"He who dares to teach must never cease to learn."

Reflection on Lesson Plan Implementation (Module 6.3)

noreply@blogger.com (Ms. Benoit) — Sun, 21 Apr 2013 21:55:00 +0000

Benoit Reflection on Lesson Plan Implementation

Lesson Plan:

For my lesson, my 12^th grade students were asked to write “Where I am From” poems and then turn them into digital stories using a slideshow website. This lesson fit the 12^th grade curriculum for poetry and self-exploration. It helped students review and interact with the elements of poetry and especially the “Where I am From” format. Through the slideshow websites students created a digital story demonstrating their understanding for the “Where I am From” poetry, as well as how to visually present their poem to an audience. The students needed access to computer labs to type, search for photos, and create their digital story. They also needed instruction on how to find Creative Commons photos and cite them correctly. After they made the digital story, they posted the videos to their blogs and showed them off to their peers.

Implementation:

The lesson plan was scheduled to take place just over the course of a week, but ended up taking almost two weeks. The class started off by reviewing important elements of poetry (imagery, descriptions, tone, showing not telling, figurative language, etc). Then we read and discussed the original “Where I am From” poem as a class. We also looked at several other examples of “Where I am From” poems that people had written. We talked about what we liked, what we didn’t, and the different poetry elements that were implemented. Next, students received a template and started writing their own version of the poem. After completing the template, students typed their poems on Google Docs. After multiple discussions, check-ins, and self and peer editing, students took their final “Where I am From” poem and turned it into a digital story. The step of the process took a lot of pre-planning by me. I had to locate different websites that would work for our digital story assignment. I also had to find Creative Commons websites for students to find photos. Before students got started, we spent time watching sample digital stories, talking about where to find Creative Commons photos, and some techniques for making digital stories. I gave them multiple online slideshow websites to try, but most students chose to use PhotoPeach.com. I only allotted for three days in the computer lab. It ended up taking almost a week for students to find Creative Commons photos, create a digital story, and cite their photos correctly. Since making the videos took longer to create than anticipated, we ran out of time to show most of them in class. Instead students posted them on their blogs and were able to spend part of the last lab day doing a gallery walk. Overall, the lesson plan went fairly well according to how I planned. It took a little longer than the allotted time, but overall was a success!

Reflection:

Question Set One:

As students crafted their “Where I am From” poem and created their digital story, they made choices about the word choice, song, narration, images, and text they include. The creative choices they made helped determine the tone and mood of their poem. They learned how to find Creative Commons images and cite them correctly. I assumed that since students have been using Google Docs that will not needed re-teaching. That was mostly accurate. Students who did have questions were able to ask a peer or figure it out after a few minutes. Another assumption I made was the fact we’ve used Creative Commons websites to find pictures before, so it should have made this concept a review for students. This however, took additional time and explanation than I originally thought. The final assumption I made was that students had never made written this type of poem or made a slideshow before and will need constant help, support, and modeling when working on it. This was extremely accurate, as I continually was helping students and finding examples to help them create their own.

The slideshow websites allowed students to make their poems into digital stories. The poem wasn’t just a class assignment for me to see, it became a public representation of them. Some students were hesitant at first to post them and I was worried this would be a constraint, but it actually pushed students to create better quality poems and digital stories. They wanted to edit additional times and were anxious to get more feedback from me. Some of the constraints of the digital story making was that students could only have a total of thirty slides, so sometimes they had to change words or cut out lines. This changed some of the integrity of the original poem. Students were then forced to revise as they made their video, which in most cases worked out. It just added additional work on to the process. Finding Creative Commons photos also limited students because they couldn’t just use any image they found. Instead, they had to be creative or use their own photos to get exactly what they wanted.

Learning took place in several ways. The constructivist learning style says that students adapt knowledge based on new information. Students came to the table with knowledge of writing previous poems or pieces of writing. Some of that knowledge was more accurate than others. They also came with different levels of technology knowledge. As they learned, they had to adapt their thinking and learn new ways to complete the task. Along with the behaviorist learning style, students have been conditioned to use Google Docs and find Creative Commons photos. Those tasks are things students have seen before. Students were able to re-experience the correct method by remembering what they did before.

The “Where I am From” poem is intended to enhance the learning of poetry, which is already engrained in the English curriculum. The video component is meant to give students a new way to think about the audience and purpose of the work they are producing.

The poem writing in general accounted for differences among learners. The poems were student’s own stories, so they were able to include what they knew. Length requirements and expectations were adjusted as necessary for accommodations. The students who felt comfortable with technology, incorporated more elements with transitions, slides, narrative, etc.

The good thing about this project is that there are lots of examples and templates available to help teachers and students. The teachers need to be well versed on computers, especially Google Docs, and the slideshow websites. An understanding of this will save time and energy trying to learn it as the students do. The students need a basic understanding of Google Docs and the Internet, so they can navigate accordingly. The knowledge students learn during this process will help them when working with technology later on. It helps them develop critically thinking skills and tools like effective communication.

I assessed the students in several ways. We had multiple check-ins and discussions as they lesson progressed. I was able to see students progressing at each step of the writing process and then again during the digital story making. I gave students credit for drafting, as well as participation points for check-ins along the way. I also gave a survey at the end to see how the process went for students. Posting the projects on their blogs made them accountable for producing a quality product. Finally, they got a project grade for their finished work.

Question Set Two

Technology played a big role in implementing this lesson plan. Students typed, shared, and edited their poem using Google Docs. They could access their poem and edit it no matter where they are. They can also give feedback to a peer without being in the same place. The slideshow websites offered advantages in that they can be worked on from anywhere a student has Internet access. PhotoPeach was easy to use and had very limited tools that students needed to learn to create their story. This could also be seen as a disadvantage. Because it only did so much, it limited student creativity when it comes to making the video. The technology allowed someone who felt they weren’t very creative or technology savvy the chance to create a very polished product.

Students enjoyed using the different technologies. At first, they struggled a little trying to use the new tool. After awhile, however, they embraced the challenge and worked through the process. Students had a lot of questions about where things were located, how to add images, and how to find and cite Creative Commons photos. I pulled up the websites on my computer to project them to class. We had discussions also to talk about how to use different tools. Students helped each other and also shared tips when they discovered things that worked well.

Students seemed to be really analyzing the content while they used the technology. They were thoughtful when using Google Docs to write their poems. They took care to edit and choose the right words to get their ideas across. After that, they were thinking intensely about their poem as they chose images and music to go along with the text. The technology definitely motivated students to work harder on their poem than they normally would have. It was exciting to watch students work passionately about a class assignment. The technology also made the assignment feel less like another class assignment and instead like a more personal, meaningful piece. At the end, they have a movie about their life to show off!

TPACK Lesson Plan

noreply@blogger.com (Ms. Benoit) — Thu, 21 Mar 2013 02:35:00 +0000

This is my lesson plan for my CEP 800 class. The assignment was to create a lesson plan that used a specific technology and also applied the TPACK elements. I've included the plan below (both in text and a PDF link).

Lesson Plan PDF

Benoit Lesson Plan:

Title: “Where I am From” Poem and Digital Story

Technologies Integrated: Google Drive/ Slideshow Websites

Teacher: Ms. Melissa Benoit

Grade/Content Area: 12^th grade English

Lesson Overview:

This lesson fits the 12^th grade curriculum for poetry and self-exploration. It will teach students about the elements of poetry and especially the “Where I am From” format. Through the slideshow websites students will create a digital story demonstrating their understanding for the “Where I am From” poetry, as well as how to visually present their poem using a slideshow website. The lesson plan will take approximately a week of time with each class being approximately seventy minutes.

Materials:

· Computers with Internet access (computer lab time)

· Alleganps.org (Gmail based) accounts

· Copies of “Where I am From” poem

· “Where I am From” template copies

· “Where I am From” example poems (on computer)

· Poetry self and peer edit copies

· A list of slideshow websites

· “Where I am From” digital story examples (on computer)

· A list of Creative Commons image websites

· MLA citation generators

Common Core Standards:

· W. 11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

· W. 11-13.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

· W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

· W. 11-12.5: Use technology including the Internet, to produce and publish writing and to interact and collaborate with others.

· L. 11-12. 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

· L. 11-12.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Procedure:

Day 1

Student Will Be Able To (SWBAT):

· Review poem elements (imagery, descriptions, tone, showing not telling, figurative language, etc).

· Read and discuss the original “Where I am From” poem.

· Analyze “Where I am From” poem for content and poetry elements.

· Discuss student examples of “Where I am From” poems, focusing on good/ bad qualities.

· Read and discuss project requirements and expectations as a class.

· Complete a template with own experiences (finished for homework as needed).

Day 2

SWBAT:

· Check-in with instructor over completed template to get feedback and suggestions.

· Write a rough draft of their “Where I am From” poem using Google Docs.

· Ask questions and seek help as needed.

· Finish the poem outside of class if necessary.

Day 3

SWBAT:

· Peer and self edit rough drafts to finalize poem using worksheet and Google Docs.

· Discuss and explore the different options for making their digital story (via list of websites).

· See examples of digital stories done from previous years.

· Choose a format to create their digital story.

· Brainstorm and storyboard their digital story (this can be finished outside of class time).

Day 4

SWBAT:

· Review and discuss how to find and cite Creative Commons images online.

· Search Internet for Creative Commons images to use in their project.

· Save images to Google Drive to insert into project.

· Create digital story using a slideshow website (time outside class should also be used).

Day 5

SWBAT:

· Review finding and citing Creative Commons images.

· Discuss Works Cited slide and how it should look.

· Ask any pending questions about digital story

· Finish digital story (for homework if needed).

Day 6

SWBAT:

· Present digital stories to the class.

· Reflect on project through a survey and writing.

Assessment:

· Formative: Discussions, check-ins, brainstorms, storyboards, revisions, etc will be used to access student understanding and plan accordingly. Students will be assessed for participation.

· Summative: The final poem and editing process (template, rough draft, peer/self edit, etc) will be graded for format, content, form, voice, descriptive language, etc. The final poem implemented into the digital story will be graded for content and creativity through a pre-discussed rubric.

Homework:

· Google survey reflecting on tools used and implementation of project.

· Write-up about what they learned and how the process improved their understanding of themselves, poetry, and digital movie making.

Your lesson plan should address the following issues:

Content:

Students will demonstrate their understanding of “Where I am From” poetry by writing a personal “Where I am From” poem and then turning their poem into a digital story. Students struggle with poetry because of its unique format and creative elements. They have a hard time using lots of detail and making the writing vivid and exciting. By giving students a template to work off of, the process becomes manageable while still assessing the poetry criteria and letting students be creative. The poem is also personal, so students can use real life memories and experiences to help guide their writing. As seniors, they are about to leave school and head out into the real world. A lot of them have questions about where they are going and what their future looks like. So we spend some time thinking about who they are and where they came from in an effort to help them realize how far they have come and give them some confidence to take the next step. The reflection at the end gives me feedback about the process and also lets them reflect on what they learned and how the project went. The Common Core Standards (applicable ones listed above) focus solely on content skills like writing; however a big theme (from the state of Michigan standards) in Senior English is learning where you come from and applying that to how you’ll be a leader in the future. So I used the standards to drive my instruction, I also thought about the themes/ big ideas of the class and what students need at this point in their lives.

