Module 6 Reflections

The textbook provides technological solutions to help in literacy development, writing instructions, and literature learning. I will include the items I find most helpful in this blog post. One of the troublesome areas I found in the chapter revolved around digital literacy, in that it becomes the teacher’s responsibility to not only provide instruction in the aforementioned areas to help students become better writers, thinkers, and people, but also to instruct them in the ins and outs of gizmos and gadgets. Robyler & Doering (2013) state that “the definition of digital literacy has changed over the years and now means skills in using the information that technological devices carry, in addition to skills in using the devices themselves” (p. 267). While I am amenable to items that help make writing and the study of literature easier and more enjoyable, I did not sign up to be a technologist and would likely only provide this type of instruction if it directly affected my lesson, such as teaching students how to do PowerPoint or use certain features in Word. That being said, the following are tools I would consider using in the classroom, along with their advantages and disadvantages.
 Blogs
 Blogs, according to Robyler & Doering (2013), “are a popular way to help students engage with text and provide opportunities for an authentic writing experience” (p.279). For the most part, I have enjoyed blogging for Ed 527, as it is a lower-pressure way to get ideas on the page and to collaborate with my classmates.
 Advantage
According to Robyler & Doering (2013), “students find it more motivating to write when they know their work will be shared with others” (p. 280).
 Disadvantage
However, students may not take the assignments as seriously as essay-writing, as they are by nature not as formal, so I would address this by making clear guidelines for their posts in that they must adhere to proper grammar, mechanics, and always contribute something to the conversation.
 E-readers
E-readers can make reading easier and cheap for the school, as we would not have to buy paper copies of every book assigned.
 Advantage
According to Robyler & Doering (2013), “Students can make notes and comments directly on what they are reading, which helps them better comprehend its meaning. They can also adjust for font size, access a built-in dictionary to examine word meanings and pronunciations,” among other things (p. 268).
Disadvantage
Prolonged exposure to computer screens can cause eye damage and other health risks, and I have never used an e-book and have little intention of doing so now, because I prefer the feel of an actual book in my hands and find that, if I cannot write in the book directly, having a dedicated reading/writing journal can help as I annotate. I am more likely to retain information (personally) I have written out than typed, and more likely to keep that notebook and come back to it later when needed. I would use e-books solely for cost efficiency, as the other advantages are merely shortcuts. Marginalia and annotations have a rich literary tradition which may be undermined by e-books.
 Learn more here: http://learning.blogs.nytimes.com/2011/03/07/briefly-noted-practicing-useful-annotation-strategies/?_r=0
 Word Processing Features/SmartBoard Integration
As a current writing instructor, I already use many of the features mentioned in the textbook, which include a built-in thesaurus, Comment features for editing and revising, and autocorrect. I don’t feel like word processing has really any disadvantages, though I do disagree somewhat with Robyler & Doering (2013), who state, “It is preferable if students learn to draft directly on the computer using word processing software, rather than handwrite their drafts, since it facilitates later revision and editing” (p. 278). Be that as it may, I find that hand-writing can be more meditative and contemplative rather than a hurried typing into a word processor. I think in the initial drafting phase it can be beneficial to hand-write some of a draft. This could also benefit in general hand-writing skills, though education seems to not care about good penmanship these days. I also like to physically write on drafts, as I am able to circle and point and insert things more easily without it looking like a mess as it might on a word processed draft. I also find that I can be more detailed in my responses when I am writing them on a hard copy. Other than that, word processors are great and I particular like the idea of Whiteboard integration, the advantages and disadvantages which will be discussed below.
 Advantages
 Robyler & Doering (2013) state, “One of the best ways for teachers to assist in this process [peer editing] is to project a student’s typed draft onto a screen or whiteboard and then model the thinking and decision making that goes into analyzing and revising the text” (p. 278). I also was drawn to the use of Whiteboards as a way to close read on a Whiteboard, as circling or annotating a poem or passage on a screen would be much more productive than students trying to find and circle the passage in their own texts. Whiteboards allow for interactions in both peer editing and the literary analysis processes.
Disadvantages
Some students may be shy about their writing and not want their words to be broadcast for the entire class. While I would certainly respect this position for more personal writing, students need to get used to their writing being public and having all students take their turns at bat in the editing process would allow camaraderie in having their mistakes and triumphs in their writing highlighted for the entire class. I would certainly use this activity in the future.
 Here is a video that shows how to use MS Word for peer editing: http://www.youtube.com/watch?v=d-QRa4tRFz0
 I learned several new strategies from this chapter and will certainly consider utilizing them as I continue my teaching career.

