Standards:
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
Technology Content Standard (Montana):The student will apply digital tools and skills with creativity and innovation to express his/herself, construct knowledge and develop products and processes.
Objectives:
Students will be able to produce clear and coherent writing about their writing, and apply digital story telling with creativity and innovation in a style appropriate to task.
Theoretically I would like to use this digital storytelling project as an introduction in my classroom to illustrate where I get my writing from, and to help students understand their own writing. I would have each student write about what inspires their writing and then create a one minute digital story that they could share with the class. I think this will provide a way for students to not only express their thoughts in writing, but also through visual aides. I believe that this will appeal to many modalities of learning, especially audio and visual which will be assisted through the digital storytelling. It is my hope that this whole process, if started at the beginning of the year, will provide an enjoyable introduction to writing, as well as give me an idea of my students strengths as a writer and their confidence with technology. I believe this technology would, in addition to helping students learn through different modalities, it may inspire them to work with both their writing and technology throughout the year.
Sunday, June 24, 2012
Saturday, June 23, 2012
Day 6
Oh the final day of the Tech Club, I was working with the Before School Program. This was the final day of the Play Writing as well. I was excited for my student to see his final project. He had been working so hard, I just wanted him to be proud of his final work.
As we worked to finish up final formatting, and all the final pictures to make the play look its best, I was excited to see his enthusiasm and pride in his work. As we tied everything up we decided to act out what he had written. It took some improvising but it was fun to see him enjoy all that he had created over the past few days and weeks.
I was so excited to finish up this work with my student. He had worked so hard and learned so much that it was obvious that he needed to be rewarded for his work. For him, the end result seemed to be adequate reward. His time and effort had really paid off and I hope that he would continue his growth in this area.
As we worked to finish up final formatting, and all the final pictures to make the play look its best, I was excited to see his enthusiasm and pride in his work. As we tied everything up we decided to act out what he had written. It took some improvising but it was fun to see him enjoy all that he had created over the past few days and weeks.
I was so excited to finish up this work with my student. He had worked so hard and learned so much that it was obvious that he needed to be rewarded for his work. For him, the end result seemed to be adequate reward. His time and effort had really paid off and I hope that he would continue his growth in this area.
Day 5
When I cam to work in the before school program, I was excited to get started. Unfortunately, my students was feeling particularly frustrated with the project. He was upset that he couldn't type as quickly and as efficiently as he could write with his pen and pencil.
To solve his problem we decided to take turns typing. I would type for a while, and then he would get to play with font and the writing. Then he would write, and I would give him input. He seemed to enjoy this more, because it helped take the pressure off of getting "all the writing done"
This was not something that I would usually do, however it became important to make sure that my student was not discouraged too much by the process. I wanted him to focus more on the learning than about all of the frustration of not being able to get it down. I am confident that he will gain strength in his typing, he will be taught it beyond the time I had with him in the classroom. By alleviating some of the stress, I was able to help him learn more about the program, rather than instill more stress into a process that he needs to know.
To solve his problem we decided to take turns typing. I would type for a while, and then he would get to play with font and the writing. Then he would write, and I would give him input. He seemed to enjoy this more, because it helped take the pressure off of getting "all the writing done"
This was not something that I would usually do, however it became important to make sure that my student was not discouraged too much by the process. I wanted him to focus more on the learning than about all of the frustration of not being able to get it down. I am confident that he will gain strength in his typing, he will be taught it beyond the time I had with him in the classroom. By alleviating some of the stress, I was able to help him learn more about the program, rather than instill more stress into a process that he needs to know.
Day 4
At the After-School Program, I was able to begin working with the kids as they learned "All About Birds." We took all the students inside, it ended up being about 10 kids total. When the kids got in, we showed them the live feed of the heron nest. The kids were super excited about getting to see the birds, and couldn't believe that it was happening right then!
We then sat the kids down and had them type using the Typing Mat program on the computers. This gave us a pre-assessment to see where the students were at in their writing abilities. Most of the students really seemed to enjoy Typing Mat. Apparently most of them use this when they have computer time during school.
When we showed the students the All About Birds website, they were excited, especially when we showed them how to listen to the birds calls. It only took a few minutes and the students were super excited to explore the website on their own.
I really enjoyed this day in the classroom. The student's enthusiasm was palpable, and it was exciting to show them something that could enhance their learning about the world around them. It made me very excited to do something similar in my own classroom years from now.
We then sat the kids down and had them type using the Typing Mat program on the computers. This gave us a pre-assessment to see where the students were at in their writing abilities. Most of the students really seemed to enjoy Typing Mat. Apparently most of them use this when they have computer time during school.
When we showed the students the All About Birds website, they were excited, especially when we showed them how to listen to the birds calls. It only took a few minutes and the students were super excited to explore the website on their own.
I really enjoyed this day in the classroom. The student's enthusiasm was palpable, and it was exciting to show them something that could enhance their learning about the world around them. It made me very excited to do something similar in my own classroom years from now.
Day 3
The second morning of the Before-School program, my student was very excited about getting back to work on his play. I was excited because I was able to further the individualized effort to educate the student. I felt that this was such an amazing opportunity, to work with a student individually, not only to improve his understanding of writing, especially in a new medium, but also a way to improve his understanding of Microsoft Word.