Essential Questions:

• Who am I?

• What does my story say about me?

• Why do memories mean so much?

• What most influences the choices we make?

• How does the environment in which we live or are raised shape us?

Pedagogy:

Discussion will be used to review the different elements that go into a poem. This discussion will be a low-states opportunity for students to review the elements as a class. Next, we will read and analyze the poem “Where I am From” by George Ella Lyons. Reading it out loud as a class makes sure everyone student hears and sees the poem. There will be a copy of the poem for each student and a larger visual on the overhead projector. After reading, the class will discuss anything they didn’t understand or want more information about. We will then discuss what word choices she made and pick out any poem elements that were done especially well. Next, I’ll put student examples on the overhead projector and students will discuss what things they recognize and what the student did or did not do effectively. This form of modeling will show students how to write their own. The requirements and rubric will be given, so students know what is expected of them before they even start working. To help them follow the “Where I am From” format and get a start on the assignment, students will be given a template to complete about their own life. This scaffolding will allow students to go off on their own ready to take on the task. The writing of the poem will be done on Google Docs and shared with me. Students will also peer and self edit to help finalize their poem. This form of collaboration will be essential for students to make their poem better. Students will be given some slideshow websites to use and will be allowed to try them out before starting. They can share what sites they liked with each other to help each other choose a website tool. Also, samples from previous years will be shown to students. I will scaffold this section and provide less and less instruction to the students in order to let them grasp the information on their own. The reflection at the end gives me insight into what students took away from the project and also lets them contemplate what they learned and how it has changed their understanding.

Content & Pedagogy:

Different learning styles will be addressed in this lesson through the use of modeling, scaffolding, and various discussions and check-ins. The Social Cognitive Theory of modeling will help students who don’t understand the concept. The example poems and projects will give concrete ideas of what the project should look like. Having discussions and providing a rubric will make expectations of how the poem should be written and the story completed. The reflection at the end will help students adjust their thinking and contemplate what they learned. Some scaffolding will be done, but only a little since they are seniors and will have other resources available to them. The students receive a template to help them work through the format of the poem. Students will feel a sense of value and accomplishment since they have to showcase their story to a larger audience. The project also lets students give a creative spin to a poem. Constructivism is also used with students working through the process of making a video. They have to think critically about the choices they are making for images, sound, and text. The websites will take some getting use to for students, since it’s a new process. They are pretty easy to use and have very limited tools that students need to learn. The goal is to get students to express themselves in a new, engaging format. The poem connects to them personally and

Technology:

For my technology, I am going to be using Google Docs in conjunction with a slideshow making website like, PhotoPeach.com, VoiceThread.com, LittleBirdTales.com, etc. The writing and editing of the poem will be done using Google Docs, which makes it easy to share and edit from anywhere. Then students will be introduced to a slideshow website to construct their video. They will need to find Creative Commons images to include in their video as well as music or narration. Everything is digital and offers instant access for students. They can get their poem and edit it no matter where they are. They can also give feedback to a peer without being in the same place. The slideshow websites offer advantages in that they can be worked on from anywhere a student has Internet access. Unlike iMovie, MovieMaker or Photostory (which have to be downloaded to a computer), the slideshow websites are all online. This means students can edit and work on their slideshow outside of class. The technology allows someone who feels they aren’t very creative or technology savvy the chance to create a very polished product. The technology also makes the assignment feel less like another class assignment and instead like a more personal, meaningful piece. At the end, they have a movie about their life to show off!

5. Technology & Pedagogy:

The technology fits my pedagogy by allowing students to work on the project anywhere, thus expanding the classroom. The Google Doc feature allows students to continually edit and discuss their poem. They can have numerous people edit and help them with their poem even outside of the classroom. This form of collaboration will help students critically think about their poem and feel more value in writing it, since multiple students will be able to see it. The digital stories make the project seem authentic to students. They are creating something meaningful they can show off and be proud of. Examples are digital and students can access those online to have various viewpoints of the project. The digital story making forces them to think critically and use their English skills. Scaffolding is done at a minimum since students have online resources and tools to use. This allows senior level students to learn how to work through a process on their own, a skill they will be using often in the future. The reflection at the end helps students think about their learning and reflect on what they accomplished in this process.

Technology & Content:

The technology helps me teach the “big ideas” and meet my standards by encouraging students to creatively write about themselves in Google Docs and then display it in a final video. It allows students to reflect on how far they have come and what makes them who they are. The hands-on format of the video is a real-world problem students need to solve. The way they create their video will really show they learned the “Where I am From” format and are able to express themselves in a creative and authentic way. It also displays their poetry knowledge and ability to construct a coherent narrative piece of writing. They peer-edit and draft their poems, which is another important skill, as revision will be a tool they use again. Finally, it shows their technology skills and how they can work through the process of making a video. They have to overcome challenges, think critically, and try different avenues before finalizing their project.

Assessment:

I want my students to reflect on their own lives and what has impacted them to be where there are now. I also want them to feel comfortable sharing their story and producing something to showcase publicly. The “Where I am From” poem is one tool to assess if students have learned about language, voice, purpose, audience, figurative language, description, etc. The quality of the poem will let me know how well students can implement these tools into their writing. The peer editing will let me know if students are able to collaborate and accept critical feedback. The digital story will let me know that students are able to work through a process with just the necessary tools, resources, and examples. I will know my students have succeeded when they present their final project. Technology is a tool they will need to know how to navigate and understand no matter what they do in life. This experience will teach them how to think through processes and produce a quality product.

Conclusion:

Overall, the project offers a chance for students to engage with the content in a meaningful way. They will produce a poem which is a narrative about themselves and make a movie showcasing this story of “where they are from”. The poem also displays their mastery of English skills especially in regard to poetry elements. It also addresses multiple learning behaviors and helps appeal to different learning styles. Students get lots of examples and modeling, with some scaffolding to make sure they understand the assignment and are supported by both teacher and peers in the process. The technology component gives students a chance to complete a hands-on assignment and show it off in a meaningful way. In this lesson plan, content, pedagogy, and technology are integrated together to create an authentic assignment to promote student understanding and success.

CEP 800: Digital Story

noreply@blogger.com (Ms. Benoit) — Mon, 11 Mar 2013 02:44:00 +0000

Here is my video:

Transcript:

My name is Melissa Benoit and I’m a high school English teacher at Allegan High School in Allegan, Michigan.

I teach mostly Senior English. The focus of Senior English is leadership, and has students think about their role in society and how to be an effective citizen. We spend a lot of time analyzing characters in our novels and discussing if they have qualities of leaders.

One big project we do asks students to think about a world issue or problem and how they can get involved in solving the problem. The goal is to create a final presentation using a web 2.0 tool of their choice. It involves lots of research, which students struggle in completing accurately, especially how to cite their sources.

I wanted to figure out what previous knowledge students had about citing sources. I wanted this to be an informal conversation. I decided to use a Poll Everywhere, so students could answer honestly. It also allowed me to get the information quickly and discuss it with students the same class period. Most students no idea how to do it or couldn’t remember how.

After the initial questionnaire, I gave a PowerPoint about why it’s important to cite credible sources. The PowerPoint covered how to find the sources and then how to cite them. We discussed the CARRDSS method of finding reliable sources and then what it means to “cite” sources and what information they would need to do this effectively. Students worked together and talked about some places they visit frequently and if they would be considered credible. They got in small groups and brainstormed before we discussed as a class. Then they had a chance to visit some websites and decide if they were credible or not, by filling out a sheet. Students were also able to tell if they were reliable because when they went to cite the, the non-credible websites didn’t have the necessary information to cite it correctly.

Students spent time in the lab practicing how to find sources, determining if they are credible, and citing them. We came back and had a discussion about what they learned and found. This helped me gauge what students needed more help with and what they understood.

Finally, students picked a topic for their research project and looked for credible sources on their own. They had to fill out a sheet for each piece of research to determine if it was credible. They worked through finding sources and citing them correctly using various websites like easybib.com and citationmachine.org. I was able to monitor their progress as they looked for sources and cited them to make sure they were on track.

When they went to put their projects together, students had to find creative commons pictures and also site them correctly. We talked through the process and I gave students multiple resources to help them with the process. I posted all of these resources on the wiki, so students were able to access them from anywhere. I was impressed by how well they did with these new tools. They took the information from before and applied it to this new task.

The majority of students did an excellent job finding credible sources and citing them. They were even able to find creative commons photos and cite those in their projects. I was proud of students for their hard work. I could tell they had learned the process of citing sources, both websites and photos. They also had come up with professional looking projects they could be proud of.

At the end of the trimester, I wanted to make sure students had retained the information and could successful cite sources. I gave them a research survey to check their knowledge and remind them about some aspects of citing sources.

I was impressed by how much they had retained from the previous activities, but I wanted to see if given a project, could they successful cite things without worksheets or constant guidance. I still explained the expectations clearly and told students they needed to cite their sources, but I let them work on their own. The project I used was for the novel we just finished, The Catcher in the Rye. Students had to find sources and images and successful implement them in the projects. When I saw finished projects, I knew students had mastered the concept and left on their own were able to cite successfully.

By having students complete the assignment multiple times the cognitive perspective learning theory was implemented. Students were able to re-experience the correct method by remembering what they did before. Along with this, social perspective learning theory helped students take an authentic activity like the research project and apply the credible source lesson. By helping students through the process multiple times, I was helping scaffold the skill. Eventually, I let students complete the task on their own.

The different learning theories helped me teach my students how to find and cite credible sources. Overall, the lesson was a success J

Student Understanding Interview (Module 2.1)

noreply@blogger.com (Ms. Benoit) — Sun, 03 Feb 2013 04:45:00 +0000

Another semester, two more grad classes! Here I am for another fun-filled semester in MSU's Master's in Educational Technology Program :) So far things have been going well and I am excited to enhance my technology and teaching skills.

For my CEP 800 class, I've learning about student understanding. Our task was to create an interview where we asked students about a certain topic, so we were able to gauge their understanding. I chose to ask students about leadership, since that's the theme of Senior English. I had fun interviewing multiple students and getting their take on leadership. Originally I interviewed four different students and was going to choose and edit different clips. However, when I went to edit my project, some of the audio had been deleted (one of the joys of technology)! So instead I went with the two interviews I had full audio of. I think they still give a pretty accurate view of my student's understanding of leadership. You can click on the interview link below to hear the interview and my analysis of the experience.