M6: 4 consideration, an article that shows how too much internet could affect the study habits of students--http://t.co/DPETHyzBAa #ED527UM
— Jesse Cosper (@JesseCosper) November 13, 2013

Wikispaces Reflection

I receieved the following comments for my wiki:

Your activity is very clever; you'll always know right away who has or has not read the text

I enjoyed how simple and how this page is tailored specifically to one topic. The home page picture did cover the page links for me though. It may not on a different screen. I also enjoyed how you broke down their interactive activity and gave them an example to go by. Good Job!

The first comment did not provide any negative feedback or room for improvement, leading me to believe that my wiki is indeed perfect as I suspected initially. However, my next comment did have one negative, which is that I did not tell what was going to be in my page, which is an obvious blunder on my part when it comes to smart instructional design. I allowed the photograph and welcome banner to speak for themselves, with little thought as to what my students should expect in the contents of the wiki. I went back and fixed this error, providing a table of contents of sorts for my wiki. Now students will know what to expect when they traverse my wiki's pages. I am glad my second reviewer noted that I'd put thought into the interactive activity. I think students need ample instructions when it comes to outside work, and by providing necessary instructions they will be better prepared to face any assignment. In any event, here is my final wiki. Enjoy!

http://jmcosper.wikispaces.com/



 

Module 5

Interactive Classroom
 Interactive classrooms allow for not only engagement with relevant materials but can also save time and money in that teachers can borrow items, such as flip charts, from online sites and re-use them, eliminating the trouble of having to copy endless handouts. These activities would also help in the ICT Competency Framework for Teachers, especially Knowledge Creation, which, according to Roblyer & Doering (2013), seeks ‘“to increase productivity by creating students, citizens, and a workforce that is continually engaged in and benefits from knowledge creation and innovation and life-long learning”( p. 21). Interactive classrooms achieve this goal by making learning both fun and engaging. According to Roblyer & Doering (2013), “Teachers say technology’s visual and interactive qualities can direct students’ attention toward learning tasks” (p. 25). Students need to be engaged and an interactive classroom can certainly keep their attention, as they are using tools that they may use outside the classroom, such as IPods or social media. It is becoming a necessity to integrate technology into the classroom, lest students become bored.

 Constructivist vs. Objectivist
 Any good teacher is going to use both constructivist and objectivist teaching strategies in his or her classroom, as evidenced by Robyler & Doering (2013): “Teachers will always use some directed instruction as the most efficient means of teaching required skills; teachers will always need motivating, cooperative learning activities to ensure that students want to learn and that they can transfer what they learn to problems they encounter” (p. 46). Thus, any technological aspect to a course would include both of these strategies, as one cannot merely do one or the other realistically. However, the hands-on nature of many of the technological tools we have discussed in class lend themselves more toward constructivism, defined in Robyler & Doering (2013) as the following: “Learning occurs when one constructs both mechanisms for learning and one’s own unique version of the knowledge, colored by background, experiences, and aptitudes” (p.37). Students should be challenged in the interactive classroom to figure out a problem by learning specific strategies related to the given technological tool. They should be continually scaffolding from one idea to another until they achieve mastery of a technology tool and learn to successfully utilize it for their academic needs.

