In education, it was often necessary to pause and assess exactly where students needed the most help and which tools could be the most beneficial to them. Increasingly, technology was one avenue that schools embraced in order to aid students and teachers in increasing student achievement, In fact, new tools are integrated in schools yearly with the hope that students will learn better using technology, a medium in which they have become familiar. In order to implement these new technologies, schools have opted to utilize project based learning models in order to implement technology on larger scales. One model that has proved successful was implementing projects on a grade-wide level or school wide level. In the case of the Tech Savvy Teachers group, a school wide model of Project Based Learning was the scenario for attempting to integrate technology in order to increase student achievement.
The rational of the PBL model for Tech Savvy Teachers was that many students in today’s schools, particularly low socioeconomic and minority students, have difficulty finding relevance in the standards and material they are instructed to master. The Tech Savvy Teachers’ group believed that if students can make connections from the curriculum to their lives, then they will have a better chance of mastering their standards. Therefore, the TST group decided to develop its project’s focus around the concept of getting students involved in the community. The group had math projects where the students had to learn to establish budgets for a variety of situations and measure materials for a playground; these projects required that they apply math skills learned in a classroom. In addition, for language arts, students were required to interview people in the community that could help them reflect on key themes and the historical context of the novel To Kill A Mockingbird.
All of the examples incorporated into the Tech Savvy Teachers Project based learning model had the primary goal of getting the students to realize how they would one day have to apply the skills and knowledge they learn in school to the outer world. When developing critical thinking skills, one criterion that is emphasized is students finding relevance in the material, which this project did. Additionally, this project was feasible because it required very little funding on the school’s part. The primary technologies that the teachers chose were Comic Life, MS Excel, MS Word, and Power Point, which were, with the except of Comic Life, all technologies that were already available on school computers, so they required no start up costs. In addition, Comic Life could be installed for a nominal fee that on larger scales seemed insignificant.
The Project Based Learning model was definitely worth utilizing for several reasons, First of all, it took the burden for implementing new technologies or initiatives off of one or two teachers’ shoulders and emphasized implementation on a larger scale, which resulted in the teachers feeling less pressure because they worked together and shared the burden of the work, In addition, it allowed teachers to take ownership and learn one new technology in which to become proficient, thereby having many experts for different technologies to assist each when it was time for the faculty to implement the project.
Tech Savvy Teachers Project Based Learning model was definitely a model that could and should be implemented in its model school because it created a support system for both students and teachers. For the students, it provided access to their community and encouraged them to build relationships in the community that supported their educational endeavors. The project also assisted the students in finding relevance in the standards they must master in the classroom and showed them how they would one day apply the skills they learned. PBL also provided an easy to implement and follow model for teachers to work as a group to make changes, which took the burden off the shoulders of a few teachers and redistributed the responsibility on all the teachers’ shoulders.
Sunday, November 22, 2009
Final Reflection on TechTeacher's Blog
I would like to first thank Dr. Baylen for dragging me, yes I said dragging, from my comfort zone. Technology has always intimidated and frustrated me from the time computers were introduced into the classroom, primarily because my college years
consisted of typewriters and WhiteOut. Of course I learned basic programs as computers were introduced, but they were the basics such as MS Word and Excel, the internet, and email. However, when younger teachers made comments about their class blogs,while interested, I never participated in their discussions because they were "over my head."
After reflecting about the work created in this class, I have to say that I am no longer intimidated.I once thought that creating a class blog would be too advanced for me and require too much labor and time. However, I now have the confidence that I can integrate technology into my classroom, particularly a blog. As an English teacher, blogs are tools that can open up new avenues for students' critical thinking skills and merge them with their love of technology. I can't wait to set up a class blog for next semester, in addition to showing my students how they can use Comic Life, Voice Thread and Movie Maker to create interesting and creative projects!
Charlotte Morgan
consisted of typewriters and WhiteOut. Of course I learned basic programs as computers were introduced, but they were the basics such as MS Word and Excel, the internet, and email. However, when younger teachers made comments about their class blogs,while interested, I never participated in their discussions because they were "over my head."
After reflecting about the work created in this class, I have to say that I am no longer intimidated.I once thought that creating a class blog would be too advanced for me and require too much labor and time. However, I now have the confidence that I can integrate technology into my classroom, particularly a blog. As an English teacher, blogs are tools that can open up new avenues for students' critical thinking skills and merge them with their love of technology. I can't wait to set up a class blog for next semester, in addition to showing my students how they can use Comic Life, Voice Thread and Movie Maker to create interesting and creative projects!
Charlotte Morgan
Voice Thread Article - VoiceThread Extends the Classroom with Interactive Multimedia Albums
Weir, Laila.(2008)."VoiceThread Extends the Classroom with Interactive Multimedia Albums." www.Edutopia.org.
Easy to Use, but Start Small
Teachers can keep VoiceThreads private or publish them, either on the VoiceThread site or embedded on their own sites. Participants can post from anywhere, at any time, making it easy to involve groups in disparate time zones, or even different countries, in a single conversation.
The technology is particularly accessible because viewers can comment using just about any technology -- including a good old landline. "We've tried to make it fairly universal in access," says Ben Papell. "If you don't have a microphone on your computer, you can use a telephone to comment. If you're in the classroom and don't have either, you can use text if you need to, or webcam commenting."
It's also easy to learn the basics of VoiceThread. Tutorials on the site help newbies get started or explain more advanced features, such as video doodling -- pausing a video and drawing on the frozen image like a sportscaster commenting on a play.