Interview

WPP Final

noreply@blogger.com (Ms. Benoit) — Thu, 13 Dec 2012 15:30:00 +0000

Here is the video and my presentation. The explanation below follows closely with my video, but adds a little more information. Enjoy :)

My Presentation

My Video:

Description of Problem:

The problem that’s been a huge inconvenience and a major setback is the fact that my students do not have u:/ drives or a place to save their work. We recently switched over to a new server and student accounts have not been created. They can log into the computer to use the Internet and type papers, but there is no way for them to save and re-access work they complete. It’s become extremely frustrating, especially in an English classroom where students are constantly writing and need to type their finished products. There is no way for them to edit and revise their work (which is an essential part of the Common Core Standards), without re-typing the whole thing. A lot of my students are from low socioeconomic backgrounds so they don’t have computers at home. I’ve tried using flash drives, but students still struggle to save it correctly and they often don’t have the right version saved on it. Some students have also tried to save it to the desktop, but then any other student who logs on has access to the file. So I needed to come up with a solution that allowed them to save, but also still do projects and essays. I specifically wanted to focus on their upcoming The Great Gatsby project. I wanted to differentiate instruction and give students multiple ways to show their understanding of the novel. Since students were also frustrated with the lack of u:/ drives and ability to do work on the computers, this project was a welcome change. I created the project so students had choices and could pick the type of activity they felt comfortable with. That way they will hopefully enjoy it and become more invested in the process. I didn’t teach students about any of the technologies except Google Docs. Instead I just gave them the chance to work hands-on with the tools. Since they were using The Great Gatsby, which we read in class, students knew the going in and were able to play around with the technology.

Solution to the Problem:

I decided to start by implementing Google Docs. Google Drive has become a place students can save various types of files. I have been working with this tool with my students and since they have to share it with me, I have gotten more essays. It has also cut down on the excuses of, "I left it at home" or "It didn't save correctly." I also have less problems with compatibility (like if a students has Word 2010 at home and we only have 2007). I had students create Google Drive accounts. There were other parts of the project were students needed to use other technology like Audacity, Mixbook, Publisher, Moviemaker etc. Audacity allows students to record and edit a podcast. They can send their files as an MP3 attachment or even save it to their Google Drive. For their Great Gatsby project I was going to offer students a chance to write an original song for the book and record it using this program. Instead of using a tape recorder or burning it onto a CD, the file will be electronic and can be shared in multiple ways. Students can also edit it and re-record. Mixbook allows students to create a scrapbook like presentation. Students love working with images and text to make an artistic scrapbook. I was having students make these electronically, but they needed somewhere to save everything. By using Mixbook, they can save the project right to the web. They can add me as a collaborator and I have instant access to their project. This is also free. They were able to upload their files directly to Google Drive and share them with me.By using these online tools, students still got to work creatively with a novel we read, but didn't have the added stress of nowhere to save.

Edmodo is a site that allows students to collaborate and share content. It had the look of Facebook, so students find it easy to use. It gives students a chance to respond to posts and collaborate together. Students can also post comments and see teacher notes and assignments. It is a good place for students to submit things and also get more information about class. I created an Edmodo account so students could get announcements from me and share their progress along the way. They could also chat with each other for help or questions.They liked visiting the site and were able to see notes from me and also post anything they learned.

TPaCK Influence

The pedagogical tool TPaCK helped guide much of my planning for this project.

TP: Since it was a project based assignment and I was incorporating tools that differentiated learning and made the content applicable, students were much more willing to embrace it. Using different technologies where students could save to the cloud was an essential component. The technology needed to allow students to access their work from anywhere. They also need to revise and edit their work, according to the Common Core Standards. My students use computers, their phones, a tablet, and their iPods to access the internet. Using cloud technology allows them to not have to send and save multiple drafts. Another perk of using cloud technology is that students can easily edit their content. It's often a challenge to get students to revisit their work and revise it. If I have students work on things by hand or save and can only access it from a set place, they rarely go back and make changes. If they can view their work on multiple devices and their work updates instantly, they are more likely to complete it and do a better job editing.

TC: I wanted to make sure that even though students were working largely with technology that they were also able to work with the novel and show that they've gotten a thorough understanding of the story. They are able to look up credible sources and other information if they need it to compliment their project. Students had to evaluate what tool would work best and then find ways to relate it to the novel. They had to work through the process of learning a new tool, which teachers them critical thinking skills. This forced them to analyze the novel in a new way. It also was appealing because it allowed them to use technology instead of a typical paper and pen assignment. Students put in more time and effort because they felt their work was validated. Their finished products required a high level of analysis, interpretation, and real-life application. Since they were able to use tools that felt relevant to them, they worked much more efficiently and authentically.

PC: The main pedagogy I used was Project Based Learning. This pedagogy helps the learner user higher order thinking skills and helps incorporates the concepts of The Great Gatsby. This type of project allows the student to use the knowledge they learned and apply it in order to complete the project. Using tools like multimedia instruction and pod-casting makes it so students have different mediums to present their project. The students are able to create projects that show their comprehension and application of concepts from the novel. By having multiple choices and differentiating instruction, students were able to pick the project that best met their interests making the project meaningful. Every student was required to use Google Docs to complete the typed portion of their project. Aside from the Google Docs, students had other creative options for their project. Having multiple options was a pedagogical choice in creating this project. I wanted students to have multiple avenues for completing the project and displaying their knowledge of the novel.

Because of my solution, students were able to complete the project in a meaningful way. Instead of making them do the project by hand, they were able to complete the project using technology. The technology allows students to feel they are creating something real like a movie, scrapbook, or podcast which they can use in other aspects of their lives. I had to get creative and find ways for students to still have access to technology. It would have been a huge disservice for students to omit technology from the class because of this problem.

This video is a great example of why students need to engage with technology and not be reverted back to pen and paper assignment because to technology setbacks:

http://www.youtube.com/watch?v=w-LcyjxQs2A

Evidence of Success:

My Wicked Problem Project (WPP) did go according to plan. I had some minor setbacks, but overall my goal was met. I was looking for a way for students to save their work without having any type of u:/ drive or hard place to save, especially in regards to their The Great Gatsby project. Almost all the projects were tried out by multiple students. There were some technological issues, like Internet Explorer not working correctly and the correct version of Flash not being installed, which both prevented Google Docs and Mixbook from opening. However, after we worked through the ssues like having an IT person update Flash on all the computers and installing Google Chrome, the process worked fairly well. I had to be flexible as all these issues came up and also more laid back about the due date, so students had time to work.

As the project wrapped up, I felt it had gone well for the first time. The options I presented seemed to be viable and provide students with realistic options. I feel students were more apt to embrace the project because it felt authentic. I had all but three students complete one (three students who were already not passing the class). The rest of the students seemed invested and proud of their final project. I gave a student survey at the end to find out how they felt about the technology component and received feedback from about thirty students. The idea of having no u:/ drive was new to them and I wanted some feedback about the new technology usage. It felt like it worked well, but I could only really know if I heard it from them. According to the survey, 93% of students said Google Docs was easy to set up and use. Twenty-five out of thirty students or 83% said the process of using their online technology (in all cases) was successful. When asked if they would use Google Docs and their online technology again, 90% of the students said they would. When I asked students if they would like to see the technology again in other projects, I got positive answers. Ashley from my third hour said, "Yes, I would like to see more of it in class." Emily from my first hour also felt strongly with and stated, "Yes, it was fun!" Rose felt it was beneficial for future technology interactions, "I enjoyed it. We get to use real tools that we might have to use in college and how classes could be similar to that." And Lucas felt it allowed more room for choices, "Yes, because it gives people with different strengths the option to do what they like or are interested in." This feedback gave me concrete evidence that the process worked well. Not only did students find it effective, but it met my project goal of having students complete a project without a u:/ drive.

What I Learned:

One of the biggest lessons I learned was that it's okay for students to know more about the technology than I did. Also, that it's good for them to see the teacher working through the process of using technology. I had so many students not want to try a new tool because they didn't know how to use it. As I struggled with setting up Edmodo and working through some of the online tools, they started to realize that it is possible to figure it out. It may be time consuming and sometimes frustrating, but they were very proud when they did accomplish it. I had to learn to let them be frustrated sometimes and work through the process or have another student show them how to do it. I didn't always have the answers and that was okay. The next biggest lesson I learned was that technology fails and it fails when you need it to work the most. Several days in the lab computers wouldn't open Google Docs or wouldn't load pictures on Mixbook. Students would be frustrated and also would be sitting around with nothing to do. I needed to be flexible and patient and remember it wasn't their fault that we had the wrong version of Flash. Finally, it was important to have somewhere to go to like Edmodo, so students felt supported when working on their project. It gave them a space to ask questions, get feedback, and help others. They felt like their skills were being validated and that they weren't an island trying to complete this project. I just had to be careful to monitor it, so students were only using it for class related topics. One thing I would do next time is have a way for students to title their files. It became a challenge to stay organized when I was getting so many files shared with me. Titling them with their last name and project name would have made my life a lot easier.

Overall, my project was a success and with some small adaptions, I would definitely do it again. With 93% of the students saying it would be worth doing again, it sounds like they enjoyed it. Twenty-five students said they felt Google Docs and the project was fairly easy to use and logical choice for not having a u:/ drive. Even after all the work of doing the project and completing the class without a u:/ drive, 83% of students felt the project was beneficial. I am glad I met my students where they were, helped them effectively complete assignments; all while accomplishing my goal of finding a way for them to successfully save their work.

Some resources that guided my thinking:

Works Cited:

"Effects Of Technology On Classrooms And Students." Effects of Technology on Classrooms and Students. N.p., n.d. Web. 11 Nov. 2012. <http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html>

"Flipping The Classroom: A Goldmine of Research and Resources To Keep You On Your Feet." 21 St Century Educational Technology and Learning. N.p., n.d. Web. 9 Nov. 2012. <;http://21centuryedtech.wordpress.com/2012/07/18/flipping-the-classroom-a-goldmine-of-research-and-resources-to-keep-you-on-your-feet/>

Lytle, Ryan. "Study: Emerging Technology Has Positive Impact in Classroom." US News. U.S.News & World Report, 14 July 2011. Web. 11 Nov. 2012. <;http://www.usnews.com/education/high-schools/articles/2011/07/14/study-emerging-technology-has-positive-impact-in-classroom>

"Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience." Edutopia. N.p., n.d. Web. 9 Nov. 2012.<;http://www.edutopia.org/project-learning-introduction>

Wilding, Amy. "Technology in the English Classroom." Lesson Planet. N.p., 22 Apr. 2010. Web. 11 Nov. 2012. <;http://www.lessonplanet.com/article/english/technology-in-the-english-classroom>

Professional Learning Plan

noreply@blogger.com (Ms. Benoit) — Sat, 08 Dec 2012 04:27:00 +0000

I've embedded a Glogster which has the elements I talk about below. I was having trouble getting Glogster to accurately display, so here's a screenshot that shows all the elements (in case it doesn't work above).

Ever since I took my first educational technology class last summer, I’ve been motivated to use the tools I learned in my own classroom. Even though I’m from a district that doesn’t have the latest and greatest technology, I have still found ways to incorporate into my lessons. Last fall, my principal approached me about teaching a Senior English “blended class” where students came to class three days a week and worked on their own the other two days. It would be the first “blended class” our district implemented. I was nervous and anxious to build a class around technology and literature. Since I’m implementing the first class, it has been a tremendous amount of work and responsibility, but has really motivated me to include technology in my classroom.