As he worked through his project, he used the CAP-Lock, in order to use a greater expression. Previously he had not known that writing all in capitalization meant the equivalent of yelling. He became enthralled with this particular facet, and proceeded to have all of his characters yelling at each other for most of the day.
I think that using this helped him to visualize and see how writing can evolve. This also seemed to help him see how editing is important. We went back and looked at his previous writing, and he knew there were things he wanted to change after having read it for a second time. I believe that part of this came from seeing it on a different medium.
As he worked through his project, he used the CAP-Lock, in order to use a greater expression. Previously he had not known that writing all in capitalization meant the equivalent of yelling. He became enthralled with this particular facet, and proceeded to have all of his characters yelling at each other for most of the day.
I think that using this helped him to visualize and see how writing can evolve. This also seemed to help him see how editing is important. We went back and looked at his previous writing, and he knew there were things he wanted to change after having read it for a second time. I believe that part of this came from seeing it on a different medium.
Thursday, June 14, 2012
Day 2
My Tech experience was unique in that I HAD to complete it in a weeks time. I was scheduled to head to Europe with the MSU choir the week immediately following my first week at Tech Club. Luckily I was able to work something out with my coordinator. Since I was also involved with the Before School Program at Longfellow, I was able to work twice a day with different kids to improve their understanding of the lessons through technology.
The first day working in the Before School Program I decided to work with one of my students that I had been working with all year. This student came most every single morning for the Before School Program. For several weeks we had been working on writing a play by hand. This play was an original work that this particular student had developed first through drawings and then through writing. I thought since this student was familiar with the text that it would be fun for him to work with Microsoft Word to in a way immortalize his work.
The first day I brought in a Lap Top computer for the student to work with which was very exciting for him. He began working, and it became apparent that he had not had much experience with Microsoft Word. However, his enthusiasm was contagious and made me excited to be working with something that had become frankly mundane. He was interested in trying new things, looking at Word Art and the many other fun "art" associated with Microsoft Word.
In association with his play, he was excited to learn about how play writing is set up with character descriptions and indentations. Overall this student was extremely bright and tons of fun to work with. I couldn't wait for the next few days.
The first day working in the Before School Program I decided to work with one of my students that I had been working with all year. This student came most every single morning for the Before School Program. For several weeks we had been working on writing a play by hand. This play was an original work that this particular student had developed first through drawings and then through writing. I thought since this student was familiar with the text that it would be fun for him to work with Microsoft Word to in a way immortalize his work.
The first day I brought in a Lap Top computer for the student to work with which was very exciting for him. He began working, and it became apparent that he had not had much experience with Microsoft Word. However, his enthusiasm was contagious and made me excited to be working with something that had become frankly mundane. He was interested in trying new things, looking at Word Art and the many other fun "art" associated with Microsoft Word.
In association with his play, he was excited to learn about how play writing is set up with character descriptions and indentations. Overall this student was extremely bright and tons of fun to work with. I couldn't wait for the next few days.
Wednesday, June 13, 2012
Day 1
Hey Everyone, I know this is a little sporadic, and hopefully I will do this correctly, but at any rate let me tell you a little bit about my experience in the Tech Club at Longfellow Elementary. First and foremost, I have been an employee at Longfellow Elementary for the since October. This fact has given me a slight advantage working with the kids. I already know there names, many of their interests, their grade levels, and since I work with them on their homework, where they stand (basically) academically. I really do love these kids, and they have been the bright spot in my day, and sometimes it seems like, in my semester. They are always full of energy and always have a million and one stories to tell me which makes me very excited and enthusiastic about my job.
When I found out I would be taking this particular class online, I started began planning on how I might be able to work in the after school program where I was already spending so much time. I was excited about the material and doing more individual work with some of the students, but didn't know really where to begin. I was really excited to speak with the "Computer Lady" at Longfellow, Clarissa. Clarissa suggested that since the focus was on incorporating technology into education, and since the weather had been so nice, that I combine working with the kids outside, with teaching them about birds on the internet. This sounded like a phenomenal idea and I decided to build from there.
The first day I met my fellow Tech Club member Andrew, we decided to work outside with the kids. We took them outside and handed them a sheet of paper and pencil. We asked them to write down what they see about birds outside, and what interests them. For the younger students we asked them to simply draw a picture.
The end result was quite astonishing, many students wrote about sounds, and drew pictures of the birds that they had seen. Truly their contributions, and imaginations were boundless, plus the added bonus of being outside couldn't have hurt. I was so impressed with my students. At the end of the day we collected the pictures and each student got to share the information they had collected and share what interested them. Midst the pictures of robins, and magpies, there were a few owls and even one ostrich. I could tell this was going to be a great unit, and I couldn't wait to teach the kids more about Birds!
When I found out I would be taking this particular class online, I started began planning on how I might be able to work in the after school program where I was already spending so much time. I was excited about the material and doing more individual work with some of the students, but didn't know really where to begin. I was really excited to speak with the "Computer Lady" at Longfellow, Clarissa. Clarissa suggested that since the focus was on incorporating technology into education, and since the weather had been so nice, that I combine working with the kids outside, with teaching them about birds on the internet. This sounded like a phenomenal idea and I decided to build from there.