For educators new to VoiceThread, it's a good idea to experiment a bit before starting with students. VoiceThread offers free educator accounts on its public site. Teachers can begin there, commenting on others' threads and creating their own practice threads.
When a teacher is ready, he or she can use a free account to create VoiceThreads for or with students, or they can migrate over to the Ed.VoiceThread site. "Use it, experiment with it, figure out how it's going to suit your needs," advises Papell. The educator site costs money -- classroom or school subscriptions are available -- but it's secure and private and should pass even stringent school Web filters.
"Take it slow -- don't upload 600 images and try to get fifty people to comment on each and every one," he says. "One of the great things is that it will take off on its own."
Laila Weir is a contributing editor and writer for Edutopia. Her work has appeared in magazines, newspapers, and online publications around the world.
Easy to Use, but Start Small
Teachers can keep VoiceThreads private or publish them, either on the VoiceThread site or embedded on their own sites. Participants can post from anywhere, at any time, making it easy to involve groups in disparate time zones, or even different countries, in a single conversation.
The technology is particularly accessible because viewers can comment using just about any technology -- including a good old landline. "We've tried to make it fairly universal in access," says Ben Papell. "If you don't have a microphone on your computer, you can use a telephone to comment. If you're in the classroom and don't have either, you can use text if you need to, or webcam commenting."
It's also easy to learn the basics of VoiceThread. Tutorials on the site help newbies get started or explain more advanced features, such as video doodling -- pausing a video and drawing on the frozen image like a sportscaster commenting on a play.
For educators new to VoiceThread, it's a good idea to experiment a bit before starting with students. VoiceThread offers free educator accounts on its public site. Teachers can begin there, commenting on others' threads and creating their own practice threads.
When a teacher is ready, he or she can use a free account to create VoiceThreads for or with students, or they can migrate over to the Ed.VoiceThread site. "Use it, experiment with it, figure out how it's going to suit your needs," advises Papell. The educator site costs money -- classroom or school subscriptions are available -- but it's secure and private and should pass even stringent school Web filters.
"Take it slow -- don't upload 600 images and try to get fifty people to comment on each and every one," he says. "One of the great things is that it will take off on its own."
Laila Weir is a contributing editor and writer for Edutopia. Her work has appeared in magazines, newspapers, and online publications around the world.
Project Based Learning
Creating a plan for the training and implementation of Microsoft MovieMaker is the basis of my school-wide initiative. This would be a plausible and relatively easy plan to implement because all of the teachers’ and students’ computers already have moviemaker installed on them The plan would therefore focus on training the teachers so that they learn how easily moviemaker could be utilized in their classrooms.
One of the problems I foresee is getting the teachers to move away from content based lessons to project based instruction. Egbert (2009) points out that teachers are so focused on teaching content, they hesitate to try project based learning because they are afraid of not cramming all of the content into the curriculum (p. 162). They have to accept that if they are teaching students higher level thinking and problem solving skills, then the standardized test scores will reflect it.Another area that might present a problem for implementing the training and use of Moviemaker is getting the teachers to realize that it may take a little more time in the beginning to learn the software, but in the long run, they save time. They can createpresentations for their students that grasp their attention and keep them interested. The teachers will have to e provided a streamlined and concise plan that depicts a multitude of ways that moviemaker can be used in all subjects and grade levels. They also have to see demonstrations of the many ways students can use moviemaker in their classes for both formative and summative assessments.
Egbert, Joy. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson.
One of the problems I foresee is getting the teachers to move away from content based lessons to project based instruction. Egbert (2009) points out that teachers are so focused on teaching content, they hesitate to try project based learning because they are afraid of not cramming all of the content into the curriculum (p. 162). They have to accept that if they are teaching students higher level thinking and problem solving skills, then the standardized test scores will reflect it.Another area that might present a problem for implementing the training and use of Moviemaker is getting the teachers to realize that it may take a little more time in the beginning to learn the software, but in the long run, they save time. They can createpresentations for their students that grasp their attention and keep them interested. The teachers will have to e provided a streamlined and concise plan that depicts a multitude of ways that moviemaker can be used in all subjects and grade levels. They also have to see demonstrations of the many ways students can use moviemaker in their classes for both formative and summative assessments.
Egbert, Joy. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson.
Tuesday, November 17, 2009
Technology That Supports Critical Thinking and Problem Solving
In chapter 8 of Reinventing Project-Based Learning, Boss and Krauss focus on the positive aspects of on-line collaboration. While I have considered setting up class wikis for my classes, I do like the idea of creating blogs for the students to use for a variety of purposes. Besides discussions, blogs are excellent means for the students to publish their works.
In chapter 8, Julie Lindsey points out the effects of opening up students’ publishing and collaboration to the public when she states, “They knew that they had many other people, apart from the two classrooms, looking at their progress” (p.130). Essentially, allowing students to open their works to the public validates the authenticity of their writing. The end result is that they take their work more seriously. If the students take the time to truly work hard on their work, they deserve recognition and feedback, as well as the opportunity to pursue scholarly work.
Boss, S., & Krauss, J. (2007). Reinventing project-based learning. Eugene, OR:International Society for Technology in Education.