 Flipchart
 I had difficulty finding a flipchart I would personally use in my classroom, for when I searched for English flipcharts on Promethean Planet, the results were overwhelmingly geared toward elementary students. Thus, I would need to perhaps make my own flipchart to fit my needs or eschew the idea altogether. I did find one that would fit my content area, however, in that it presented a problem that occurs in both elementary and secondary classrooms, that of using “tired words.” I would consider using this because students need to learn to expand their vocabularies and the flipchart is interactive, allowing students to come up with synonyms for the tired words they need to eliminate from their compositions. Students would work together to achieve their goals, which is important for collaborative and problem-solving needs in the classroom. Robyler & Doering (2013) write, “If students are conscious of the procedures they use to solve problems, they often can more easily improve on their strategies and become more effective, creative problem solvers” (p. 49). Once students realize that they have the power to expand their vocabularies, they will hopefully be encouraged to read and write more often in order to do so. I would include an activity like this as we were preparing for revisions for an essay and integrate it into my regular lecture. Robyler & Doering (2013) write, “Computer-based materials and strategies are usually tools in a larger system and must be integrated carefully with other resources and with teacher activities” (p. 10). I would ensure that if I used this or any other technological tool that I would be doing it for classroom enrichment and not merely as a way to keep students entertained. We as educators must learn to be both traditional and technological teachers, to meld the constructivist and objectivist strategies to become better teachers in the goals of our students becoming better scholars and people.

 http://www.prometheanplanet.com/en-us/Resources/Item/154052/tired-words#.UnKd3PmkrU8

M5: Constructivism is helpful but not always necessary, according tot his article. Mix and match! http://t.co/KI8q5nffkC #ED527UM
— Jesse Cosper (@JesseCosper) October 31, 2013

M4 Module Reflections

Wiki http://britishromanticism.wikispaces.com/

 This website helps immerse students into the world of Romanticism, an important style of writing roughly from 1800-1850. The wiki offers important links and photographs that help elucidate the subject. Students can also view important assignment criteria and submit their own material, offering an interactive experience for the course material. Sources are included so that students can pursue topics in more formal projects, like term papers. This to me would be considered an online lesson enhancement, which, according to Robyler & Doering (2013), “are when teachers identify an online enhancement that augments their curricular goals and use it to extend and deepen their students’ understanding” (p. 238). This particular wiki enhances material that would be covered in class, allowing students to review key historical, artistic, and economic factors that contributed to the Romantic Movement. One section includes a thread in which students respond to one another’s reflections on a movie related to Romanticism. This is important because the more collaboration that can be integrated into wikis in the classroom, the better. Students can act as mentors to one another and help augment the lessons with their own assertions. Robyler & Doering (2013) note about electronic mentoring the following: “Guidance may be one-to-one links between students and expert resources or may take the form of chats, discussion groups, collaboration zones, or learning communities” (p. 239). Collaboration in the classroom is very important, and by using wikis, instructors are able to tap into the technological craze inherent in today’s students. Students will welcome the opportunity to work with their friends and enjoy talking about important issues outside the classroom. Students will also be encouraged to achieve their best in their writing, because they have an audience of their peers, as Robyler & Doering (2013) state, “Strategies in which students write for distance audiences help motivate them to write more and to do their best writing” (p.242). Knowing that their peers will be reading and responding to their writing would help students try their best in their blog and thread posts.

 Widget 1 Education Atlas Dictionary/Thesaurus

 This widget would be helpful as students compose their blog posts and replies. I would want them to achieve the highest level of diction and grammar possible for their particular level, and having a dictionary and thesaurus on the blog or wiki would certainly encourage them to use this important resource in their writing. My students would ideally discover new words and increase their vocabularies as they also hone their writing skills by using this widget.

