Digital Stories 3/ Lesson Plans

What: Finish digital story and lesson plans

So What: Well, the lesson plans are actually a pretty good idea. I like creating a lesson plan (or integrating into an old lesson plan) technology in my classroom curriculum. Pretty simple plans, but it's nice to put into use what we've learned in class.

Now What: I have loved this class. I heard so many crazy things about Instructional Media and I wasn't sure what to expect, because so many people either loved or hated it. I am so ready to change the old pace and use some fun modern technology to boost up my curriculum. The lesson plans have just helped me realize that I can do so much within daily curriculum. I truly have learned so much and am so excited to apply some of it to my student teaching for next semester... my cooperating teacher has a smart board, can't wait to try that out! Thanks for a wonderful semester!

Video Blog:
This video seemed strangely familiar, I'm not sure if I have or haven't seen it before, but I did like it. The questions that these students are asking are questions that I myself have had... seriously why can't you use your cell phone on planes!!! It never made any sense to me!
My husband an I bought a new beautiful flat screen tv last Feb... it amazing because it's not just a tv, but a humongo computer monitor. Crazy what that thing can do, and just imagine what tvs will do in 5 years from now.

Digital Stories #2

What:
We learned how to produce our digital story ideas with an in-class tutorial.

So What:
Well I really like the idea of digital story for two reasons: 1. I can completely prioritize visual aid with my own creations -- thus I am closer to my goal of teaching students exactly what I want/need; 2. Students can also use this for projects. To be honest, I am scared to death of all the work I will have grading papers. So, to have alternatives that are similar to writing a paper in thought process but can extend "outside the box" of typical essays, I think will help me not feel as overwhelmed, and help students have diversity in their work.

Now What:
Well, it was interesting to learn how to use digital story. Actually, after class I was really excited to play around with it and see what I could create. Although, the day of class I was very frustrated because I was still struggling with ideas... I kind of had an idea of where I wanted to go but couldn't find enough support (pictures or other stuff) to fit my "thesis" for my story.
Finally I realized I was going about this the wrong way, so instead of first formulating my story I decided to look for music to be inspired. Totally changed everything! I am way excited to finish my story... it's going to be awesome!

Movie Post:
I really like the "Did you Know?" videos because I like the prospective it puts on things. It's overwhelming to think of all the new advancements that are happening so quickly; I know I wont be able to always keep up it, especially in the classroom. I love how the video says, "We are preparing our students for jobs that don't even exist yet," because I feel it is very true. Because I know I wont be able to keep up with technology, I want to teach my students to be able think, explore, and learn things for themselves -- if that is successful I feel that my students will be able to succeed in a futuristic world.

Shakespeare and his Editor - Uploaded Video Blog

I chose this video because I think the comedy will help make Shakespeare more interesting. Shakespeare is already (hate to admit this) boring enough, but if I can make personal connection with students interests then Shakespeare might have a chance of being somewhat fun.
I would probably use this video after a unit on Hamlet -- I think it is a great post-reading strategy.

Picassa

Picture #1: Adorable Maggie

Picture #2: My House

Picture #3: Love this face!

Picture #4: Cute Hubby

What:
We learned how to use Picassa.

So What:
Well, I was thinking about why this was significant in the classroom, because really I know and use this stuff all the time but never for school stuff. As I thought about it, I realized that for literary connections this could be pretty fun. I think it would a cool assignment to have my kids go and take pictures of maybe a house or a person or something that they make connections to in a novel we would be reading. Instead of the old fashioned "draw what you think blah blah blah looks like in the book whatsumacallit," I could have students do an entire character and plot sketch on what they might really see through their own world's eyes. Okay, Okay... I am getting really excited right now because this is probably one of my most favorite ideas that has developed through your class.

Now What:
Well I will definitely keep this in mind for my student teaching, because I think connection especially visual and world to world connections can make or break a students reading experience. I know it will be difficult to do an assignment like this because not all students have constant access to a digital camera, but I could have a couple cheap one on hand to loan out for a day at a time (of course I would have to give the class significant notice for an assignment like this, not because of its complexity but because of the digital camera usages).

