Area of Polygons http://voicethread.com/#u479088.b608143.i3240105 o Leah Doughman – Freezing Classroom http://voicethread.com/#u461693.b596566.i3182837 o Talleah Smith – Percentages for Sports Teams http://voicethread.com/#q.b609300.i3246597 o Barry Thibault – Music is Math http://voicethread.com/#q.b609226.i3245535
VoiceThread Project Leader: Jean Martin
Saturday, September 26, 2009
Comic Life Workshop Website
Techy Teachers Workshop on Comic Life!
Here is the link:
http://www.martybray.net/bthibau1/MEDT7471/ComicLife.html
Here is the link:
http://www.martybray.net/bthibau1/MEDT7471/ComicLife.html
Friday, September 25, 2009
A Comic Life Example!
What do all these musicians have in common?
In my Comic Life example, I decided to create a music themed comic featuring several well-known singers from all types of genres in music. I thought it would be a great way to start of a lesson on local artist to help teach students about the music from the state of Georgia.
This has been a fun project to work on because it is very easy to understand and the program allows for a student's true creative side to be expressed. I will end the project with each student researching about their favorite local artist and then create a Comic Life project that teaches something about their chosen artist!
To see more of the Comic Life example, follow me to Atlanta, Georgia!
Wednesday, September 23, 2009
Comic Life Example
Above is only part of my Comic Life. The original doc was 10 pages; I had lots of fun with this program;)Initial Posting: My Thoughts on Comic Life
I have really enjoyed Comic Life, and could really see using this program in the classroom. I played with the program the other night and created a story to share with my second graders. They absolutely loved it! I posted it by the door and they have been reading it daily as they head out the door. I even had one student ask “where did you go online to do that?” This made me really excited to see them excited and wanting to do it.
The next comic strip that I did was related to middle and secondary students. It is on Georgia’s state symbols. This is one that can be used by teacher to introduce material. It could also be used with the speech/thought bubbles blank or allow student to insert the comments themselves. There are numerous possibilities! I love it; hopefully I can convince my school to purchase the program.
I have really enjoyed Comic Life, and could really see using this program in the classroom. I played with the program the other night and created a story to share with my second graders. They absolutely loved it! I posted it by the door and they have been reading it daily as they head out the door. I even had one student ask “where did you go online to do that?” This made me really excited to see them excited and wanting to do it.
The next comic strip that I did was related to middle and secondary students. It is on Georgia’s state symbols. This is one that can be used by teacher to introduce material. It could also be used with the speech/thought bubbles blank or allow student to insert the comments themselves. There are numerous possibilities! I love it; hopefully I can convince my school to purchase the program.
Article for Comic Life
How to Use Comic Life
This article talks about how to use comic life in classrooms from pre-k to 12th. “Comics have some great uses in the classroom and in a variety of curricula. From pre-readers to high school students, from English to ESL to Science and Math, comics can help students analyze, synthesize and absorb content that may be more difficult when presented in only one way” (Thacker, 2007). Comics also help with sequencing and relating pictures to print. This tool can help teachers relate Howard Garner’s Multiple Intelligences to lessons as well. Comic Life also helps facilitate student participation in the classroom. Then, the article leads viewers through a step-by-step process of creating a comic.
Here are some ways that teachers can incorporate Comic Life into their lessons:
· Timelines (history, events, sequences)
· Historical figures (history of, life of)
· Instructions (step by step, details, illustrations, easy to follow)
· Dialogue punctuation
· Character analysis
· Plot analysis
· Storytelling
· Pre-Writing Tool
· Post-Reading Tool
· Teaching Onomatopoeias
Bibliography
Charles, T. (2007, March 8). Macinstruct. Retrieved September 23, 2009, from Teched: technology in education: http://www.macinstruct.com/node/69
This article talks about how to use comic life in classrooms from pre-k to 12th. “Comics have some great uses in the classroom and in a variety of curricula. From pre-readers to high school students, from English to ESL to Science and Math, comics can help students analyze, synthesize and absorb content that may be more difficult when presented in only one way” (Thacker, 2007). Comics also help with sequencing and relating pictures to print. This tool can help teachers relate Howard Garner’s Multiple Intelligences to lessons as well. Comic Life also helps facilitate student participation in the classroom. Then, the article leads viewers through a step-by-step process of creating a comic.
Here are some ways that teachers can incorporate Comic Life into their lessons:
· Timelines (history, events, sequences)
· Historical figures (history of, life of)
· Instructions (step by step, details, illustrations, easy to follow)
· Dialogue punctuation
· Character analysis
· Plot analysis
· Storytelling
· Pre-Writing Tool
· Post-Reading Tool
· Teaching Onomatopoeias
Bibliography
Charles, T. (2007, March 8). Macinstruct. Retrieved September 23, 2009, from Teched: technology in education: http://www.macinstruct.com/node/69
Monday, September 21, 2009
Creatring a Comic by Comic Life:)
Halloween Troubles!!!Ok, so I just got finished playing with Comic Life, and I REALLY, REALLY like it. It is so easy to use. I think my second graders could use it with no problem. I just had to share my Halloween comic that I did for fun. I think it’s so great (minus a few typos) that I am calling the editor of the “funnies”. I just used what pictures I had on my computer; nothing special- just funny!