In chapter 8, Julie Lindsey points out the effects of opening up students’ publishing and collaboration to the public when she states, “They knew that they had many other people, apart from the two classrooms, looking at their progress” (p.130). Essentially, allowing students to open their works to the public validates the authenticity of their writing. The end result is that they take their work more seriously. If the students take the time to truly work hard on their work, they deserve recognition and feedback, as well as the opportunity to pursue scholarly work.
Boss, S., & Krauss, J. (2007). Reinventing project-based learning. Eugene, OR:International Society for Technology in Education.
Monday, November 2, 2009
Movie Maker - My Personal Odyssey in 7464!
Reflection for Movie Maker Project
At the beginning of the Movie Maker project, I was confident that this new technology would be relatively easy to learn. In fact, after attending Dr. Baylen’s meeting on this project, it seemed that this was one technology that I could easily master. I was wrong! A presentation that lasted a little over four minutes took almost two weeks to complete.
My initial project called for students to respond to their literature circles by videotaping themselves and adding information from the novel though pictures and music. After experimenting with my camcorder, it became apparent that taping the students would not be a plausible situation at this time because the Sony camera used to tape the students saves the videos as IFO and VOB files. This might not seem like a problem, but I had to download the software to convert the IFO and VOB files to WMV files. This sounds easy, but a ten minute video takes about two hours and forty-five minutes to convert. Which means if the students taped their responses, it would take many hours to convert the video files before I could even begin using Movie Maker.
The project then evolved into a demonstration of how the students could use Movie Maker as a means of creating the historical background information they research for the literature they read. In this, creativity was needed. First, all of the video clips, photos and music had to be copyright free. This was a good learning experience because I learned that there are free tools and information available to both students and educators; they just need the tools to find them. Once all of the information was collected for the final product, the difficult part began. While Movie maker is user friendly because it uses the “click and drag” style of organizing the information in the storyline, timing the music and narration to match the videos and pictures was quite a task. If I shifted a visual, then my sounds messed up. Editing a music clip messed up the visual clips. In fact, after one editing sessions, none of my sounds worked, so I had to put everything back to its original station. At that point, everything in the project was interrelated. This is was the most difficult part.
The finished project may not have a truly professional look because I did struggle with blending the sounds and narration into a smooth format, but the lesson learned is greater than the project to me. I am glad I finished, but I am more proud that within this one project I have learned how to download music and video files, and use them in Movie Maker (something I can use to spice up presentations and notes). I also discovered sites that provide copyright free sources, which I will share with my colleagues and students. Finally, I have learned how to use a tool that has been on my computer for years, but just seemed too intimidating, which is Window Movie Maker. It was a hard journey, but worth it.
At the beginning of the Movie Maker project, I was confident that this new technology would be relatively easy to learn. In fact, after attending Dr. Baylen’s meeting on this project, it seemed that this was one technology that I could easily master. I was wrong! A presentation that lasted a little over four minutes took almost two weeks to complete.
My initial project called for students to respond to their literature circles by videotaping themselves and adding information from the novel though pictures and music. After experimenting with my camcorder, it became apparent that taping the students would not be a plausible situation at this time because the Sony camera used to tape the students saves the videos as IFO and VOB files. This might not seem like a problem, but I had to download the software to convert the IFO and VOB files to WMV files. This sounds easy, but a ten minute video takes about two hours and forty-five minutes to convert. Which means if the students taped their responses, it would take many hours to convert the video files before I could even begin using Movie Maker.
The project then evolved into a demonstration of how the students could use Movie Maker as a means of creating the historical background information they research for the literature they read. In this, creativity was needed. First, all of the video clips, photos and music had to be copyright free. This was a good learning experience because I learned that there are free tools and information available to both students and educators; they just need the tools to find them. Once all of the information was collected for the final product, the difficult part began. While Movie maker is user friendly because it uses the “click and drag” style of organizing the information in the storyline, timing the music and narration to match the videos and pictures was quite a task. If I shifted a visual, then my sounds messed up. Editing a music clip messed up the visual clips. In fact, after one editing sessions, none of my sounds worked, so I had to put everything back to its original station. At that point, everything in the project was interrelated. This is was the most difficult part.
The finished project may not have a truly professional look because I did struggle with blending the sounds and narration into a smooth format, but the lesson learned is greater than the project to me. I am glad I finished, but I am more proud that within this one project I have learned how to download music and video files, and use them in Movie Maker (something I can use to spice up presentations and notes). I also discovered sites that provide copyright free sources, which I will share with my colleagues and students. Finally, I have learned how to use a tool that has been on my computer for years, but just seemed too intimidating, which is Window Movie Maker. It was a hard journey, but worth it.
Problem Based Learning
Problem based learning model is an instructional tool that incorporates many of the skills that students need for the 21st century. It encourages the students to learn to function in a group, as well as emphasizing problem solving skills.
In a literature class, we often do not look at constructing units that focus on students developing plans and focusing on solving a problem. However, it is plausible to use this type of model in all subjects and grades. According to Egbert (2009), there are several reasons that teachers tend to hesitate over adopting a problem-based model for instruction. The first reason is that “teacher must break out of the content-dissemination mode and help their students do the same” (p.162). Essentially, teachers must move away from focusing learning on content and must instead develop lessons that emphasize problem solving and critical thinking. Egbert also points out that many teachers hesitate to implement problem based learning because they feel that they have too much content to cover in the curriculum due to standardized tests (p.162). Teachers have to learn that with patience and creativity, they can integrate content into the problem-based model.
Egbert, Joy. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson.