One of my goals is to utilize the different technology tools, so I am able to apply them in the “blended class”. I will be setting the groundwork for all other classes that are taught like this in our district. I taught one section of the class this past school year, but still have a lot of things I can make better. My goal is to use what I learn to help me find new ways to improve the “blended class” and also ways to make my previous lessons better. Another goal I have is to help students feel more comfortable using technology. I think students really enjoy using technology, but are sometimes just as resistant to change as adults can be. Especially by high school, school has always been sitting in a desk and doing things with pen on paper. Technology opens up all new possibilities for learning. Now that I've been working so much with blogs I feel more comfortable teaching them. I want to have students create blogs to write their journals instead of how I have been assigning them in notebooks. I’ve also already started to create virtual final projects. Instead of students making a The Great Gatsby project with normal supplies like construction paper and markers, students used the websites Edmodo, Mixbook, Google Docs, and Audacity to create an online versions. They enjoyed the process and still were able to analyze the book. I’m hoping I will learn more ways to show students learning and technology can work together. We often assume because students are surrounded by technology, they know how to do everything. What I found out when I was teaching the project was that students were not as technology savvy as I thought. Some of them didn’t know how to include an attachment, log in online, or even send an email. I want to change the way students see school assignments and also how they approach technology. I want the technology I’m incorporating to feel meaningful to them, so they embrace it. I also think by using technology, it will prepare them for life after high school. Even if they are not going on to higher education, most jobs require some interaction with technology. If I can get them to think critically about technology and how to approach it, it will be a valuable tool for them. "The blended class" is one way to do this because students have to be motivated and disciplined to do the work when they are not in school. It takes a lot of planning on my part to set up the assignments ahead of time on Moodle and make sure they have the resources to complete the work. Showing them tools they can use in the future will make them realize I really am trying to give them valuable resources. Hopefully this helps them find meaning in the assignments and in turn do a better job on them.


An example of Mixbook being used for the Gatsby project.

A student using Google Docs to complete an essay.

My class Moodle, which I hope to learn more about!

Another one of my goals is to inform my colleagues and other teachers what they can do with technology. Often on Professional Development days our principal asks if anyone is doing anything in their classrooms (usually technology based) they want to share. This would be the perfect chance for me to share what I’ve learned. We also have monthly department meetings where I could share what I’m doing directly with the English department. Even something as simple as a Google Doc, where I could share it with the entire staff. By taking the tools from this class and using them in my own classroom, I can then take my knowledge and pass it on. Especially because I am teaching the first “blended class” I will be spending countless hours showing others how my class operates and what tools I use to create a meaningful learning environment. My goals are to take my knowledge from this class and make sure others have the opportunity to learn from me. I even think I can share and collaborate on assignments/ resources/ and tools with educators outside of the district. I hope this class allows me to learn and grow as a teacher, but also to make a difference in how my students learn and fellow colleagues teach.I'm already planning to show off my wiki at a PD day in January.

My class wiki that I'll present on our school PD day.

Aside from just creating assignments using the tool, I think I can improve my technology skills by creating my own example of the assignment. It will give the students a concrete example to see and also will give me a chance to practice using the tool myself. I did this on one assignment I taught last year. My students had to make a Windows Movie Maker movie after they wrote a “Where I am From” poem. I wrote my own poem and then created my own movie. This allowed students to see all the aspects that were required (music, images, poem, etc) in a finished version. I was worried it might limit students creativity because I’d given them just a basic example, but I actually had more students go above and beyond. I realized that not only did I feel more comfortable using Windows Movie Maker after, but it helped my students. As I learn new tools, I want to continue to create my own versions to improve my technology skills. Another one of my goals is to use things like Google Docs, Twitter, a Blog, a Website, and other resources (instead of just paper and pen) to communicate with students. By using these myself, it will not only help me improve my technology knowledge, but hopefully help the kids as well. It will force me to try new things and also become better with the technology tools out there.

My own MovieMaker movie to show my students

Finally, I think one of the biggest goals I want to do to improve my technology skills is to work with other educators. I have embraced the collaboration aspect of this class because we all have really great ideas to share. I think hearing what others are doing will be what makes me really improve. It will also help me realize if it’s successful in another teacher’s classroom it can work in mine. It will force me to try new things and to really embrace different forms of technology. I also think it will help me gain the confidence to teach other educators. Knowing teachers will be coming to me with questions about the “blended class” and technology I am using in my classroom will be my motivation to improve my technology skills. I want to keep working hard and learning everything I can, so my technology skills improve enough to share with others. I will use websites like Macul, Twitter, and Nings and attend conferences to work with teachers outside my district. I am anxious to continue to learn the technology skills I need to not only help my students, but so I can be an asset to other educators. I plan to continue to take MSU graduate level classes. It will keep me up to date and working with other educators that share my passion. I also am on the technology committee at school. We recently got some bond money and are looking for ways to spend it. As a committee, we have been to various schools to see how technology is being utilized. I want to continue to stay involved in that and learn new tools for using technology. I also plan to attend the Moodle Moot conference that is being held in January through Macul and Remc. I think it will really help me teach my blended class and find new ways to incorporate elements into Moodle. I want to constantly make sure I'm finding innovative ways to use technology.

Group Leadership Final Project

noreply@blogger.com (Ms. Benoit) — Sat, 08 Dec 2012 01:50:00 +0000

PD Tutorial Tool

For the PD tutorial our group decided to use Google Presentation. Google seemed to work best overall for our group. We used Google+ Hangout for our live meetings. We liked we could talk in real time and also work on assignments. Since we had already used a Google Doc to communicate, it made perfect sense to keep that going. When we were deciding on our group final presentation, we wanted it to be something each person could use easily. Since we were all familiar with Google products and could pull those into Google Hangout, it made the most sense. We decided to create a Google presentation because we could all work on it simultaneously and talk through what we wanted to include. Since we were covering Google Forms, Spreadsheets, and Presentation it was logical to embrace Google. We each took one of the elements and dug into it. Jing and Screencast-o-matic worked best for recording our Google Presentation and talking through the presentation. That way we were all able to get our point across, but still make it cohesive.

Learning Curve

I learned several important things during the project. One thing is that it was very helpful to have a live place to see and hear my group members. When I did group projects in earlier classes, we just used
Skype to talk or used the chat feature. Google Hangout allowed us to do all of these elements which helped a lot. I also learned it was important to set deadlines and goals for our group. We had the class deadlines, but it was nice to make our own. When we worked on our Google Presentation, it became clear we all had different ideas of what resources needed to be utilized and how the final presentation should look. We had a general understanding, but approached it in different ways. It was important to be considerate and professional when working together. Overall, I learned a lot about working in a group and what aspects need to be considering when making a professional development tool for others.

Adaptations:

Overall, I think we did a good job working together and completing the group project. We had some set backs with the actual recording. It was hard to make one cohesive video when we were all in different places. We were going to have one person do it, but that seemed like a lot of work for someone. So instead we broke it down into three parts and each took a section. We used Jing to record each of our sections and then wanted to put them together. Unfortunately Jing doesn't download into an MP4, so we had to adjust. Eventually we put the video together and got it to work effectively. Next time, I would like to find something that is free and works for recording a longer video.

Wicked Problem Project: Part D - Findings and Implications

noreply@blogger.com (Ms. Benoit) — Fri, 30 Nov 2012 02:48:00 +0000

Findings and Implications

Formative: The Successful Implementation:

My Wicked Problem Project (WPP) did go according to plan. I had some minor setbacks, but overall my goal was met. I was looking for a way for students to save their work without having any type of u:/ drive or reliable place to save. I started with Google Docs, which my students were hesitant to use at first, but eventually got used to. After they figured out how to create a Gmail, log-in, share documents, and type on a word-processor with limited features, they were able to use it fairly well. After we worked with Google Docs, I implemented The Great Gatsby portion of my WPP. The assignment was given after students finished reading the novel. The project allowed them to write a formal essay, write a creative essay, make a scrapbook, create a newspaper, write and record a song, or make a comic. All the pieces include a writing portions done on a Google Docs. In addition to a writing portion, some had a creative add one. The scrapbook could be done digitally on Mixbook, the newspaper on Publisher (uploaded to Google Drive), the song on Audacity, and the comic on MovieMaker or Animoto. Almost all the projects were tried out by multiple students. The favorite was Mixbook because it was fairly easy to work with, but looked very polished when finished. Since the projects were all typed on Google Docs, it solved my problem of having no where to save. By using online tools for the creative component, I didn't have to worry about a place to save all the projects. Using Edmodo was also a success because it provided a place to communicate not only with me and the students, but between students. There were some technological issues, like Internet Explorer not working correctly and the correct version of Flash not being installed, which both prevented Google Docs from opening. However, after we worked through this issues like having an IT person update Flash on all the computers and install Google Chrome, the process worked fairly well. I had to be flexible as all these issues came up and also more laid back about the due date, so students had time to work.

A student's project on Mixbook

Another example of Mixbook

A student's MovieMaker uploaded to Google Drive

Student project explanation on Google Doc

Student essay of Google Docs

Summative: Evidence of Success in Addressing the Problem of Practice

As the project wrapped up, I felt it had gone well for the first time. Students needed a place to save their work without a hard drive. The options I presented seemed to be viable and provide students with realistic options. I feel students were more apt to embrace the project because it felt authentic. I had all but three students complete one (three students who were already not passing the class). The rest of the students seemed invested and proud of their final project. During work time, they were for the most part productive. They embraced the Edmodo element, which helped deal with any technological problems and allowed them to collaborate. I gave a student survey at the end to find out how they felt about the technology component. The idea of having no u:/ drive was new to them and I wanted some feedback about the new technology usage. It felt like it worked well, but I could only really know if I heard it from them. I surveyed thirty students about the technology in Senior English A. According to the survey, 93% of students said Google Docs was easy to set up and use. Twenty-five out of thirty students or 83% said the process of using their online technology (in all cases) was successful. When asked if they would use Google Docs and their online technology again, 90% of the students said they would. When I asked students if they would like to see the technology again in other projects, I got positive answers. Ashley from my third hour said, "Yes, I would like to see more of it in class." Emily from my first hour also felt strongly with and stated, "Yes, it was fun!" Rose felt it was beneficial for future technology interactions, "I enjoyed it. We get to use real tools that we might have to use in college and how classes could be similar to that." And Lucas felt it allowed more room for choices, "Yes, because it gives people with different strengths the option to do what they like or are interested in." This feedback gave me concrete evidence that the process worked well. Not only did students find it effective, but it met my project goal of having students complete a project without a u:/ drive.

Almost every students completed the project.

Making Adjustments for a Similar Project:

I'm already thinking about ways I can use this type of project with my Senior English B class (the second half of Senior English). I will definitely use some of the same tools for future projects. Students have a research project next trimester and they will have to pick a world or social issue and present it to the class. Having an online tool will make it easy for students to access the tools from anywhere. For this project, I'll offer other options like Prezi, so students have a presentation option added in. I think I could take the project even further with these students because they've used some of the technology before. They've dealt with working through the process and using Google Docs to do their write ups. Another approach I would do differently is organizing my files from the beginning of the process. Trying to keep track of so many files became overwhelming and hard to manage. I quickly learned that putting each class into its own folder by topic made it easier to monitor and grade.

I learned it was important to organize my files into folders.