Video:
I picked my own video because yours wasn't working.
Speaking of connections with stories, I picked a video that I think I could use as a cultural connection. I don't have a book or story in mind, but I really liked the video because it is so funny... in its own peculiar old fashioned way. Anyway I think high school kids would find the video interesting and a little funny, so I think it would make a great opening Cue to start class. I would use it as a connection of world to world of the 50's to present time.
Video:

What to do on a Date 1950s

PDP

What: PDP. Personal Development Profile

So What:
Well, I am a little technology squeamish... so this was a "be out of your comfort zone" kind of lesson.Actually, it was very good to see what I still need to develop. As any new teacher would be, I am equally nervous. I am worried about all the little things that might not work in lesson planning or could go wrong with this or that, but now I feel I have a pretty good understanding of how to better develop my technology profile. I liked that I had to chart my knowledge on UNI because I was able to see what I could improve (a little overwhelming because I could improve on almost everything).Also, the articles and movies were good tools to have to motivation to include more media driven instruction, but I didn't like the relatively low amount of examples of how to use media and technology in the classroom. I can be creative, but this is not my field of expertise and I need some example to get me thinking.

Now What:
After PDP I am going to be more aware and more proactive in planning lessons and units with technology. Student's need to know that cellphones and computers function for more than texting and chatting, and, really, our society is moving forward so we should be preparing our youth for that same movement.

My Beliefs

I do feel that in today's society that technology is unavoidable. To properly prepare the future generations of America, teachers need to be instructing youth to learn how to be productive part of the real life workforce. Instead of pushing against the changes and challenges of technology in the classroom that many educators feel are destructive, I will try to use an approach that might influence the better usage of it. I read a concept that had students using the cell phones for in class tasks. I find this approach really amazing, because instead of fighting the demon cellphone the teacher used it as a tool for teaching. Not only does this send the appropriate signal to students that cellphones really do have significant purpose, but that cellphones can do so much more than texting! I love these ingenious new perspectives, think how the students would react, "Okay class, take out your cellphones for your assignment today."

Learning should never stay in a box, I don't learn that way and most students don't, so why do we leave education in a box of passed down traditions from memorization to boring lectures. I do believe education should be proactive and student centered, but I have a lot of experience to achieve before I will adequately be able to master my own beliefs of teaching. I want to be so many things for my future students, but I know it takes time to become them... so I hope the guinea pig students of my first few year wont be too damaged by my inexperience.

Lessons Learned

Study: Teens See Disconnect Between Personal and School Writing

My favorite article of all of the was.... (look above for the bolded, big printed tittle). This article was right up my ally of English education. Really, I was amazed at the study's results. How is it that we are still teaching bad practicing habits... obviously these teen subjects in the study are not making the appropriate connections to writing in class and writing in the real world. We need to bridge the gap! I don't want to leave my student with this big black crack in their education, they need to know that both are fluid within the other. I think the biggest misconception among teens is that all writing is equal, that is not true. Some writing (scholarly, academic, etc) is above others (texting, communicating with yo hommies etc), therefore students should understand that different writing requires different qualities. If teachers are not teaching this simple fact, then all is lost!!! The American society should just start communicating however to whomever they please in whatever style they want... that is if we are to leave out the important part that requires authors to subjugate their written communication to the reasoned "audience."

TeacherTube

Amazingly, I did not know this site existed. I love it. For technology handicap teachers like myself, this is a godsend. The possiblities are endless (I hope!), just imagine one day I wanted to give a visual aid ... BOOM... easy (as long as it's on site)... got my create visual aid! As I explored the site, I found a lot of things I was really excited about. So much I could add to my curriculum and easy as pie to use. Although, I am sure there is not everything I want in the site, to which I will still have to make my own visual aids, movies, powerpoints etc. I am sure it is not the dream machine I imagine, but still great.