22689 purple 0

online education degrees

Widget 2 Encyclopedia Britannica widget

 Students, as they are traversing the wiki, may need to consult an encyclopedia to look up items that they see in my posts or from the other students in the class. Additionally, students would need to look up items that may help their own analyses and claims that they are making in their posts. The more researched the better, as far as their posts are concerned.


 
Web-based Lesson www.voicethread.com

 Voicethread is a collaborative learning environment in which students can share their viewpoints on a variety of topics by using their own voices through microphones, images, text, and over 50 other types of media. The multimedia approach to communication will certainly appeal to students who are used to such applications. This cloud-based application allows for presentations when class time does not permit in-class presentations. Students could engage in reflections, critiques, group collaborations, or several other projects. Robyler & Doering (2013) note the following: “While it used to be uncommon for students to publish online, it is now becoming the norm” (p. 239). Students will enjoy commenting on one another’s posts and welcome feedback into their own projects. They will feel that they have something to prove because their presentation will be public. I would be excited to see how my students collaborate with one another, as Robyler & Doering (2013) write that “one of the most exciting distance learning applications calls for students to use technology as a means of collaboration …” (p. 239). Robyler & Doering call attention to the fact that students are able to engage with other students in different parts of the world for a multicultural experience. Indeed, with the internet, the possibilities for collaboration and learning are virtually endless.

M4: A comprehensive list of widgets for your blog/wikis!! #ED527UM http://t.co/kVRsMIrw45
— Jesse Cosper (@JesseCosper) October 18, 2013

M3 Reflections

What do URLS tell you/students about websites?
The ending of the site (such as .gov or .com) give clues about what kind of website this may be. Additionally, the url may reveal some of what the website offers as far as content.

How can learning about search engines benefit you/students?
Search engines help students find information quickly and efficiently. Students may become better scholars by seeing that certain keywords will benefit stronger results.

Which internet tool might you use in the classroom? I would use social media, definitely, because my students are already on there anyway and they could contact their fellow classmates or me more readily. I would most likely choose the most popular of the social networking sites, founded by Mark Zuckerberg, Facebook. I have appreciated having Facebook as a resource for my questions for Education 527 and I think students could benefit from having each other on call for questions and collaborations.

Favorite web sites?
One of my favorite web sites is tumblr.com. From what I understand, it is becoming more popular for younger users than Facebook. I contribute this fact to its anonymity, in that users can post whatever they wish without fear that people they do not like from class or authority figures will see their posts. It is essentially a blogging site, which may feature photographs as well as text posts. According to Robyler & Doering (2013), “blogging sites provide a content management system that consists of easy-to-use forms in which the user enters their text, images, and content, with the page immediately published online for anyone to see” (p. 222). Students will feel that they are taking their education into their own hands by blogging their feelings toward literature and grammar. There are tags on tumblr that they can follow. For instance, if we are covering Keats, the students could follow the Keats tag and see different philosophical or literary interpretations for that particular author. However, tumblr can present, due to the anonymity, risqué materials, and as Robyler & Doering (2013) suggest, “the Internet has materials that parents and teachers may not want students to see, either because they are inappropriate for an age level or because they contain information or images considered objectionable” (p. 214). Thus, as a teacher, I would have to ensure that my students use this website solely for academic purposes and not for more degenerate means. I would tell them to be careful who they follow, to ensure that they are receiving literary information only.

Another favorite website of mine is Facebook, which I use to keep up with high school and college friends. Everyone I know has a Facebook, and I feel using this website in the classroom would be beneficial due to the fact that students would be able to access information academic information even when they are not in “homework” mode. I have found that having the Education 527 group has been convenient for collaboration and in the answering of questions when I do not have the teacher before me. I have learned to check my Ed527 blog as I am on Facebook, which conveniently places me in an academic mood even while I am in a more sociable mood. Roblyer & Doering (2013) point out “that Facebook provided ‘Social Capital’ for college students and supported personal relationships” (p. 225). I would certainly encourage members of my class to “friend” one another in case they are having issues with assignments, and have found that having a class page helps in weeding out issues early on. Robyler *|& Doering (2013) also note, however, that “social networking sites are popular, but the jury is still out on the impact and the value of them in education” (p. 225). I would certainly approach using Facebook in the classroom with caution and would never “friend” a student, but I think it can help accelerate students’ collaboration and help them solve their problems in a thoughtful manner.