Had to take a picture of printed version because I couldn't get it to save to the blog. So pretty much, you get to see my kitchen floor too:)
Are You Ready to Upgrade?
I read an article called “Ready to Grade?” and I found it to be very useful. This article defends teachers and agrees that they do not get enough training with technology, and what time they do spend on it is usually their own personal time. It also gave many “favorite website” listings that were quite useful as well as the “best gadget” for the classroom at all grade levels. These were just suggestions and good resources.
If you want to know how to use a digital classroom, download digital media, or operate a digital projector, this is the article to check out. Real teachers in real scenarios talk about how they are using this technology in their classroom and making it applicable as well as time manageable. Want to know how to video conference or how to use a digital microscope? Need to know a “techy” definition? What about how to get funding for all of this? Check it out!
Bibliography
Kopkowski, C. (March 2006). Ready to upgrade? NEA Today , 24-31.
If you want to know how to use a digital classroom, download digital media, or operate a digital projector, this is the article to check out. Real teachers in real scenarios talk about how they are using this technology in their classroom and making it applicable as well as time manageable. Want to know how to video conference or how to use a digital microscope? Need to know a “techy” definition? What about how to get funding for all of this? Check it out!
Bibliography
Kopkowski, C. (March 2006). Ready to upgrade? NEA Today , 24-31.
Sunday, September 13, 2009
My Very 1st VoiceThread!
It was a WOW moment! (Thus the picture)
Everyone this is my very first voicethread! Here it is: http://voicethread.com/#u461693.b596566.i3182837
Feel free to comment on it or add your own voicethread. It is a constant work in progress! As is anything in the writing process:)
It was kind of scary at first (I must be honest), but it was fun playing with it. I could really see using this tool in the classroom. There are so many possiblilites and ways to incorporate it into a variety of lessons. And, it's not just the teacher doing the technology; the students get to do a lot of the technology as well. That's exciting for them!
To check out how to do a voicethread, go to the right hand column of our blog and check out the "how to make a voicethread" link. Then click the very next link to get started. If you want to check out more examples of voicethreads, click any of the links below those.
So, what is your next step?
Get started, play, and have some fun exploring!
Feel free to comment on it or add your own voicethread. It is a constant work in progress! As is anything in the writing process:)
It was kind of scary at first (I must be honest), but it was fun playing with it. I could really see using this tool in the classroom. There are so many possiblilites and ways to incorporate it into a variety of lessons. And, it's not just the teacher doing the technology; the students get to do a lot of the technology as well. That's exciting for them!
To check out how to do a voicethread, go to the right hand column of our blog and check out the "how to make a voicethread" link. Then click the very next link to get started. If you want to check out more examples of voicethreads, click any of the links below those.
So, what is your next step?
Get started, play, and have some fun exploring!
Wednesday, September 9, 2009
Do Your Kids have Writers Block?
Symptoms and Cures for Writer's Block
Because writers have various ways of writing, a variety of things can cause a writer to experience anxiety, and sometimes this anxiety leads to writer's block. Often a solution can be found by speaking with your instructor (if you are in school), or a writing tutor. There are some common causes of writer's block, however, and when you are blocked, consider these causes and try the strategies that sound most promising:
Symptom
You have attempted to begin a paper without doing any preliminary work such as brainstorming or outlining...
Possible Cures
Use invention strategies suggested by a tutor or teacher
Write down all the primary ideas you'd like to express and then fill in each with the smaller ideas that make up each primary idea. This can easily be converted into an outline
Symptom
You are so stressed out you can't seem to put a word on the page...
Possible Cures
- Stretch! If you can't stand up, stretch as many muscle groups as possible while staying seated.
Try tensing and releasing various muscle groups. Starting from your toes, tense up for perhaps five to ten seconds and then let go. Relax and then go on to another muscle group.
- Breathe deeply. Close your eyes; then, fill your chest cavity slowly by taking four of five short deep breaths. Hold each breath until it hurts, and then let it out slowly.
- Use a calming word or mental image to focus on while relaxing. If you choose a word, be careful not to use an imperative. Don't command yourself to "Calm down!" or "Relax!"
Want to know more?
Check out this article at:
http://owl.english.purdue.edu/owl/resource/567/01/
Websites
The following websites give ideas for how to incorporate technology into the classroom:
20 Easy Ways to Incorporate Technology into the Classroom
10 Technology Enhanced Alternatives to Book Reports
20 Easy Ways to Incorporate Technology into the Classroom
10 Technology Enhanced Alternatives to Book Reports
Saturday, September 5, 2009
How to Upload an Image to your Blog
To post an image with your posting:
First, go to "Posting" and type your message.
Next, click on the "Add Image" button which is located between your spell checker and add video button on your Posting Toolbar.
You can then upload a picture from your computer or one from the internet. Just play with it, because you can center your picture where ever you like.
Lastly, click on "Publish Post" and it should be on your blog.
Hope these directions are easy and clear:)
Tuesday, September 1, 2009
Changing the BLOG Image
Hello everyone! Since our blog is a constant work in progress, I have changed the format of our blog to make it look a little more professional. Maybe it is my compulsiveness, but the beginning of the sentences and titles not being capitalized drove me crazy. I constantly insist that my second graders start a sentence with a capital letter, and so I figure I need to practice what I preach. :)
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