Strength and Weakness

Ultimately my major weakness is that I have little experience instructing with media. I love the idea of using technology in the classroom, but I feel that it is outside my realm of comfort. Through the UNI and NET I felt that I had little strengths in the context of technology, in fact, the only thing I felt that I would adequately use was word processing (obviously, I better be good at that because I am an English major!). Really I have a difficult time reading all the articles about technology in the classroom because I do feel it is important, but no one has shown me examples of how I CAN use it. I get frustrated because I want to be a great teacher that leaves no leaf unturned in learning... I want to be the all knowing and ever guiding teacher that students learn a whole new world from, but I feel very unprepared.

A lot of the competencies that UNI discusses are all things I have done or could do.... but show me! Show me how I can apply this stuff to daily lessons, show me how I can help students see the connections of technology in life by using it in the classroom. I have ideas, but I feel they are so small in comparison to the possibilities. Considering my slight panic to this subject (realizing I am student teaching in 2 months and I am not as prepared as I want to be) my first goal would be to buy the updated Microsoft Office. Actually, buy any of the Offices because I don't have nor use any.... at all. Really, English is an amazing subject and offers so much flexibility in learning, and I would love to incorporate great visual aids such as PowerPoint to stimulate their interests. I know there is so much more to offer my students than the typical and "done it already" English curriculum, and I know I can be a great teacher if I continue to keep an open mind about NEW instructing ideas.

Looking at possible mini-courses on UEN I found two I would really like to attend:
1. PowerPoint 2007 for Teachers:
I know, I know... we just finished PowerPoints in class, but really it's not know how to use it, but helping me develop further ideas for my core curriculum. The class sounds promising and I feel it could potentially give me great examples of how to apply PowerPoint ideas in English that aren't elementary in design.
2. PowerPoint 2007 for Teachers:
This is probably my worst weakness. I have really very little clue about spreadsheets. How I got to be 25 without knowing how to create a decent spreadsheet is beyond me (I blame that on teachers who need to refresh their own technology skills). I feel that knowing how to run a spreadsheet will really help me organize, atleast that's what I hear they are suppose to do. Either way, nothing is wrong with exploring something I know almost abosoluetly nothing about.
(Oh, I actaully would attend the Podcast class aswell... sound fun and interesting!)

WebQuest - Final

What:
We finished our group created WebQuests.

So What:
We learning to create a WebQuest was a feat in itself. I was a little confused as to what you would really use it for. After many questions and redirection our group had a foundation for our theme: a vacation to Shakespeare's World. After finding our sources and then creating the quest, I found I really liked the concept. It's interactive, it's student centered, and they kind of teach themselves (with appropriate guidance from the quest). I was really satisfied with the product because I felt I would enjoy the activity if I were in 10th grade. I loved the idea that you explained to me that we can't really take our students on these ellaborate vacations to provide text to world connections, but we can guide them through the virtual experience of "seeing" the world.

Now What:
Well, honestly I think I will use this. It provides a simpler lesson format that would allow the students to do all the work themselves... and I have a feeling I will need some less strenous work days. But on the otherside of my selfish agenda, I think students have the opportunity to explore without the complete control of their teacher. Yes, I would create it, and yes, there would be an assessment...but, they will be able to (hopefully) go beyond what I would explain to them by seeing and exploring further.

Movie post: "Do you believe in me?"
I actually saw this video on the "Today Show." While I do think that kid is really amazing and inspiring for millions... I can't help wonder about who is really is. I remember on the "Today Show" they interviewed him and the major reason he does events like this is because he said he like to talk and get attention (don't get me wrong, they're a lot of people in politics for the same reasons!), but I for some reason I just see him as a "show." I do admitt that I am struggling not judging him on the same critera as an adult speaker, and perhaps that is why I tend not to be too fanatical about his speech. However, as he is inspiring for so many, I find his speech very repetative and a little shallow (I know, again my judgement is for more adult speakers, he's a little boy and he probably doesn't think with the same depth as an adult).

Internet Safety

What: Learning how to teach our students internet safety through a web quest assignment.

So What:
Well, I suppose I was also a little ill informed because I didn't realize all the problems associated with internet abuse. I thought, "Of course my students should know the dangers of predators they can meet on the internet, but what does that have to do with me?" I found out soo much more that happens when students use the internet wrong. Interestingly, I am an English major but never thought of students researching through google wrong -- but I realized it's possible and it will happen when my students begin to learn HOW to research for papers.
The realization that I must teach my student not only how to write but how to research was profound. I'd never thought of that before, and I thought about it all weekend. How could I miss this simple procedure?