In a literature class, we often do not look at constructing units that focus on students developing plans and focusing on solving a problem. However, it is plausible to use this type of model in all subjects and grades. According to Egbert (2009), there are several reasons that teachers tend to hesitate over adopting a problem-based model for instruction. The first reason is that “teacher must break out of the content-dissemination mode and help their students do the same” (p.162). Essentially, teachers must move away from focusing learning on content and must instead develop lessons that emphasize problem solving and critical thinking. Egbert also points out that many teachers hesitate to implement problem based learning because they feel that they have too much content to cover in the curriculum due to standardized tests (p.162). Teachers have to learn that with patience and creativity, they can integrate content into the problem-based model.
Egbert, Joy. (2009). Supporting learning with technology. Upper Saddle River, NJ: Pearson.
Thursday, October 29, 2009
Digital Storytelling - What would I do in my school?
The project based learning initiative that I would like to implement at my school is the training and utilization of moviemaker. One primary reason is because it is already installed on all of the teachers’ and school’s computers. Therefore, this initiative could be accomplished at very little cost to the school or stakeholders. This is a tool that is readily available, but most teachers have never used it before, so they just ignore it. I think that if I presented them a demonstration on how easy both the teachers and students could implement its use, we could get many teachers on board.
Another reason is the fact that it is very user friendly – high school students would not have any problem mastering its use. Students are bored with PowerPoint presentations, and as the state emphasizes NBI (needs based instruction), this is a tool that could be very useful. Not only would it be teaching technology skills to prepare students for the future, it also would provide kinesthetic, visual, and auditory learners the learning style they require. Students could use this for journaling, presentations, group projects and class “discussions.” Once they become proficient, teachers could create interesting multimedia presentations in almost the same amount of time that it would take to write their notes for a lecture. Realistically speaking, teachers complain about students being apathetic and not interested in their classes. Well, here is one way for teachers to get their students interested, paying attention and learning in all subject areas.
Another reason is the fact that it is very user friendly – high school students would not have any problem mastering its use. Students are bored with PowerPoint presentations, and as the state emphasizes NBI (needs based instruction), this is a tool that could be very useful. Not only would it be teaching technology skills to prepare students for the future, it also would provide kinesthetic, visual, and auditory learners the learning style they require. Students could use this for journaling, presentations, group projects and class “discussions.” Once they become proficient, teachers could create interesting multimedia presentations in almost the same amount of time that it would take to write their notes for a lecture. Realistically speaking, teachers complain about students being apathetic and not interested in their classes. Well, here is one way for teachers to get their students interested, paying attention and learning in all subject areas.
Wednesday, October 21, 2009
Emerging Technology That Supprts E-Learning
There is a tremendous amount of technology available that supports e-learning
For the classroom activity that I would like to implement, I have chosen the class wiki. The project design that I think would be good to model the project after is Sylvia Chard’s flexible framework. Flexible framework is a guide for project designs that emphasizes allowing the “students’ interests and curiosity drive the learning experience” (Boss & Krauss, 2007).If implemented, the class wiki would provide the students with opportunities to utilize technology, have discussions that facilitate reflection and critical thinking skills, and to delve as deeply as they would like into the material.
The class wiki could serve several purposes in the language arts classroom. First, a portion of the wiki could be dedicated to an on-line “Socratic circle” that allows the students to post questions that they have about the required texts and respond to each others‘ questions. The wiki could also be used as a continuous blog for the teacher to initiate topic-specific class discussions for the students to contribute to. It could also be used as a place for students to post samples for other students to critique and proof. Finally, there could be a section of the wiki dedicated to creative posts for students to share their writing with each other.
If the above activities are implemented using flexible framework, this will provide students to participate as little (just required reading) or as much as they want to. They can use the creative portion toshare poetry, song lyrics and creative writing, while the student Socratic circle will provide opportunities for student directed discussions. There is the added benefit that the students can access the wiki at school and home.
Saturday, October 17, 2009
Windows Movie Maker and Digital Story Telling
Digital Storytelling -Technology That Supports Creativity and Production
Digital storytelling is an interesting teaching tool that, like Comic Life, offers unlimited possibilities for the teachers and students. Ohler’s explanation of what teachers can do to implement digital storytelling provides an overview of the different ways it can be used. He emphasizes that teachers must first decide the product they are expecting the students to produce by “articulating project expectations” (p.9). He also points out that teachers should decide whether the project outcome should include the audience actively or passively viewing and participating (p.25). There are many applications for this tool. Teachers can have students use it to demonstrate comprehension skills, writing skills, and for project creation. It provides students the opportunity to utilize technology, learn new skills and develop their critical thinking skills.
Digital storytelling is an interesting teaching tool that, like Comic Life, offers unlimited possibilities for the teachers and students. Ohler’s explanation of what teachers can do to implement digital storytelling provides an overview of the different ways it can be used. He emphasizes that teachers must first decide the product they are expecting the students to produce by “articulating project expectations” (p.9). He also points out that teachers should decide whether the project outcome should include the audience actively or passively viewing and participating (p.25). There are many applications for this tool. Teachers can have students use it to demonstrate comprehension skills, writing skills, and for project creation. It provides students the opportunity to utilize technology, learn new skills and develop their critical thinking skills.
