Edmodo

My teacher account:  http://edmodo.com/msgalli

My student code:  3v1nhr

Edmodo can be used many different ways in the ELA classroom.  The teacher can post assignment for student to complete on their own time, post articles or websites for students to look at, and create polls and quizzes.  I like how it shows the teacher when students have submitted an assignment.  Instead of journal writing in the ELA classroom, we can have “blog writing”.  Students can use laptops in the classroom to post and reflect on various things.  The teacher can also scaffold assignment for student by assigning specific assignments to a certain group of students.  This is great for mastery learners and slower learning children.  Students can submit assignments and read what other students write.  Students can also respond to other blogs and posts.  I like the feature that reminds students they have assignments due and directs them straight to the assignment.  The parent feature is nice for those parents who are constantly on top of their children.  They can see assignments and post from their children.  This eliminates any confusion they would encounter trying to find the assignment posted from the teacher. 

We have used something similar to this in my classroom called castlelearning.com.  Students go online and complete assignments posted.  They cannot write or blog on this website but it is good for math topics, quizzes, and test reviews. 

Drop Box Article

http://dl.dropbox.com/u/60697831/Document%20View%20-%20ProQuest.mht

This article show how technology is being brought into the early childhood classrooms to promote 21^st century learning.  Children are learning to identify numbers and emotions through pictures and sounds while using technology to support their learning. 

This article was interesting because it shows how technology is being pushed into classrooms of all ages.  It doesn’t matter the age of the children, technology is becoming a part of their curriculum.  You don’t need to know how to read and write to be able to use technology efficiently, preschoolers are learning to wake a computer from sleep, double click and start applications.  Programs are designed to help foster learning and keep them engaged.  Parent and president of Imagine Tomorrow, Laura St. John, thinks because young children learn so quickly, they should be challenged more. 

Week 4- Gaming Literacies

Words with Friends

Words with Friends is a leading social mobile game challenging players to create the highest-scoring words while playing against family and friends. Players can be engaged in up to 20 games at once and are able to chat with each other in game

1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4).

The following gaming elements are embedded in Words with Friends.

Text:  Players needs to be able to read the directions and scoring rubric in order to receive the highest score and win.

Game Rules: Players need to know spelling of words and be able to determine which word will give them the maximum amount of points.

No embedded scenario design is present in Words with Friends.  The background does not affect the situation of the game.  Looking at the background would be like looking at the board game Scrabble. 

There are no visual-graphic or audio elements that enhance the game. 

2. What is the goal of the game?

The goal of the game is to form words vertically or horizontally on the board while trying to score as many points as possible for each word. 

3. What are rules of playing this game?

·         The first word must be placed so that 1 of the tiles is on the star in the center of the board.

·         Every word following that must be placed so that at least 1 tile is shared from an existing word on the board.

·         Tiles can only be placed in the same line vertically or horizontally each turn.

·         Tiles can be placed so that multiple new words are formed simultaneously using neighboring letters.

·         Words cannot be placed if they create an illegal word using neighboring letters.

·         All words labeled as a part of speech (including those listed of foreign origin, and as archaic, obsolete, colloquial, slang, etc.) are permitted with the exception of the following: proper nouns (words always capitalized), abbreviations, prefixes and suffixes standing alone or words requiring a hyphen or an apostropheforming words horizontally or vertically on the board, trying to score as many points as possible for each word.

4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content?

Words with Friends does not have any scenario design

Assignment#2

     Grade level- 7^th grade

       Common core standards and learning outcomes http://www.corestandards.org/the-          %20standards

        ·         L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

       ·         L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases

       Instructional activities (how does this game help develop language acquisition and development, both oral and written, be creative?)