Now What:
I looked over several internet "logs" that teachers created for students to know what is what in the internet world, and decided that I really liked the concept of it. I know regardless of how much I teach my students about researching credible sources, credible facts, etc., that mistakes will be made and they will have to be fixed, but I want my students to be able to research with confidence. I feel having them look over logs to fill out about sources will help them see what is really valuable when researching and scaffold them into seeing the differences of internet sites and credibility for themselves.

Video Blog:
I didn't quite understand the video "We didn't start the Fire." I could tell it was a time-line, but I didn't know of what or why. Was it just a time-line through the 1900's? What was the purpose?
I suppose I really missed the point, so because I didn't understand it I couldn't really substitute it with another video.
To me the video seemed very vague. What would I use this for in class? What was the main point that my students would get from the video? Needless to say, if I don't get it neither will my students.

UEN

What: In class we learned how to use and create a UEN web page for personal and public use.

So What: UEN alone, I've found, contains a lot of information for teachers. Regardless of creating a web page, their are endless amounts of teacher helps within UEN. I hope to find many more useful things as I explore the possibilities. Creating the UEN public page was also illuminating, because, for me, I feel it fit the things I desired in a class website better than google sites. I feel I was able to maneuver and add all the extra stuff I wanted... although I know either works for classroom sites, I really like the flexibility and the helpful teacher stuff provided by UEN.

Now What: Well, I still have a lot of exploring to do... I am really taking in all the technology I am learning and it is a little overwhelming at times... I just hope I remember all this cool stuff when I need it most. As for UEN I still have to finish my assignment and then I will really know how it suits me, but I think (so far) that I really like the possibilities of UEN for classroom web pages -- I feel I could do almost any classroom task on this thing! Also, I think UEN is a little easier for student management... at least I think students would be able to maneuver through it better.

Movie Post: "Did you Know?"
Very eye opening, but the movie seemed a lot like last weeks movie "Pay Attention." I feel these movies are good at opening my eyes to the lack of education we are providing students, but I also feel their is a void of how to FIX this problem. Neither of the videos really gives me an idea of how to teach English with all this new amazing technology and information, and I am no tech geru I need help figuring it out and thinking up teaching opportunities. Although I like the video, I wish it provided me with more in depth ideas for using technology information in my day to day Lit. class.

Week 3 - Google Sites

What:
In class we learned how to put together our classroom website including everything from classroom calender, announcements, homework to classroom tools. We did the project as a class (which was extremely helpful because I might not have figured it out otherwise).

So What:
Well, let me tell you I think websites are amazing (this is from my student experiences). I love when my professors have websites because it helps me be even more organized. There are literally very few excuses for not keeping pace when you have access to classroom materials and calenders 24 hours a day almost anywhere. I have had several instances where I needed a classroom website for homework deadlines, assignment rubrics, reading materials, reading assignments, etc. The list for my personal benefits from class websites could go on forever... I really think they are an unquestionable asset for student sanity!

Now What:
Considering my own positive experience with class websites, I would be completely stupid not to implement one in my own classroom. Not only can students use it as an organizational tool, but parents can also see what is happening in the classroom. Thinking of the possibilities, I would love to have two other pages in my classroom website: one for grades, and another for assignment instruction for major projects. I have used both of these as a student and they helped tremendously -- there is nothing worse than starting a project that is due the next day and being confused or forgetting what is required.


Movie Post:
Funny, because in my Methods class we were discussing how all the new technology has degraded language. I guess as an English major I am always a skeptic at some of the new technology and how it changes our language, but most English fanatics will say that texting has ruined the beauty of words.
I was impressed by the video, because it offered possibilities that I would never had ventured into... but now, I am curious and already concocting how to use cellphones in class. Really, I had never thought that cellphones might be proactive as learning material, can't wait to figure something out.