Friday, October 2, 2009
EDTech Article "How To Use Comic Life in the Classroom by Charle Thacker
"How to Use Comic Life in the Classroom"
Charles Thacker
Thursday, March 8, 2007
MacInstruct.com,TechEd - Technology in Education
There's a long history of comics in the classroom, and the list of references at the end of this article is a great starting point for learning about this concept. While there's still resistance to this medium being used in education - whether by staff or students - there is also a growing movement to use every valuable tool available. Comics have some great uses in the classroom and in a variety of curricula. From pre-readers to high school students, from English to ESL to Science and Math, comics can help students analyze, synthesize and absorb content that may be more difficult when presented in only one way.
Why Comics in the Classroom?
For the pre-reader, a comic can be purely graphical in nature and help provide practice with sequencing as well as concrete to abstract transitions using illustrations instead of written words. The written component of a comic can be introduced when the early readers are ready to connect words with images. Comics can help early readers or readers with language acquisition problems by providing visual clues to the context of the narrative.
For more advanced readers, comics can contain all the complexity of 'normal' written material which the student must decode and comprehend, such as puns, alliteration, metaphors, symbolism, point of view, context, inference, and narrative structures. A comic can also be a stepping-stone to more complex and traditional written work. A single pane in a comic can represent paragraphs worth of written material in a manner that is enjoyable and effective for the early or challenged reader.
Comics also have the ability to meet the needs of students in a variety of learning styles. Tom Hart illustrates how comics address many of Howard Gardner’s Multiple Intelligences in this short article. I strongly recommend that you read through the articles in the reference section below as many others have covered the concept of comics in education in far more detail than I do here.
Using Comic Life to Facilitate Student Participation
With the time educators have for research and professional reading becoming increasingly scarce, I know that a quick 'What can I do with this tomorrow in class?' concept must be presented. For this, I will select an example (the book report) that is simple and quick to implement, although there are far more effective uses of comics in the classroom.
We have staff using Comic Life to facilitate student participation in assignments that traditionally would have been written assignments with little to no imagery included. The book report is a classic example of how Comic Life can breath new life into an old assignment. Often dreaded by students (including myself), the book report is a staple of the classroom for several reasons. First, it provides a way to evaluate whether or not a student has read the assigned material. It also allows a student to show how they synthesize and analyze information contained in written material. Depending on the course requiring the report, this may include character and plot analysis, thematic content, purpose, story development, historical reference, and personal evaluation or judgment.
The book reports we often see in classes are, well, boring. Comic Life can help students create reports that are interesting to themselves and the class - reports that are fun to create and share. The paneled interface of a comic lends itself to breaking larger concepts into smaller, easily digested ideas that can be strung together in a coherent and entertaining way. Creating the imagery used in the comic can draw a student into the story or character in a way that a written report simply can’t.
Use Comic Life to help break down complex ideas and to create entertaining content for material that can sometimes be dull. Here are some assignment ideas that lend themselves to the use of Comic Life:
Timelines (history, events, sequences)
Historical figures (history of, life of)
Instructions (step by step, details, illustrations, easy to follow)
Dialogue punctuation
Character analysis
Plot analysis
Storytelling
Pre-Writing Tool
Post-Reading Tool
Teaching Onomatopoeias
…and on and on
What is Comic Life?
Comic Life is an award winning application for creating not just comics (obviously), but also annotated images, dynamic photo albums, greeting cards, scrap books, story books, and instruction guides and brochures. In the classroom, it is an excellent tool for creating reports of almost any kind. Comic Life allows you to create page layouts with boxes for images and text. Styles can be applied to create just about any type of ‘feel’ for your document. Captions can be created with tails in order to have thought balloons, speech boxes or just additional annotations. Filters are available to turn your digital images into a variety of hand drawn looking graphics to enhance the comic appearance of your work.
Charles Thacker
Thursday, March 8, 2007
MacInstruct.com,TechEd - Technology in Education
There's a long history of comics in the classroom, and the list of references at the end of this article is a great starting point for learning about this concept. While there's still resistance to this medium being used in education - whether by staff or students - there is also a growing movement to use every valuable tool available. Comics have some great uses in the classroom and in a variety of curricula. From pre-readers to high school students, from English to ESL to Science and Math, comics can help students analyze, synthesize and absorb content that may be more difficult when presented in only one way.
Why Comics in the Classroom?
For the pre-reader, a comic can be purely graphical in nature and help provide practice with sequencing as well as concrete to abstract transitions using illustrations instead of written words. The written component of a comic can be introduced when the early readers are ready to connect words with images. Comics can help early readers or readers with language acquisition problems by providing visual clues to the context of the narrative.
For more advanced readers, comics can contain all the complexity of 'normal' written material which the student must decode and comprehend, such as puns, alliteration, metaphors, symbolism, point of view, context, inference, and narrative structures. A comic can also be a stepping-stone to more complex and traditional written work. A single pane in a comic can represent paragraphs worth of written material in a manner that is enjoyable and effective for the early or challenged reader.
Comics also have the ability to meet the needs of students in a variety of learning styles. Tom Hart illustrates how comics address many of Howard Gardner’s Multiple Intelligences in this short article. I strongly recommend that you read through the articles in the reference section below as many others have covered the concept of comics in education in far more detail than I do here.
Using Comic Life to Facilitate Student Participation
With the time educators have for research and professional reading becoming increasingly scarce, I know that a quick 'What can I do with this tomorrow in class?' concept must be presented. For this, I will select an example (the book report) that is simple and quick to implement, although there are far more effective uses of comics in the classroom.