Helpful Lessons for Others:

One of the biggest lessons I learned was that it's okay for students to know more about the technology than you. Also, that it's good for them to see the teacher working through the process of using technology. I had so many students not want to try a new tool because they didn't know how to use it. As I struggled with setting up Edmodo and working through some of the online tools, they started to realize that it is possible to figure it out. It may be time consuming and sometimes frustrating, but they were very proud when they did accomplish it. I had to learn to let them be frustrated sometimes and work through the process or have another student show them how to do it. I didn't always have the answers and that was okay. The next biggest lesson I learned was that technology fails and it fails when you need it to work the most. Several days in the lab computers wouldn't open Google Docs or wouldn't load pictures on Mixbook. Students would be frustrated and also would be sitting around with nothing to do. I needed to be flexible and patient and remember it wasn't their fault that we had the wrong version of Flash. Finally, it was important to have somewhere to go to like Edmodo, so students felt supported when working on their project. It gave them a space to ask questions, get feedback, and help others. They felt like their skills were being validated and that they weren't an island trying to complete this project. I just had to be careful to monitor it, so students were only using it for class related topics.

Our Edmodo site

Future Implementations of Similar Projects

I will definitely do this project again with my Senior English A students during second trimester. Especially since students will still need to save things to the cloud, this type of project will be key. I will continue to offer creative elements that students can do by hand (like having the scrapbook available on Mixbook or a hard copy). I don't want to punish students for not being tech-savvy, but I do want to push them to challenge themselves and try new things. I gave a survey asking students if I should do this type of project again and out of thirty students, twenty-eight said yes. Only two said "they don't care" or "it depends", so I didn't even get any actual "No's". With 93% of the students saying it would be worth doing again, it sounds like they enjoyed it. Five out of the twenty-five students said they felt Google Docs and the project was fairly easy to use and logical choice for not having a u:/ drive. Even after all the work of doing the project and completing the class without a u:/ drive, 83% of students felt the project was beneficial. I am glad I met my students where they were at, helped them effectively complete assignments; all while accomplishing my goal of finding a way for them to successfully save their work.

Mobile Learning Lab

noreply@blogger.com (Ms. Benoit) — Wed, 28 Nov 2012 16:14:00 +0000

Here is my post on Classroom 2.0 "Cell Phones in Education" post. I wrote about using Poll Everywhere and Iphones in my classroom. I talked about what went well, what was challenging, and what I plan to do with it in the future.

Here is the link to my poll and also a screenshot!

This is the poll I gave students.

This is the Wordle I created to show the results.

My exploration of mobile technology tools:

What I Tried:

I set up a Poll Everything survey asking my students what their first book was from first trimester. I allowed them to pull out their phones and they could text their results. We were also in the computer lab so students were able to answer that way and then everyone could see their results instantly on the screen. The first thing I noticed was how excited they were to finally be allowed to have their phones out. They started right away answering the poll. They loved seeing their answers flash up on the screen. They even started getting creative with smiley faces, so they knew which post was theirs. They started keeping track of what answer was given the most and what might win. It was an interactive and instantaneous way to get feedback from students. I also had students use their cell phones (especially the iPhone) as a way to record themselves. For a project, students were able to write song lyrics and then record themselves using their phones. It was an easy solution and didn't include headphones, a laptop, or any editing software. Students were quickly able to record both at school and out of school. Using cell phones is a fine line at my school. The policy is that students shouldn't have them during class time. I have been having a hard time keeping them out of the classroom and have decided that for times like these why not embrace them, so kids are actually using their phones to be productive.

Integrating mobile technology into my classroom:

I really liked Poll Everything. It was easy to use and to set up. I would use it again in any of my classes, granted they could handle using their phones for that moment then putting them away. It would work well for my blended group of students, who access class outside of the regular school day. It would be an easy way for me to see how they were doing or what extra help they needed. I also want to set up Twitter, so they can get homework reminders on their phone. I've also heard of Remind101 that sends a mass text message to students who sign up for it. That would be a great way to get information to students, since they don't always check their email. There phones are something they always have on them, so asking them to respond via that would work well.

Challenges

One problem I ran into was students not having cell phones. And if they did, some students didn't have them on them because they really aren't supposed to have them on during school. It was hard for me to ask them to respond using their phones, when they shouldn't have them. I did have lab time signed out, so students were able to answer using the website address or record their song using Audacity and headphones. So even though mobile technology wasn't a perfect solution, as long as I provide options for students without them, I think it's still a viable use of technology. I know students are constantly texting and on Facebook, which is a huge downfall of mobile technology. It distracts them even more than the normal classroom environment, but I still think we need to embrace mobile technology rather than try and shut it down. Even today, students were way more receptive to class activities after they got to use their phones openly. It became less taboo and was not longer so exciting. I'm open to the idea of using mobile technology more. It allows me to stop monitoring student use of these technologies and instead embrace them and make them relevant to school.

Wicked Problem Project: Part C - Implementation

noreply@blogger.com (Ms. Benoit) — Tue, 27 Nov 2012 01:34:00 +0000

Here is a podcast recording of my WPP progress.

I decided to start by implementing Google Docs. As an English teacher, I needed a place for students to be able to type and save their work. I had students create Google Drive accounts. They created the Drive and then were able to type their assignments on Google Docs. There were other parts of the project were students needed to use other technology like Audacity, Mixbook, Publisher, etc. They were able to upload their files directly to Google Drive and share them with me. I also created an Edmodo account so students could get announcements from me and share their progress along the way. They could also chat with each other for help or questions.

Student typing lyrics on Google Docs.

Student pulling up Google Doc.

Student saving URLs and typing explanation on Google Docs.

Student typing essay on Google Docs.

Surprises:

One of the biggest surprises for me was how little the students knew about using this technology. They are constantly on their phones using Facebook or Snap Chatting, however when it came to setting up an email address and working with Google Docs, they were lost. It took more time than I thought to establish their email address, teach them all the features, and get them used to sharing the documents with me. When we finally got started on the project, I needed to show students how to use the different programs, get them used to the differences in Google Docs, and save URLs to document their pictures. It took longer than I anticipated and next time would allow for my days of instruction.

Unexpected bumps in the road : Future Revisions

One problem I ran into was students using Gmail accounts that didn't contain their full names. I spent time trying to figure out whose project was whose. Next time I would have students create accounts using at least their full last name. It was save a lot of time on my end and it would also be a good things for them to have a professional email. Another problem I ran into was titling documents. In the future I would have student title their documents "LastNameProjectTitle" so that I had an alphabetical list of all the documents. I also learned that by making folders it was easy for me to organize by project and by class (since I had three classes of students working on this). Another bump I ran into was having unreliable technology. We have Mozilla Firefox on all the computers and we ran into problems opening Google Drive some days. Flash needed to be constantly updated (something only teacher log-ins can do). I learned that Google Chrome (since it's a Google product) worked much better with Google Drive and didn't have the same problems. That was a frustrating and time-consuming lesson as students weren't able to access their projects during that down time. Students also messed up the spelling of my email and I often wouldn't get their shared document. Having them title and share their document at the beginning allowed me time to make sure I had their project before the due date.

Delights (What went well)

Aside from the technology set-backs and little tricks I had to learn along the way, the project is so far a success. Students are really engaging with the material and embracing the new technology tools. They are analyzing the content in a meaningful way and feeling validated that their work is authentic and relevant. I am seeing them work through the process of technology difficulties and using each other as experts to help them work through it. They are collaborating about the novel and helping each other think of new angles to approach their projects. In the past, I've had students create a 1920s magazine, newspaper, or newscast for the novel and they've been good, but definitely not as in-depth or authentic as some of these projects are looking. Another thing that is working well is using Edmodo to communicate. It is helpful for me to post announcements and for students to be able to respond to me and to each other. Since they are so familiar with Facebook, this is one part of the project where students were eager to try it out, make mistakes, and work through the process.

Students using Edmodo to post about the project.

Here are some pictures of students working on their actual project. They are using Google Docs, Mixbook, and Audacity. We communicated by using Edmodo.

Student using the tool Mixbook to create a scrapbook.

Student creating her scrapbook.

Another student creating her Mixbook.

Student using Audacity to record her song.

Group Leadership Project: Part B - Storyboard and Script

noreply@blogger.com (Ms. Benoit) — Sat, 24 Nov 2012 18:37:00 +0000

For our group leadership storyboard and scripting, we decided to use Google Presentation. Since we're doing out topic on the various Google features, we decided this would be an appropriate way to get our ideas across. We also used Google Hangout to talk as we worked collaboratively on the storyboard. Since we were able to pull the document into the Hangout it was an effective way for us to get the assignment done and plan out our presentation. We knew which part each person was going to work on, but it still took us about two hours to talk, map it out, and get the information written down.

For the storyboard, we put both images and text on each slide. We used real pictures and screenshots to serve as our sketches, then put our script in the notes section of each slide. We used the medium speed fade transition to make the presentation cohesive and so each slide flowed together. We didn't use any specific special effects or sound effects. We are going to narrate the presentation, so we want that to be the focus. We also felt since we had so many images, it would be overwhelming to add too much.

My section of the storyboard included the section on Google Presentation. I gave a basic overview of what the purpose of Google Presentation is, but then also pulled some tools I thought would be the most beneficial. I looked at ways to format the layout and theme, which is a big part of making a presentation. I also showed how it is possible to add images, text, and links. Then finally, I explained how easy it is to add YouTube videos right into the presentation.

For the final presentation, we will using the Google Presentation we created. After discussing the each section we want to cover, one person will do a voice over narration using the script we created in the notes section. We decided having one person speak will make the presentation seem more cohesive and consistent. The final presentation will be done in with a screencasting program and will be posted on YouTube.

The final presentation will be done using the Google Presentation we created. After discussing all the pieces at length, one person will do a voice over narration using the script (found in the notes section) to create a smooth and consistent presentation. The final presentation will be recorded as a screencast, but posted on YouTube. Our storyboard can be found by clicking on the link below.

Storyboard

Data Visualization Lab

noreply@blogger.com (Ms. Benoit) — Fri, 23 Nov 2012 22:45:00 +0000

So for this lab, I visited Karl Gude's Wiki: http://freevisualtools.wikispaces.com/ and spent some time interacting with different visualization tools. At first it was overwhelming, with all the different categories to click on visit. As I started thinking about some things I want to improve on in my classroom, it became easier to narrow down what I might actually use.

One tool I already use and love is Diigo. After seeing it on the list I realized it would be equally beneficial for my students. We do a big research project in Senior English B and having a Diigo would be a great way for students to keep track of their resources. They wouldn't have to copy them down or email them to themselves, they could bookmark it and log-in from anywhere to work on their project. I really think some of my students would love this tool.

I also checked out Bubbl which is allows students to make a bubble chart. I liked it for something like brainstorming, where students could take an idea and break it down into smaller parts. It would also work well for something like a character map where students could make a family tree or just explore characteristics of a character.

I also checked out Animoto, which is a place where students can turn photos and music into videos. I often have students use MovieMaker to create videos based on their "Where I am From" poems. When they use MovieMaker they have to work from one computer or transfer their work around. If they use Animoto, they can work from anywhere and access the project online.