Words with Friends helps students develop language acquisition and development both orally and written.  Players must comprehend language in order to come up with words to submit.  The longer the word the more points you can earn.  Bigger words are better choices when produced than smaller words because they receive more points.  Players are exposed to more words which in turn increase their vocabulary and comprehension.  Seeing words and putting them into memory helps them when speaking to others or writing.  Players are more likely to look up large words for meaning to see if their words or other submitted words make sense. 

Students will be responsible for looking up 4 words unknown to them and submitted by other players.  They must write a definition, use the word in a sentence, and draw a picture of the word’s meaning.  All the words will be compiled into a classroom book that will be a resource kept in the classroom.  Students can use it as a dictionary when writing in journals.  If there are 20 students in the class and each student looks up 4 words, there will be a total of 80 words for the dictionary book.  If we do this every month, student vocabulary will increase drastically. 

      Assessment

      Students will be assessed by a rubric on the four words they have chosen.  The categories will be as follows:  Is there a proper definition? Is the word used in a sentence appropriately?  Is there a picture that explains the word’s meaning?

      Debriefing (refer to the journal article page 8 to 12)

      Students will use Blogs to write, organize, and reflect on their gaming strategy.  They will use complete sentences and correct grammar.  Students will then read and comment on their classmate’s blogs.

      What cognitive skills do this game help to cultivate?

      Words with Friends help students with the cognitive skill reasoning. 

      What new literacies skills do this game help to cultivate (refer to the journal article page 2 and 3)? 

      Words with Friends help cultivate logical thinking skills.

Week 3 Assignment

Write a brief summary of the above three articles (one paragraph) to demonstrate your understanding of the concept and the importance of new literacies

Bringing technology into the classroom has engaged students in learning new literacies.  The one-on-one laptops in Todd’s classroom have shown an increase in student engagement and state test scores also increase.  If we shift our classrooms to technology based, we need state assessments to match.  How can we still assess students using pencil and paper when we are no longer using the pencil and paper method in the classroom?  As the technology changes, the new literacies also need to change.  With the right training, teachers will become more confident to use technology in their classroom to promote new literacies.  Instruction, assessment, professional development, and research methods all need to change to keep up with the rapid change of new literacies.  It’s time to say goodbye to the pencil and paper methods and hello to blogs, wiki’s, and podcasts. 

Assignment#2 answering the following questions

Which ideas from the video reflect what the ELA teachers you interviewed are currently doing to integrate technology with their literacy instruction?

The ELA teacher I interviewed isn’t using any of the methods to integrate technology into their literacy instruction.  Each day when the students enter the classroom, they take out their journal and copy down the writing prompt.  Students have half the period of answer the writing prompt and then they share their responses with the class.   This ELA teacher did talk about this ideal classroom he hopes to have in the future.  Students would use blogs to post and reflect from readings.  They can then collaborate with their peers right on the blogs. When I asked him why he doesn’t try this now, his response was that he didn’t know how to start a blog.  Without training, teachers are afraid to try technology to engage students in new literacy instruction.

How can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum?

I just learned how to create a blog three weeks ago; therefore, I would like to help the ELA teacher.  We have decided to meet after school once a week and I will help him learn how to use a blog and how to engage the students in the blog.  Once he feels comfortable, he promised to try to implement the blog into his classroom.  Hopefully together we can get him to try to integrate some technology into this classroom.

What professional development and/or resources will they need in order to make these changes?

My ELA teacher will need quality professional training to learn about the available technology in our school.  Other teacher resources can also be beneficial to him when he has instant questions or problems.

What ideas do you have for grouping students so they will have equal access to technology in the classroom?

One idea for grouping students could be to create small groups.  Groups of 2 or 3 would allow each student time to practice with the technology.  Another idea would be to pair 1 high level kids with 1 lower level kid.  This would allow for peer teaching in the classroom.  In an ideal classroom, each student would have their own piece of technology available to provide substantial time for tasks.