We have staff using Comic Life to facilitate student participation in assignments that traditionally would have been written assignments with little to no imagery included. The book report is a classic example of how Comic Life can breath new life into an old assignment. Often dreaded by students (including myself), the book report is a staple of the classroom for several reasons. First, it provides a way to evaluate whether or not a student has read the assigned material. It also allows a student to show how they synthesize and analyze information contained in written material. Depending on the course requiring the report, this may include character and plot analysis, thematic content, purpose, story development, historical reference, and personal evaluation or judgment.
The book reports we often see in classes are, well, boring. Comic Life can help students create reports that are interesting to themselves and the class - reports that are fun to create and share. The paneled interface of a comic lends itself to breaking larger concepts into smaller, easily digested ideas that can be strung together in a coherent and entertaining way. Creating the imagery used in the comic can draw a student into the story or character in a way that a written report simply can’t.
Use Comic Life to help break down complex ideas and to create entertaining content for material that can sometimes be dull. Here are some assignment ideas that lend themselves to the use of Comic Life:
Timelines (history, events, sequences)
Historical figures (history of, life of)
Instructions (step by step, details, illustrations, easy to follow)
Dialogue punctuation
Character analysis
Plot analysis
Storytelling
Pre-Writing Tool
Post-Reading Tool
Teaching Onomatopoeias
…and on and on
What is Comic Life?
Comic Life is an award winning application for creating not just comics (obviously), but also annotated images, dynamic photo albums, greeting cards, scrap books, story books, and instruction guides and brochures. In the classroom, it is an excellent tool for creating reports of almost any kind. Comic Life allows you to create page layouts with boxes for images and text. Styles can be applied to create just about any type of ‘feel’ for your document. Captions can be created with tails in order to have thought balloons, speech boxes or just additional annotations. Filters are available to turn your digital images into a variety of hand drawn looking graphics to enhance the comic appearance of your work.
Thursday, October 1, 2009
Comic Life
Your ComicLife is so appropriate for high school and I really like the ways you can use to inspire the students. Having them write in modern day language would be great! You did a very good job. I enjoyed it.
Sunday, September 27, 2009
Comic Life Romeo and Juliet
This Comic Life strip was designed to demonstrate how students can utilize Comic Life as a reading comprehension tool. The students were responsible for reading act II, scene ii
of Romeo and Juliet. They then had to discuss what the key points in the scene were. They then had to rewrite the scene using for modern times to demonstrate they understood the language, plot, and dialogue.
Saturday, September 26, 2009
Teachers Beliefs and Technology Practices
Palik, D., & Walls, R.(2009). Teachers' beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41, 417-441.
In the article "Teachers' Beliefs and Technology Practices: A Mixed-methods Approach," the authors, Palak and Walls, focus on teacher practices in implementing and utilizing technology in the classroom. They started with over 138 teachers and surveyed them on their comfort levels and utilization of technology. The authors then chose a group of the teachers to interview and observe in the classroom.
The authors’ findings were unexpected because teachers from supposedly technology rich school systems who considered themselves adept at utilizing technology in their classrooms, failed to utilize most of their technology to its maximum capabilities.They started by observing elementary school teachers who had computers in their classes or free access to computers in their media centers. The authors found that most of the teachers used the computers for “rewards.” If students finished their assignments early, they were allowed on the computers, which kept them quiet. The teachers did utilize some of the software such as Compass, but only after traditional instruction was completed.The authors observed that most teachers used the technology for planning and managing instruction, but instruction that required the students to interact with technology was not visible.
Their suggestion was to develop a professional learning program that modeledapplications in the classroom for student technology usage. I found the authors’ research to be quite thorough. They focused on a school system that had provided the technological resources for its teachers, and then interviewed and observed the teachers during class time.Their research practices were valid and strong. They started by identifying their population by focusing on school systems that were supposedly integrating technology into ins instruction. They then surveyed the teachers on their teaching practices and comfort levels with technology.They then observed the same teachers and compared their responses to their actualutlization of technology in class instruction.
Their findings were realistic - teachers may have the technology available, but they need models to show them different ways to incorporate technology into student driven instruction. In fact, while most of the teachers describe themselves as technologically savvy, they often did not have a thorough understanding of the various means in which to integrate technology in student driven instruction.
In the article "Teachers' Beliefs and Technology Practices: A Mixed-methods Approach," the authors, Palak and Walls, focus on teacher practices in implementing and utilizing technology in the classroom. They started with over 138 teachers and surveyed them on their comfort levels and utilization of technology. The authors then chose a group of the teachers to interview and observe in the classroom.
The authors’ findings were unexpected because teachers from supposedly technology rich school systems who considered themselves adept at utilizing technology in their classrooms, failed to utilize most of their technology to its maximum capabilities.They started by observing elementary school teachers who had computers in their classes or free access to computers in their media centers. The authors found that most of the teachers used the computers for “rewards.” If students finished their assignments early, they were allowed on the computers, which kept them quiet. The teachers did utilize some of the software such as Compass, but only after traditional instruction was completed.The authors observed that most teachers used the technology for planning and managing instruction, but instruction that required the students to interact with technology was not visible.
Their suggestion was to develop a professional learning program that modeledapplications in the classroom for student technology usage. I found the authors’ research to be quite thorough. They focused on a school system that had provided the technological resources for its teachers, and then interviewed and observed the teachers during class time.Their research practices were valid and strong. They started by identifying their population by focusing on school systems that were supposedly integrating technology into ins instruction. They then surveyed the teachers on their teaching practices and comfort levels with technology.They then observed the same teachers and compared their responses to their actualutlization of technology in class instruction.