All of the tools I played around with would make a promising addition to my students. I finally decided on Glogster because I could make an interactive assignment for my students and also give them an example so they could later create their own Glogster. One of the novels we read in Senior English B is In Cold Blood by Truman Capote. The novel is long and is based on a true story, so it's often challenging to find assignments that students find engaging. I decided for this exact reason a Glogster would be perfect. It was fairly easy to use and put together. It took me awhile to get a hang of the features, but once I did it was fun to put together.

In Cold Blood Glogster

Part B - Application of TPACK

noreply@blogger.com (Ms. Benoit) — Sun, 18 Nov 2012 02:25:00 +0000

What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

For my project, I looked at ways for students to save their work without a hard drive. I especially needed a way to do this for their upcoming project. Since it was a project based assignment and I was incorporating tools that differentiated learning and made the content applicable, students were much more willing to embrace it. Using different technologies where students could save to the cloud was an essential component. The technology needed to allow students to access their work from anywhere. It was becoming tedious to send their documents back and forth or save it to a portable drive. Making it accessible from anywhere made sure that if they had internet, they could log-in and work on it. This is such an important tool in an English classroom where students need to get their ideas down and be able to work through the writing process. They also need to revise and edit their work, according to the Common Core Standards. My students use computers, their phones, a tablet, and their iPods to access the internet. Using cloud technology allows them to not have to send and save multiple drafts. Another perk of using cloud technology is that students can easily edit their content. It's often a challenge to get students to revisit their work and revise it. If I have students work on things by hand or save and can only access it from a set place, they rarely go back and make changes. If they can view their work on multiple devices and their work updates instantly, they do a better job editing. By thinking about the teaching strategies I planned to incorporate, I as able to effectively pick and utilize appropriate technology.

What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)

I'm having students use technology to work on their The Great Gatsby project. Since the students do not have a place to save their work at school, the technology I've chosen is all kept in some type of cloud. This solves most of my problem, but I also wanted students to be able to work with the novel and show that they've gotten a thorough understanding. The technology allows students to really engage with the novel and show their understanding in an effective way. They are able to look up credible sources and other information if they need it to compliment their project. Using things like Google Docs, Audacity, and Mixbook allows my students to show their comprehension of the novel and also embrace technology tools. I didn't do any training with students before they had to work with thse different technology tools. Instead students had to evaluate what tool would work best and then find ways to relate it to the novel. They had to work through the process of learning a new tool, which teachers them critical thinking skills. This forced them to analyze the novel in a new way. It also was appealing because it allowed them to use technology instead of a typical paper and pen assignment. Students put in more time and effort because they felt their work was validated. Their finished products required a high level of analysis and interpretation. Since they were able to use tools that felt relevant to them, they worked much more efficiently and authentically.

What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?) Be sure to think about how the student will experience the content given these instructional strategies.

The main pedagogy I used was Project Based Learning. This pedagogy helps the learner user higher order thinking skills and helps incorporates the concepts of The Great Gatsby. This type of project allows the student to use the knowledge they learned and apply it in order to complete the project. Using tools like Multimedia Instruction and Podcasting makes it so students have different mediums to present their project. The students are able to create projects that show their comprehension and application of concepts from the novel. By having multiple choices and differentiating instruction, students were able to pick the project that best met their interests making the project meaningful. Every student was required to use Google Docs to complete the typed portion of their project. This made it so the document could be accessed from anywhere, but also shared with me. There was also a formal essay option for students who felt like writing was their best option. Aside from the Google Docs, students had other creative options for their project. For the Audacity assignments, students had to create a song about The Great Gatsby. It was required to have characters, events, and themes from the novel. They also had to include direct quotes. Students then used Audacity to record themselves. The Mixbook option allowed students to create a scrapbook for the main character. They had to pick ten items that are important to the character and find quotes and an explanation to back up their choice. Having multiple options was a pedagogical choice in creating this project. I wanted students to have multiple avenues for complicating the project and displaying their knowledge of the novel.

PART A - Brainstorm Session

noreply@blogger.com (Ms. Benoit) — Fri, 16 Nov 2012 02:05:00 +0000

Google+ Hangout Brainstorm Reflection:

Since we enjoyed Google+ Hangout when we used it for the Web-Conferencing Lab, we decided it would definitely work well for our Leadership Assignment. It was extremely user-friendly and accessible.

Some Advantages:

One of the biggest advantages was that we could use Google Docs during the presentation. We didn't have to share our screen or only have one person typing. We were able to all collaborate at once. We pulled up the assignment description and as we talked we were also able to type our plan. We could also type issues or things we needed more clarification on and easily go back to them. We spent a great deal of time analyzing each requirement and discussing what we thought it meant and how we were going to address it in our group. It was convenient because then the document was atomically saved into each of our Drives. We can also then easily go back to it later, and also share it with our instructor

Another advantage was that the video automatically saves to the Google+ account and to Youtube. There was no saving to a hard-drive or making sure the format was compatible. We didn't have to email the file to each other or put it on Google Drive. Within minutes a link to Youtube was created and we were all able to access it and post it to our blogs.

Google+ Hangout is also very technologically savvy. It knew which person was speaking and would make their face the focus on the screen. Also, a green bar would light up when that person was speaking. It made it easy to follow the conversation. As someone who hasn't done web-conferencing (aside from Skyping with a single person), I was glad that Google+ Hangout made it easy to use and follow.

Some Disadvantages:

Overall, I was happy with the program. However, one disadvantage we found was that you can only record one video per session. You can't stop recording and then re-start without leaving the Hangout and creating a new one. This usually wouldn't be a problem, but when you're recording for something more professional it was necessary. We only had three people, but I can imagine if you had a larger group, it would be frustrating to keep having to leave the room and then re-invite everyone.

Another disadvantage is that you have to have a Google+ account to use it. Since all our group members had a Gmail account, we all had access to Google+. If someone had another email, they wouldn't be able to join.

I really think Google+ Hangout has a lot of awesome features and makes it easy to web-conference. Below is our brainstorm for our leadership project:

Web-Conferencing

noreply@blogger.com (Ms. Benoit) — Fri, 16 Nov 2012 01:41:00 +0000

Web conferencing tool used:

For the web-conferencing lab, my group used Google+ Hangout. I had never used it before, but it was fairly easy to figure out. I know there are other web-conference tools out there like Skype, Adobe Connect, etc, but since we all had Gmails Google+ Hangout was a logical choice. When you get to Google+, there is a "Start a Hangout" button where you can start a group meeting. We did this step first and talked for awhile about our presentation, how the class was going, and what features Hangout had to offer. We talked on there and got used to the video and audio of talking within a group. We quickly realized that Google+ Hangout doesn't automatically record the session. We had to log-out and then log back in using an addition feature called "Air". This then allowed us to choose to be "on air" and record or "off air" and just chatting. After we created a new hangout, we were able to talk through and point out all the features Google+ Hangout had to offer.

Advantages to using the web conferencing tool to discuss this project?

There were a lot of features we liked. The first aspect that was nice was that there was a chat bar, so even if you didn't have audio or video, you could participate. Also, people without video (maybe who just had a headset) could still participate. It was also nice you could show Youtube videos and share screens, so everyone was looking at the same thing at the same time. One of the best features we found for our group was the Google Drive was built right in. Since we had created a shared document to discuss the project already, we were able to pull it up and reference that.

Disadvantages to using the web conferencing tool to discuss this project:

We originally were all trying to talk and share ideas. We realized it was easier if someone was kind of the lead (typing on the document, moving us along, etc), so we had a general direction and then people could comment as needed. Next time, I think we would do this right away and save some time repeating what others said and missing information. We also now have all used it once, so it will be easier to log-in and get started.

Ways to use this in my classroom:

Since I teach secondary English, I could definitely see this being an asset in my classroom. When working on a group project, students wouldn't need to be in the same place. They could be anywhere and still collaborating. The ability to record would make it nice for me to watch the video and make sure the groups were working effectively and everyone was participating. The only drawback would be that students need to use Google+, which they don't have access to at school. This would also be a cool way to have a pen pal or talk to people from other parts of the world. The recording feature makes it a great way to monitor students and also be part of the activity without physically being in the discussion.

I was really impressed with Google+ Hangout and I'm glad we chose this for our group project. It's easy to use and will support the level of work we need to accomplish. Below is our first attempt at recording :)

Part A: Description of Need or Opportunity

noreply@blogger.com (Ms. Benoit) — Mon, 12 Nov 2012 03:52:00 +0000

An Educational Need or Opportunity:
One problem I’ve been struggling with is the fact the students do not have u:/ drives or a place to save their work. We recently switched over to a new server and student accounts have not been created. They can log into the computer to use the Internet and type papers, but there is no way for them to save and re-access work they complete. It’s become extremely frustrating, especially in an English classroom where students are constantly writing and need to type their finished products. There is no way for them to edit and revise their work (which is an essential part of the Common Core Standards), without re-typing the whole thing. A lot of my students are from low socioeconomic backgrounds so they don’t have computers at home. I’ve tried using flash drives, but students still struggle to save it correctly and they often don’t have the right version saved on it. Some students have also tried to save it to the desktop, but then any other student who logs on has access to the file.

The Proposed Solution:
I have been researching some possible solutions online ways for students to complete papers and assignments. Students can use them at home or school and still be able access them with little problem. I've looked at the following tools to help

Google Drive has become a place students can save various types of files. I have been working with this tool with my students and since they have to share it with me, I have gotten more essays.It has also cut down on the excuses of, "I left it at home" or "It didn't save correctly." I also have less problems with compatibility (like if a students has Word 2010 at home and we only have 2007). Since Google Docs has become Drive I want to try saving other documents and files to it. That way students have everything at their fingertips and can access it from anywhere.
Prezi is a cloud-based presentation software consists of making slides to present information. This is something this is online and is completely free. Students make accounts and then have access to their Power-Point like project from anywhere. They can easily add images and text and present it in a unique way. I like this because it's free, but in a format students are used to. They can save it right to Prezi and anyone can search their project and find it.
Mixbook allows students to create a scrapbook like presentation. Students love working with images and text to make an artistic scrapbook. I was having students make these electronically, but they needed somewhere to save everything. By using Mixbook, they can save the project right to the web. They can add me as a collaborator and I have instant access to their project. This is also free.
Audacity allows students to record and edit a podcast. They can send their files as an MP3 attachment or even save it to their Google Drive. For their Great Gatsby project I was going to offer students a chance to write an original song for the book and record it using this program. Instead of using a tape recorder or burning it onto a CD, the file will be electronic and can be shared in multiple ways. Students can also edit it and re-record.
Glogster is an e-poster website that allows students to imbed voice and video into there 'glogs' and then e-mail the files to me. It allows students to create posters and access them from anywhere. They can use images, text, and videos to show their understanding.
Edmodo is a site that allows students to collaborate and share content. It gives students a chance to respond to posts and collaborate together. Students can also post assignments and see teacher comments. It would be a good place for students to submit things and also get more information about class.

The Logistics:
For now, just my Senior level students will engage in these tools. I have three sections that are Seniors and I want to start with them before trying it on my other class. I plan to continue to use Google Docs for the remainder of the year. Even if students get u:/ drives, Google Docs seems to be an easier way to make sure students are completing their work (when Flash is working). I've run into some issues with Google Docs, but overall I like it. The other activities I'm researching, I will use as needed. For now, I'm focusing on it for my Gatsby project. I'll see how kids respond to the new tools and how well they work.