M3 #ED527UM http://t.co/yBjusYEI1N Ways to bring social media into the classroom

— Jesse Cosper (@JesseCosper) October 4, 2013

Module 2 Reflections

Hypermedia Product--http://www.britannica.com/
Reference Material

               This site would be great to include in the classroom for many reasons. First, it places the knowledge in the students’ hands. They would be hands-on in their learning, as Robyler & Doering (2013) note that sundry amounts of “educators believe the most important characteristic of hypermedia is its ability to encourage students to be proactive learners” (p. 176). By allowing students to take their learning into their own hands, I would also be encouraging important critical thinking skills, which are also one of the benefits of hypermedia, as students, according to Robyler & Doering (2013) constantly make decisions and evaluate progress, thus encouraging students to apply higher order thinking skills” (p. 176). Students will hopefully be led from one page to the next, delving deeper into their research as they go. For instance, if the student is doing a research essay on violence in the media, their research may lead them to other related pages, such as the Columbine shooting or video game ratings. I want students to see that knowledge does not exist in a vacuum but is a powerful exchange of ideas that is ever-growing. Luckily, this encyclopedia is updated daily to reflect new interpretations of people or events. And, unlike its free and dubious counterpart Wikipedia (which I would not allow for an academic research paper), the moderators are educators who care about helping kids learn. This site would be most helpful in a research essay assignment, but could also be used to help aid students in presentations of materials or to just follow up on in-class lectures. The site includes several links on each entry, allowing students to further their trip down the research rabbit hole to find primary and secondary sources related to their topic. It includes graphics which break up the monotony of words on the screen, and is easy to navigate.

More information on the new Encyclopedia Britannica:

http://www.youtube.com/watch?v=R9zLe7D9qDo

 Multimedia Authoring Tool  
Audio and Video Production & Editing Systems

               Robyler & Doering (2013) quote Sandell (2011)’s definition of “screenagers” as students ‘”living visually and virtually from handheld screens, smart phones, and computers… [and who] need multiple forms of literacy, especially visual literacy” (p. 191). As silly as “screenager” sounds, it is applicable to today’s youth, who have been a part of the information age since birth and know the ins and outs of technology. Their lives are surrounded by hypermedia and education must reflect this reality. Therefore, in between posting selfies to Instagram and making Vines, my students will be subject to making their own visual media to help in their education. I am impressed by the concept of the flipped classroom, and would certainly consider using these tools in order to flip my classroom. By going over items such as history or genre-related themes that I might normally do at a chalkboard, I could post a lecture of the information online, available at all times for my students to watch and review. Once we get the background out of the way outside of class, we can focus on the language on the page and have richer discussions. Another way in which I would incorporate video technology into my classroom is by having student make and/or edit their own videos. This activity could include writing parody scripts of a famous piece of literature or argumentative presentations that could be viewed in class. I would also consider opening the videos up to parents or fellow educators so students would know that their work should be decent, as Robyler & Doering (2013) feel that “teachers should try to give students an opportunity to display their projects […] students invest more effort in the writing process when they know others will read their writing” (p. 185). If students know their work, whether it be written or visual, will be seen by others, they will indeed put forth the necessary effort to do their best. I am open to visual communication to exist alongside written communication, as hypermedia projects, according to Robyler & Doering (2013), encourage creativity and novel thinking: “Classroom activities that encourage creative and critical thinking in all subject areas help develop skills and a mindset that naturally enhance the authoring process” (p. 185). Using video technology in the classroom would boost productivity, fun, and creativity for my students.