Week 2- Google Everything

What:
In class we discovered how g-mail is more involved than just mailing. Really, g-mail covers much more Internet access than I had originally thought. Personally, I loved the discovery of google-docs... I wish I had known before now (because I am a senior and wont need it too much for my homework after this semester).

So What:
Well, as a future English teacher this idea has HUGE conceptualizations. I can use this program for any and all paper work in the class room. Not only can I have my students work on papers in class so that I can help them with their writing, but they can work on this at home without the difficulties of flash-drives... of course I am generalizing; I know there will be glitches with my perfect idea.
Anyway, having the ability to have my students submit papers on-line is also a HUGE bonus... the fact of better organization, on-line editing helps, etc. The potential that Google Docs offers is amazing (and I am not sucking up either, I really am excited about this).

Now What:
As a teacher I can use this for almost any writing assignment. I am already thinking of all the time, paper, and grief I might save from using google docs for peer-reviews, rough-drafts, pre-writes and so so much more! If only I had known about this sooner... perhaps I would have taken advantage of its benefits as an English student myself.


Video Blog: Mr. Deuy Fractions
Well, when I first watched this I was confused... it had nothing to do with google, and nothing to do with what were discussing. When I realized the video was rapping about fractions and division I was impressed by the pure simplicity of the mnemonic technique, but it totally would work for me. I find that I am a very typical student, and until I learned how I learn I struggled, but I learned that mnemonic and such devices really work for me... and thus I will always try to incorporate things like that in my class. I liked the video, and if I was a math teacher I would use it, but maybe somehow I will find a way to use in Lit. class too.

Future Classroom

In teaching my core content English, I hope that I can open students mind to thinking of the big WHYs in life. I would love to teach higher classes such as A.P. or Honors English that I feel would impact students lives to think outside the box -- although, I imagine perfect students, parents, associates and etc... I know when reality comes I will not have the perfect setting, students or always the happy ending with my students remembering my class as their epiphany to life. (But, what the heck... why not hope for that anyway!) When considering techniques to teach, well there are so many I hope to use that it is difficult to list them all but, I guareentee I will use: reading strategies, multiple intellgiences, and always have my objectives on the board!
I do hope to use technology (besides correcting student papers), but that sad fact is that I have used so little in the past that technological lesson ideas are outside my comfort zone... (I know this class will help me with that). Really, I am a believer in using technology, but I do need the extra push and shove in the right direction.
In preparation for my future classroom I feel that the best environment should be very clean, organized, and the focus should be where the learning occurs. I am not a “pack-rat” and I do not believe my walls should be either, thus my walls will have minimal but nicely arranged décor to enhance the focus on learning-- not posters. I firmly believe that group desks should be used for group work, otherwise I feel rows will enhance structure and learning in a professional setting. To me, rows facing the focal point where the majority of the lessons occur (white board, power-point, etc.) will increase student attention and learning. Not only do I believe rows will provide for more focused attention, but will also minimize inappropriate social distractions. Although I feel the classroom should be somewhat strict and professional, I also believe a classroom should be safe and nurturing with personal “touches” from students. Personality influenced from students will help the classroom become their “own,” to do this I plan on having wall space available during certain projects and literary themes that each class can post or contribute to the character of the classroom. To me, allowing students to contribute to the classroom environment gives them the opportunity to create a safe place they can succeed in.
In my future classroom I plan on having rules, consequences (positive and negative), and the state core posted on easily viewable walls so that students may constantly see what is expected of them. In many classrooms it is very common to see the rules and consequences posted, because most of us believe it helps restrain conflict and questions as students may continually monitor their behavior during the year. Although it is less common to see the state core posted, I believe it will help students understand what and why they are learning material in hopes to give the student a reason to be motivated. Posting the core was the idea of my Methods professor who felt it allowed the secrete of learning to be accessible to the students, and though I have not experienced this strategy I find that I strongly agree with the principle idea. In my personal experiences as a student I have realized that I am more motivated when I know the expectations of my teacher, and can continually access those expectations to monitor my progress. Similar to my personal experience I want my students to fully understand what and why they are learning concepts, and I feel that if they fully understand the big “WHY” they will have more intrinsic motivation for learning.