Assignment#3 In week 2, you have researched and recommended 5 tools for the FIVE components of ELA instruction. Select one of the five tools you recommended and ask the ELA how it can be implemented in their ELA instruction. Be specific. For example, if you selected using blogger to enhance writing skills. Detail how it can be done in the class (very much like a “needs analysis” plan). Please include the following components:

Grade level: 7^th grade

Topic: Public Service Announcement –Students will create a public service announcement on a topic they feel has value. 

Standards addressed:  

The following Speaking Standards will be addressed: ELA.07-08.SP.02: ELA.07-08.SP.05: ELA.07-08.SP.07:

The following NETS standards will be addressed: Creativity and Innovation, Research and Information Fluency                          

Learning outcomes: Students will help others learn the importance of a topic. 

                                   Students will research a topic and evaluate its value.

Technologies needed (equipment or software or internet connection): Students will need the SONY Bloggie, and Windows Mover Maker software

Timeline for implementation (how many classes needed): 6 classes

How can it be integrated and implemented in the lessons? (for example, use blogger during class or afterschool homework?)

Class #1: Brainstorm idea for PSA (students will do this through research using laptops)

Class #2: Learn how to use Bloggie and practice making short 10 second video clips (start recording for HW)

Class#3:  Finish recordings in class by reviewing homework clips recorded and rerecording if necessary

Class #4: Learn software for Windows Movie Maker/ Start piecing 1 minute movie clip together

Class 5: Editing and finish movie

Class #6: Present movie clip to class

Assessment (on writing skills and technology skills): 

            Students will be assessed on their research and presentation of their PSA.  Were they able to use the Bloggie successfully to get their point across to the audience?

Students will also write a paper outside of class that reflects on their presentation and announcement.

Week 2 Assignment

Reflection on your understanding of ELA instruction.

I don’t think the ELA Standards are too far out of reach.  They are realistic and should be the norm for all students who want to succeed in life.  My understandings on ELA instruction means being able to read, write, and speak fluently.  We should be able to decode material we read, write constructively and critically, and speak properly to hold a conversation.  ELA is supposed to be instructed to get students college and career ready.  Reading, writing, speaking, listening, and language is going to be every teachers job whether you teach ELA, math, science, or social studies.  As a teacher we are to incorporate these components into our content area along with technological techniques.  This is all part of the new 21^st century learning classroom.  I like that the teacher has the flexibility to implement these into the classroom the best way they choose.  As long as the students are meeting the required targets, teachers are free to present their material as they choose.

Research one technology tool that can best assist each of the FIVE components mentioned in Learning Task#1.

One technology tool I best believe can assist the five components of ELA is the Sony Bloggie.  The Sony Bloggie is hand held video recorder that plugs into the USB port of any computer.  This tool allows students to listen and decode information presented in the motion picture.  Students can decode the language in the motion pictures.  It also allows students to create their own motion pictures.  Once you plug the bloggie into the computer, the possibilities are endless.  Students can record pages of books and share them with others to read.  This covers the reading learning task. 

Interview an ELA teacher to learn his/her challenge(s) in integrating technology.

After interviewing the ELA teacher on my team, I’ve learned the major challenge he faces when integrating technology into his classroom.  His biggest concern was not having enough time to learn the technology well enough to present it in the classroom.  This teacher is afraid the children won’t think the technology is “cool” enough like their own personal technological devices.  How can he make a student interested in something they feel is not “cool”.  Also, he feels his senior teacher status makes him out of the look when it comes to technology.  He is still using the overhead projector to present lessons to students.   With all our professional development going towards learning the new APPR rubric, teachers are not getting the proper training they need to convert their classroom into the new 21^st century learning centers.  The computers our building has for students to use are kept in a rolling cart that teachers must reserve 2 weeks in advance.  Most of the time the computers are not working and it takes too long for students to try to log in and get set up.  The 40 minute class periods are not long enough for technical support and setup.  At the end of the interview I tried explaining to him he should try to integrate one technology technique a month.  He can start small and work up to bigger things.