Relevant Resources and Research:
Since I'm talking about using ways for students to complete projects online, I did find several studies that looked at the use of Internet resources on student performance. The first article caught my attention because it talked about students struggling with understanding the content. Although my problem is a little different, I still feel like not having the proper resources in class is a similar battle. Ryan Lytle says, "students were routinely stupefied by the traditional classroom lecture and often left class with more questions than answers." Like him, I want to make sure my students are able to get the necessary work done when they are with me. According to the Edutopia staff, "Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning." It's an interesting fact how much more students took away when they felt the project was engaging and interactive. Students were able to work with the information in a more meaningful way and were invested in the assignment. Another thing I didn't think too much about before doing my research was that students do a better job when they feel their project is public. They audience is bigger and they aren't just "turning it into the teacher". According to the "Using the Technology of Today, in the Classroom Today" article, "these technologies don’t just help us teach the old stuff in new ways – they can also help us teach new stuff in new ways." The research also found students embrace the flexibility of projects. This is just a general overview of the research I've been working on (see partial Works Cited at the end).

The Plan:
I plan to introduce students to these tools in the near future. Since students are also frustrated with the lack of u:/ drives and ability to do work on the computers, this project will a welcome change. I want to create a project where students have choices, so they can pick the type of activity they want to work on. I think if students pick something different, but that they still feel comfortable with, they will become more invested in the process. Over the next few weeks, I'm going to assign students the project and give them a chance to use engage with the technology. I'm not going to teach them very much about either one, just give them the chance to work hands-on with the tool. Since they are using a book we have finished reading, students will know the content and be able to play around with the technology. After seeing how well the technology part is going, I can adjust the length of time they need to work on it as needed. After this initial trial, I will be able to adjust things as necessary. I will also be able to see which tools work and which don't for future assignments. Eventually, I'll want to order some extra supplies like headphones, so more students can work on each thing in class. The trimester will be ending soon and then I really want to work on implementing these tools with my blended class. They will have to use these tools as their only choice since part of the class is online.

Success:
I will know my project is a success if I can get students to use the tools effectively. The whole not being able to save to the computer problem will no longer be an issue because students will be using the online Internet resources. I will also have to evaluate how well my students worked with the technology. Were they able to use it easily, did it help them accomplish their goal, did the technology enhance their understanding of the content, etc. I plan to create a survey to ask students these questions. Obviously how well they do on the project will give me initial results, but won't tell me how they feel about it. A survey will allow me to have concrete feedback from students. It will also help me focus and adapt the project for future classes. If all goes well, I’m hoping to incorporate more of this into my teaching and successful solving this problem will also benefit my teaching and my students.

Works Cited:

"Effects Of Technology On Classrooms And Students." Effects of Technology on Classrooms and Students. N.p., n.d. Web. 11 Nov. 2012. <http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html>.

"Flipping The Classroom: A Goldmine of Research and Resources To Keep You On Your Feet." 21 St Century Educational Technology and Learning. N.p., n.d. Web. 9 Nov. 2012. <http://21centuryedtech.wordpress.com/2012/07/18/flipping-the-classroom-a-goldmine-of-research-and-resources-to-keep-you-on-your-feet/>

Lytle, Ryan. "Study: Emerging Technology Has Positive Impact in Classroom." US News. U.S.News & World Report, 14 July 2011. Web. 11 Nov. 2012. <http://www.usnews.com/education/high-schools/articles/2011/07/14/study-emerging-technology-has-positive-impact-in-classroom>.

"Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience." Edutopia. N.p., n.d. Web. 9 Nov. 2012. <http://www.edutopia.org/project-learning-introduction>

Wilding, Amy. "Technology in the English Classroom." Lesson Planet. N.p., 22 Apr. 2010. Web. 11 Nov. 2012. <http://www.lessonplanet.com/article/english/technology-in-the-english-classroom>.

**Need to figure out how to cite this PDF----> http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

Benoit--CEP 811 Final Sharing Activity

noreply@blogger.com (Ms. Benoit) — Fri, 09 Nov 2012 12:51:00 +0000

I learned a lot of new technology tools and how to use them in my classroom. I use technology in my classroom already, but this class taught me some new things and also showed me some ways to use what I was already doing more effectively. I am really proud of the things I created and excited to include them in my teaching. I think it in this class it was essential to work with other educators and see their opinions and ideas about assignments. It helped me think about things in a new way and really grow as a teacher. Getting effective feedback quickly from the instructor was also something that helped me reflect on what I was doing and how I was approaching the information.

What are some things that you have learned about effective teaching strategies when integrating technology?

I learned that as a teacher I need to be confident in my technology knowledge, but I don’t need to know everything. It’s a process and just like when I learn the new task, students will have to work through the new technology sometimes. Having things the the Wiki and Weebly I created will make it possible for students to get additional help outside of class. It will also give them a place to review what we did in class. It puts some of the learning in their hands. I also liked that after we made our lesson plan we used the UDL principals to analyze it. I felt it helped me think about what choices I'm making in my lessons. It forced me to recognize how students learn and to make sure I'm meeting their needs. I am already aware that students learn in different ways, but this exercise reminded me how important it is to recognize this and plan accordingly. Finally, the "Face to Face Instructional Strategies" was a great a reminder of some technology tools I can use with my students. It was helpful to hear about different tools and then see how it was being used I also liked commenting about these tools on Merlot because I could hear how other people were thinking about the tools and using them in their classrooms.

How did integrating web-based technologies help you think about and evaluate uses of technology?

I used to think about web-based as having my students to use the Internet to find information. As I take these technology classes, I'm learning there's a plethora of other ways they can use the Internet. Learning about Webquests and how to use them effectively was a great tool for me. I sometimes have students look up information online to learn about a time period or author before we start reading. I was just sending them to websites to copy things down. The Webquests I researched were a lot more interactive and had students engaged in the material. I’ve already started to incorporate some of these new methods and students seem to remember and relate to the information in a more meaningful way. Websites like the Weebly and Wiki I made, help me see that students can have a place to find additional resources and get information outside of the class. The Weebly is something I knew I could do, but never really forced myself to do. Now that I have it, I feel it will be a real asset to my students and will improve their learning. The Wiki is a new thing to me and at first I wasn't a fan, but now that I'm starting to work with it, it has a lot of things I could embrace. Unlike the Weebly, my students can actually contribute to the Wiki and collaborate together. That opens up a whole new realm of possibilities for them and I'm excited to try it out with my students next trimester.

How have you met your own personal goals for learning about technology integration?

One of my goals was to use the tools from this class in teaching my “blended class.” Creating an account on Merlot and interacting with the site during this class helped me see I can find useful resources anytime I need. I can find lesson plans and interactive tools with just a simple search. I also liked I can comment and add my own resources, so I have a place to keep them and also a way to share them with others. Another goal was to use some of the blended class mentality in my regular classes, not just the blended section. My regular Senior English B class also reads the Catcher in the Rye, so the Wiki I made will be extremely relevant. It will be an online place for them to get additional resources and also collaborate outside of class. Another goal I had was to create an assignments to use in my actual classroom instead of just talking about the toos. I did this when I created my StAIR. It took a lot of time and energy, but now I have a tangible resource to utilize whenever I need. It's something I can always go back and edit and adapt, but the base work (the hyperlinks, images, ext) are already there. My final goal was to work with other educators to improve my teaching with technology. This class has definitely helped me open that door. It has shown me it’s essential to work together and hear other teachers’ ideas and outlooks. I’ve learned there are multiple ways to use technology that I can take and then use in my own classroom. It was nice to see other people working with different technology tools and collaborating with them to improve my own teaching.

Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

My biggest goal is to keep up with my Weebly and Wiki. The biggest challenge for me will be finding time to use it in class, but also keeping it updated for students to access outside of class. I love the idea of the websites and think it's essential students have a place to get additional help when they aren't in my classroom. I want to make sure I'm showing them these sites and using them in class, but also making them accessible and up to date for students to use on their own time. My goal is to keep this going, so student are always feeling supported. I also want to keep finding new resources and improving the internet sources I’m using in my class, especially when I use things like Merlot and the Webquests. There is always new information out there and varying ways to present it to the students. Keeping content updated and relevant will catch student’s attention and hopefully make them want to learn more. Another goal is to keep working with the UDL principals, as well as the technology standards. This is the first time I’ve seen UDL principals and I feel they are essential to supporting my teaching and meeting students needs. Overall, I want technology to keep being a focus in my classroom. By taking these classes and actually applying what I learn, I can use the tools to make my classroom a better place.

Online Teaching Experience Response

noreply@blogger.com (Ms. Benoit) — Sun, 28 Oct 2012 00:27:00 +0000

This week in CEP811, we were asked to look at the Michigan Merit Curriculum Online Experience Guideline Companion Document and reflect on how we could use these technologies with our own students. I've never seen this document before and it was interesting to see how they defined each online tool and what technology standards each one met. This is an extremely helpful document as I'm starting to plan for my blended class. This makes it very clear what each tool does and how different standards help students learn. Since I use Moodle to teach that class, I would be able to post the standards right by each assignment. It will also be helpful for my other students as well, who won't have as much online exposure, but will still be doing internet-based assignments.

What content could this help you teach?

I teach high school English and mostly have seniors. We read several novels throughout the trimester. I already use Moodle for my blended class which is one of the tools listed. I love that I can post by day to let students know the schedule. I also enjoy that I can link to assignments or upload assignments directly on there. Students are also able to collaborate in forums. According to the site it allows for "Integration Sustainability, Life-long Skills, and Teacher Involvement". It really helps me deliver content and interact with students on days we're not together in class. For my other sections of Senior English, that are not blended I use a Wiki which uses similar features to a Moodle, but in a simplified way. I can still put up a class schedule, post assignments, and have students collaborate. It allows me to give them an online experience, even though we're together in class everyday. The webquests help give all students information before we start a novel. For The Great Gatsby it was essential students understood the 1920s. The webquest allowed students to visit websites and look up information and put it in their own words. It also allowed them to dig further into any information that caught their interest. I also tried blogs in my blended class. Instead of a journal, which my other classes keep in class, they had a blog. They used the blog to reflect on their reading, answer questions I posed, and respond to each other. It made their journals viewable to the outside world and thus held higher stakes. Students spent more time thinking about their answer, revising their posts, and actually writing their responses than my students who kept their journal in class. The only way I used videocasts was when I posted directions or a tutorial for students in my blended class to follow. I created one for "logging into Moodle" and one for "saving a video on Windows Movie Maker". It was essential that I could communicate effectively to my students when they were away from class. Finally, Senior English requires a research project. I liked that this chart included sources and standards for when my seniors research. We spend a lot of time discussing credible sources and practicing looking at websites. I actually wrote my lesson plan earlier in this class about that.

What type of pedagogical strategies might you use with your students?