Their findings were realistic - teachers may have the technology available, but they need models to show them different ways to incorporate technology into student driven instruction. In fact, while most of the teachers describe themselves as technologically savvy, they often did not have a thorough understanding of the various means in which to integrate technology in student driven instruction.
Wednesday, September 16, 2009
Article Review- Defining Technology Integration
Defining Technology Integration
Doug Johnson’s article “Owning Our Curriculum”(2004) approaches the continuous process of integrating technology in today’s schools in a practical and realistic manner. Beginning with an anecdote about previous attempts at implementing new technologies that end up being cast aside after a year or two, he emphasizes the five steps schools should adhere to in trying to successfully utilize technology in the classroom.
According to Johnson, one of the primary problems integrating technology into schools is that there are not clearly established goals or standards. Educators and administrators want students to be proficient with technology, but with emphasis on high stakes testing, technology instruction tends to be pushed assigned. He emphasizes that each school should establish its own goals and utilize the media specialists for instruction.
Establishing curriculum maps and schedules is another area where Johnson claims schools fail in implementing technology. Lack of planning often ends with new technologies being introduced, but not supported. Schools must plan when, how and by whom the technology will be taught and utilized in schools.
He also emphasizes that if today’s schools want students to be proficient in technology, it is essential that the students utilize it frequently.
The final area of weakness Johnson finds in implementing technology in today’s classrooms is the lack of collaboration and assessment tools. Once schools establish what essential technological skills the students need to function and learn, they must utilize all of their resources. Johnson points out that library media specialists are underutilized resources. He points out that media specialists could provide consistent training opportunities to both teachers and students alike. They also could be utilized to develop assessments of the students’ skill levels and establish programs for instruction and remediation. His primary emphasis is that teachers and media specialists need to collaborate on how to best implement different technology in today’s schools.
The primary theme in Johnson’s article is that implementing technology into today’s schools is not problematic because of the technology, but because of the schools’ lack of preparation, instruction and collaboration. Essentially, schools need to cease treating technological skills as something to be learned during down time and in ASP, and instead develop technology standards for all students, not just those taking computer classes.
Johnson, D. (2004, October). Owning Our Curriculum. Library Media Connection, 23(2), 98-96. Retrieved August 19, 2009, from Library, Information Science & Technology Abstracts database.
Doug Johnson’s article “Owning Our Curriculum”(2004) approaches the continuous process of integrating technology in today’s schools in a practical and realistic manner. Beginning with an anecdote about previous attempts at implementing new technologies that end up being cast aside after a year or two, he emphasizes the five steps schools should adhere to in trying to successfully utilize technology in the classroom.
According to Johnson, one of the primary problems integrating technology into schools is that there are not clearly established goals or standards. Educators and administrators want students to be proficient with technology, but with emphasis on high stakes testing, technology instruction tends to be pushed assigned. He emphasizes that each school should establish its own goals and utilize the media specialists for instruction.
Establishing curriculum maps and schedules is another area where Johnson claims schools fail in implementing technology. Lack of planning often ends with new technologies being introduced, but not supported. Schools must plan when, how and by whom the technology will be taught and utilized in schools.
He also emphasizes that if today’s schools want students to be proficient in technology, it is essential that the students utilize it frequently.
The final area of weakness Johnson finds in implementing technology in today’s classrooms is the lack of collaboration and assessment tools. Once schools establish what essential technological skills the students need to function and learn, they must utilize all of their resources. Johnson points out that library media specialists are underutilized resources. He points out that media specialists could provide consistent training opportunities to both teachers and students alike. They also could be utilized to develop assessments of the students’ skill levels and establish programs for instruction and remediation. His primary emphasis is that teachers and media specialists need to collaborate on how to best implement different technology in today’s schools.
The primary theme in Johnson’s article is that implementing technology into today’s schools is not problematic because of the technology, but because of the schools’ lack of preparation, instruction and collaboration. Essentially, schools need to cease treating technological skills as something to be learned during down time and in ASP, and instead develop technology standards for all students, not just those taking computer classes.
Johnson, D. (2004, October). Owning Our Curriculum. Library Media Connection, 23(2), 98-96. Retrieved August 19, 2009, from Library, Information Science & Technology Abstracts database.
Tuesday, September 15, 2009
Reflection
I can see myself using technology more now that I have been in class and the experience with VoiceThread has been wonderful. The students and I enjoyed the task and we will even be sharing it with the faculty tomorrow.
Sunday, September 13, 2009
VoiceThread Reflection
Our group has completed its VoiceThread professional development plan! After the hours invested learning VoiceThread and creating the plan, I have to say that I am being swayed towards technology. When I enrolled in the EDS program for technology, I was optimistic that I would learn some interesting strategies and techniques for the classroom. I am! However, it is much tougher than I ever anticipated. All of the acronyms kill me! Every time I try to update or change something, it seems like I get an error message. Luckily, I have a good group and a couple friends who are not as technologically challenged as I am.
In reflection, could I see myself incorporating VoiceThread into my curriculum and would it be worth developing a professional development plan for my school? Yes. VoiceThread has so many possible applications, it is unbelievable. My first VoiceThread focuses on scanned essays that the students can read (outside and inside of the classroom). This gives them opportunities to read, reflect and comment on other students' writing, which is essential. Students learn to proof and edit by doing, so this is an opportunity to do so in a non-pressured environment.