This Michigan Merit Curriculum guide incorporates not only technology, but effective ways for students to learn. I already use a lot of them because I feel they are engaging for students. I posted some of the strategies in my response above. Having things like Moodles and Wikis allows for visual information to be presented to students. It allows teachers to post videos, podcasts, charts, etc so students can see and hear the material. Students can do more interactive collaboration and assignments through these tools, which helps them learn. The webquests lets students access information independently, without being fed the content by the teacher. Students tend to process and understand the material better when they are discovering it themselves. The blogs allow for collaboration and a way to express themselves in a public forum. I think the different technology tools really make it possible to differentiate instruction to students.

What technologies do you think would be harder to use with your students? Why?

My students don't all have computers at home or reliable internet. So some of these assignments might be harder to always incorporate. Like in my regular classes I have the Wiki as an addition to class, not an expectation. When we do the webquests I spend an entire day in the computer lab making sure students can get the assignment done. Our school blocks a lot of websites as well, so I have to tailor where my students get information based on that. Things like keeping an online portfolio, chatting with an expert, or having interactive discussions with peers, might be harder in my context. It may work for my blended class because one of the requirements is having high-speed internet at home. But for the majority of my students, I need to make sure the technology adds resources and offers opportunities to enhance the class, but is not a hindrance to their learning. I'd love to try and incorporate more of these into my blended class because some of them I think my students would enjoy and benefit from. I'd need time to explore the resources and connect them to my content.Overall I think this document was extremely helpful and accessible. It made me think about the technology tools I'm using and how they are benefiting students.

Introduction Video

noreply@blogger.com (Ms. Benoit) — Sat, 27 Oct 2012 03:59:00 +0000

So here is my video introducing myself to CEP 812! It also would be a neat introduction video to show my students at the beginning of the trimester or as a sample for their own videos :)

noreply@blogger.com (Ms. Benoit) — Sat, 27 Oct 2012 02:58:00 +0000

Technology Podcast

A Funny Thing That Happened With Technology

noreply@blogger.com (Ms. Benoit) — Sat, 27 Oct 2012 02:04:00 +0000

So I finally have started CEP 812! I'm a little anxious because I finally feel I'm going to work with things I've never seen before. I'm also nervous because I'm teaching full time, nanny-ing a few days a week after school, and taking CEP 811. I have a full workload and am currently a little overwhelmed. I'm excited to use these technologies in my classroom with my students and make all this work feel like it's paying off!

For my first 812 assignment, I had to create a podcast. I've never actually made a podcast by it's exact definition. I have made videos, Jings, and Screencasts, so I'm familiar with the idea of recording my voice. I downloaded Audacity onto my computer, which I found extremely easy to use.

I had to write about a funny time with technology. This clip is about a time when I was doing a 1920's webquest with my students and the term "petting party" was inquired about.

This is my first ever podcast! Enjoy :)

Wiki Assignment

noreply@blogger.com (Ms. Benoit) — Sun, 21 Oct 2012 22:58:00 +0000

For this week's lab, we had to explore wikis. The first thing we had to do was edit our school on Wikipedia. Allegan High School's page on Wikipedia isn't very extensive, but it is accurate. I added two things: our school colors and that we have trimesters.

The next thing we had to do was create our own wikis. I used them in my undergrad teaching classes at MSU, but never created my own. It took me awhile to get used to it and to play around with the different features. I also wasn't sure what context I wanted to include on my wiki (since I already have a Weebly website and use Moodle). I decided to make the wiki general (msbenoitahs.wikispaces.com), so I could include all my classes if I wanted, but focused mainly on the second half of Senior English (since I'll be teaching five sections of that over the course of the year). It's a work in progress and a lot of the editing I'll need to do as we read the novel. But I have a pretty good start and feel like it will be beneficial to my students. I've invited a few teachers who also teach it to collaborate, as well as some colleagues who may want to see a wiki! Since I don't teach the class until next trimester, I won't be able to invite students until later. I've included the link here if you'd like to check it out! :)

UDL Guidelines - Educator Checklist

noreply@blogger.com (Ms. Benoit) — Mon, 15 Oct 2012 02:21:00 +0000

This week's assignment was to check out Universal Design for Learning (UDL). I had never heard of this before and was curious to see what it was. I visited the CAST UDL online wiki to get a general over view of what UDL was all about. According the the wiki, "UDL is a framework for designing curriculum that addresses the diverse needs, strengths, backgrounds, and interests of students in today's classrooms." The website came equipped with an "educator checklist" that breaks objectives into three categories. The first one is "I. Provide Multiple Means of Representation" that talks about providing content for students in multiple ways. It stresses the idea of providing options for perception, language and symbols, and comprehension. The second category is "II. Provide Multiple Means of Action and Expression" so students have multiple ways of not only seeing the content, but working with it to enhance comprehension. It focuses on options for physical action, expressive skills and fluency, and executive functions. The last category is "III. Provide Multiple Means of Engagement" so the content and learning is meaningful and engaging for students. It looks at providing options for recruiting interest, sustaining effort and persistence, and self-regulation. The check-list allows educators to look at existing lessons or create new curriculum to assess if they are meeting the needs of students at different skill levels. It focuses on differentiating instruction, so each student gets taught in their unique learning style. It also helps teachers to think about student interests and what leave of effort they may exert. Below is a screen-shot of the UDL Educator Checklist. It is possible download the check-list from the website as a Word document or webpage. The document option allows for note-note taking and adding content-specific information. Looking at my own lesson plan, I've identified the features and barriers here. The check-list offered many aspects I had not thought about. Overall, it seems like a very useful tool and a great way to navigate the complexities of curriculum design.

MERLOT Resource Evaluation

noreply@blogger.com (Ms. Benoit) — Mon, 01 Oct 2012 03:40:00 +0000

For my MERLOT resource I chose a "Google Docs Paper Editing" lesson plan. I have my students use Google Docs for my English class, so this lesson plan seemed relevant. Peer-editing is a tricky task to teach high school students. Often times they think of peer-editing as a chance to talk to their classmates and not really offer any critical feedback. It also changes the dynamic when you add a digital essay to edit like with Google Docs. I was anxious to see how this person handled using Google Docs to peer-edit. I used the MERLOT criteria and examined the following:

Quality of Content:

The content covered in this lesson plan offered valid software. Google Docs is a free service that people in all areas of work and personal life utilize. It's an area that students can greatly benefit from learning. Peer-editing is also a skill that students will use not only in school, but when they go into the work force. The skills addressed are necessary and relevant to student learning. It especially ties into the discipline of English where students are constantly writing essays and collaborating with peers.Regardless of the context, people will always have to get together to discuss ways to improve something.

Potential Effectiveness as a Teaching-Learning Tool:

What stage(s) in the learning process/cycle could the materials be used?

Explanation or description of the topic/stating the problem
Demonstration of the curriculum/exploration of the problem
Practice using the curriculum/analysis of the outcomes from solving the problem

The lesson plan could fit into the first three categories because it's a concept that is taught and then used during the same hour. Students get sheets to help them peer-edit, but then digitally complete them and share them. The author states the problem and then students have a chance to practice peer-editing.

The following are learning objectives of the lesson:

a. Objective: Students will use their knowledge of 6+1 writing traits to edit two other students’ research papers on Google docs. b. Objective: Students will write at least one positive comment and one critical comment for each paper they edit. c. Objective: Students will record the suggestions of their group members, noting the specific global and structural issues others noticed in their paper.

What are the characteristics of the target learner(s):

High school students with basic technology and English skills. Students need to be novice editors and writers. To use Google docs, students will also need to have at least an average understanding of how to understand Web 2.0 tools. According to the lesson plan, they also need the following knowledge of: "6+1 traits, how to global issues in relation to papers, basic grammatical elements, how to use word processing software, how to access Google docs, and how to submit and share a document on Google doc"

Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?

The lesson plan offers an explanation by the teacher, a chance for discussion, time to work independently on their computers, and the ability to collaborate with peers if necessary. It gives students multiple ways to engage with the information and become better peer-editors. I think Google Docs is an excellent tool for students to use. It allows practice looking at writing digitally, as well as giving feedback and sharing files.

Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?

The software is available free online, so it's extremely easy to integrate as long as the schools have computers and high-speed internet access.

Can the software be used in a variety of ways to achieve teaching and learning goals?

The software has capabilities beyond the Microsoft Word application the author is using here. Students can also create spreadsheets, PowerPoints, forms, polls, templates, etc. Learning how to use Google Docs is a very beneficial resource.

Are the teaching-learning goals easy to identify?

According to the lesson plan: "Students will complete a peer editing sheet on Google docs for each paper. The editing sheet will address each of the 6+1 traits and will include a section for students to add at least one positive and one critical comment. Students will physically fill out a self-evaluation sheet after hearing comments from their group members and viewing their peer editing sheets. On this sheet they will have to respond to the specificglobal and sentence level suggestions they received from their group members."

Can good learning assignments for using the software application be written easily?

It seems teachers could use the software for all sorts of applications. Since it's such a user-friendly software, I think learning assignments can be written fairly easily. This lesson plan include one assignment already (peer-editing), but multiple other assignments could be created. Also, multiple other assignments could be embraced through this peer-edit assignment.

Ease of Use:

Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?

Yes. The lesson plan was easy to read and followed a coherent form. And Google Docs is user-friendly with common features of any word-processing software. It's visually appealing and has a logical layout.

Does the user get trapped in the material?

No. The lesson plan had a simple format. The boxes helped narrow down the focus of each category and keep the viewer's attention. It was clear how she was going to move through the content and the lesson plan.

Can the user get lost easily in the material?

The teacher in this case does a good job of walking students through the steps. It's very obvious her goals and how she meets them. It would have been nice to see the peer-edit sheets to really understand her intentions, but this is only a lesson plan.

Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?

No. The software is fairly simple to use. It takes some getting used to because it doesn't have all the features of more advanced word processing systems. It does save automatically and once it's Shared, any edits are shared among the contributors.

Does the material present information in ways that are familiar for students?

Yes. The lesson plan utilizes peer-editing which English students engage with often. She focus on the 6+1 wiring traits and states students will have previous knowledge of that. It also used word-processing like software that is essential for typing. Since it uses features similar to Microsoft most students are familiar with it.

Does the material present information in ways that would be attractive to students?

I think students would enjoy peer-editing online instead of with pen and paper. It allows them to view the paper electronically and then type in their answers instead of writing.

I think overall the lesson plan creates a logical, student engaged assignment. It utilizes the technology in a productive way that will benefit students later on.

It was only a matter of time..

noreply@blogger.com (Ms. Benoit) — Mon, 01 Oct 2012 02:24:00 +0000

So I haven't been using this blog (as you can tell by the last post date) for quite some time. I used it for my education classes in undergrad, but then got wrapped up in teaching and creating resources for my students and stopped posting for myself. As an English teacher, I really enjoy writing and I really don't do it enough. Hopefully that will change as I start my Master's degree in Educational Technology through Michigan State University and am asked to reflect on my teaching and experiences with new technology. This is my second class (I took CEP 810 over the summer) and I'm loving the new tools I am learning and the new people I am meeting. I hope this blog will serve as a place I can explore those resources and share how they are working in my own classroom. I'm teaching a blended section of Senior English this year where the students come to class Monday, Wednesday, and Friday and then use Moodle the other days. I taught a pilot class of it last year and still have a ton of work to do to make it what I want. I'm really hoping these graduate classes will help me be a better teacher! I'll keep posting about my progress :)