This would also be a great application to use for summer projects. All of my students have summer reading, so I like to post information such as study guides for them during the summer. Next year, I can actually make a voice thread where I can provide them information and incorporate interviews with the authors etc., and the students can respond, all before school even begins!
There are many other uses for VoiceThread that I hope to incorporate in the future. In addition, VoiceThread is VERY user friendly. I made a few mistakes and had to make a few phone calls, but everything considered, it was easy to learn. I definitely recommend it for teachers to use!!!
In reflection, could I see myself incorporating VoiceThread into my curriculum and would it be worth developing a professional development plan for my school? Yes. VoiceThread has so many possible applications, it is unbelievable. My first VoiceThread focuses on scanned essays that the students can read (outside and inside of the classroom). This gives them opportunities to read, reflect and comment on other students' writing, which is essential. Students learn to proof and edit by doing, so this is an opportunity to do so in a non-pressured environment.
This would also be a great application to use for summer projects. All of my students have summer reading, so I like to post information such as study guides for them during the summer. Next year, I can actually make a voice thread where I can provide them information and incorporate interviews with the authors etc., and the students can respond, all before school even begins!
There are many other uses for VoiceThread that I hope to incorporate in the future. In addition, VoiceThread is VERY user friendly. I made a few mistakes and had to make a few phone calls, but everything considered, it was easy to learn. I definitely recommend it for teachers to use!!!
Monday, September 7, 2009
Joy Egbert's Supporting Learning with Technology
In chapter two of Egbert's Supporting Learning with Technology, Egbert disputes many of the arguments myself and others have cited regarding the difficulties of utilizing technology in the classroom.
One argument that I have supported as an English teacher is dealing with students' plagiarism. Students of today are accustomed to using the Internet as their primary research tool, which of course leads to issues in plagiarism. Egbert suggests that teachers should narrow their topic focus and require specific information rather than have the students search broad topics. This makes sense and is easily manageable.
Another point she makes that is valid is the Just In Time principle in which teachers teach
the skills when they need them, not in advance of the lessons. I use this approach in my classes when we use the labs. Some students are very knowledgeable about technology, while others have little or no skills. So as the necessary skills become necessary, the teacher introduces them. This lowers stress for the students and the teacher!
One argument that I have supported as an English teacher is dealing with students' plagiarism. Students of today are accustomed to using the Internet as their primary research tool, which of course leads to issues in plagiarism. Egbert suggests that teachers should narrow their topic focus and require specific information rather than have the students search broad topics. This makes sense and is easily manageable.
Another point she makes that is valid is the Just In Time principle in which teachers teach
the skills when they need them, not in advance of the lessons. I use this approach in my classes when we use the labs. Some students are very knowledgeable about technology, while others have little or no skills. So as the necessary skills become necessary, the teacher introduces them. This lowers stress for the students and the teacher!
Voice Thread and Movie Maker
I recently have been introduced to Voice Thread and Movie Maker. While I was playing around and experiementing, I discovered that I had trouble importing video files. After much searching, I found out that my Sony digital camera saves the videos as a mpg file, which is not compatible to Windows Movie Maker (I assume this is the same problem with Voice Thread-if anyone can confirm this, please let me know).
I tried downloading several different conversion software and finally settled on AVS conversion.
After many hours, it finally worked. I was able to convert the mpg file into a WMV file and complete the presentation.
I tried downloading several different conversion software and finally settled on AVS conversion.
After many hours, it finally worked. I was able to convert the mpg file into a WMV file and complete the presentation.
Wednesday, September 2, 2009
What is Technology (Integration)?
What is technology? Plainly put, technology should be any technological advance that improves our lives for the better. This includes the medical field, communications, education and science just to name a few areas in which technology seems to consistently affect our lives. One can argue that many technological advances have failed, but this is not necessarily true. I believe that if a new technology improves the quality or processes in our lives, if only for a short period of time, then it is successful, regardless if a new technology eventually replaces it. Does technology have to be necessary to be a valuable tool? I do not think so. If technology makes any person’s life easier or more enjoyable, than it has some value. Therefore, from my perspective, technology is any advancement that improves the quality of a person’s life.
On the other hand, the integration of technology should only be implemented after careful and thoughtful planning, as well as in-depth training. The implementation should also include input from all stakeholders, not just those making the final decision. If the entity responsible for integration does not consider all of the ramifications of implementing a new technology, often times schools find themselves regressing, rather than progressing. Last year our county implemented new grading software that is on-line. This seemed a good idea that teachers could enter grades at home. However, they failed to consider what would happen when all of the teachers tried to enter grades on the day before progress reports. The system was overloaded and literally locked down every time progress reports were due. The county office had to manually update grades because the system could not do it. Nobody thought to question if the system could handle high volume.
On the other hand, the integration of technology should only be implemented after careful and thoughtful planning, as well as in-depth training. The implementation should also include input from all stakeholders, not just those making the final decision. If the entity responsible for integration does not consider all of the ramifications of implementing a new technology, often times schools find themselves regressing, rather than progressing. Last year our county implemented new grading software that is on-line. This seemed a good idea that teachers could enter grades at home. However, they failed to consider what would happen when all of the teachers tried to enter grades on the day before progress reports. The system was overloaded and literally locked down every time progress reports were due. The county office had to manually update grades because the system could not do it. Nobody thought to question if the system could handle high volume.
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