The first day I met my fellow Tech Club member Andrew, we decided to work outside with the kids. We took them outside and handed them a sheet of paper and pencil. We asked them to write down what they see about birds outside, and what interests them. For the younger students we asked them to simply draw a picture.
The end result was quite astonishing, many students wrote about sounds, and drew pictures of the birds that they had seen. Truly their contributions, and imaginations were boundless, plus the added bonus of being outside couldn't have hurt. I was so impressed with my students. At the end of the day we collected the pictures and each student got to share the information they had collected and share what interested them. Midst the pictures of robins, and magpies, there were a few owls and even one ostrich. I could tell this was going to be a great unit, and I couldn't wait to teach the kids more about Birds!
Monday, May 21, 2012
ELA and Youtube
Since I aspire to be a teacher of English I decided to look through the ELA section of the case studies. One of the posts that immediately caught my eye was the Youtube study, about how to combine ipod touches and Youtube to enhance student learning in an after school program. The ideas presented, though interesting, were not as inspiring as I would have hoped.
One portion of the case study that I enjoyed was the teacher-canidate's attention to the student's access to technology that they wanted to use. The whole activity would not be very effective if students were unable to even use the materials mentioned. I also appreciated the allusion to a small town community. This is a very distinct part of many people's identity and by understanding this it will be easier to connect and relate to the students in the after school program. In addition, the student made a point to make the technology based information relatable to what they were already doing in class, and rather than simply starting something completely new, they were able to build upon existing knowledge which makes learning and teaching easier for all parties involved.
On the surface the activity plan seemed like a great idea, cover student's existing material, improve their reading habits while still working with them to improve their knowledge and understanding of technology. However, upon further inspection there seemed to be several points throughout the study that were confusing and perhaps not well thought out. The title of this article was about Youtube, yet the student seemed intend upon using ipod touches as the main tool. As I continued reading I became confused as to what they were hoping to accomplish in their workshop. Originally it had seemed they wanted to build upon students knowledge of ELA through technology but as the lesson progressed the information became more about technology rather than enhancing the learning environment through reading.
The general idea of the project was sound, and it is easy to see how students could improve their reading skills through using a multitude of medias as well as by gauging the way they read themselves. However, I feel as though this intern was confusing and overly ambitious in their presentation of the material, lots of the material did not make sense in a linear fashion and it was difficult to see what they hoped to accomplish by the end of the unit. Though this student had great ideas I feel as though they needed the time to look through and think about application of this project.
I appreciate reading about projects such as these, as they show me new ideas, and also show that not everything works. It is also inspiring to do something similar in the classroom. If I were to do a project like this, I would have students read out loud with the ipod touches and gauge their improvement throughout the course of a year, and examine the reading strategies they have and why understanding these strategies is important.
This whole article got me to thinking, is there a point where we become to engrossed in the fact that we are "using technology in the classroom" that we forget what we are supposed to be teaching content wise? and if so what can we do to check ourselves so that it doesn't get to this point?
One portion of the case study that I enjoyed was the teacher-canidate's attention to the student's access to technology that they wanted to use. The whole activity would not be very effective if students were unable to even use the materials mentioned. I also appreciated the allusion to a small town community. This is a very distinct part of many people's identity and by understanding this it will be easier to connect and relate to the students in the after school program. In addition, the student made a point to make the technology based information relatable to what they were already doing in class, and rather than simply starting something completely new, they were able to build upon existing knowledge which makes learning and teaching easier for all parties involved.
On the surface the activity plan seemed like a great idea, cover student's existing material, improve their reading habits while still working with them to improve their knowledge and understanding of technology. However, upon further inspection there seemed to be several points throughout the study that were confusing and perhaps not well thought out. The title of this article was about Youtube, yet the student seemed intend upon using ipod touches as the main tool. As I continued reading I became confused as to what they were hoping to accomplish in their workshop. Originally it had seemed they wanted to build upon students knowledge of ELA through technology but as the lesson progressed the information became more about technology rather than enhancing the learning environment through reading.
The general idea of the project was sound, and it is easy to see how students could improve their reading skills through using a multitude of medias as well as by gauging the way they read themselves. However, I feel as though this intern was confusing and overly ambitious in their presentation of the material, lots of the material did not make sense in a linear fashion and it was difficult to see what they hoped to accomplish by the end of the unit. Though this student had great ideas I feel as though they needed the time to look through and think about application of this project.
I appreciate reading about projects such as these, as they show me new ideas, and also show that not everything works. It is also inspiring to do something similar in the classroom. If I were to do a project like this, I would have students read out loud with the ipod touches and gauge their improvement throughout the course of a year, and examine the reading strategies they have and why understanding these strategies is important.
This whole article got me to thinking, is there a point where we become to engrossed in the fact that we are "using technology in the classroom" that we forget what we are supposed to be teaching content wise? and if so what can we do to check ourselves so that it doesn't get to this point?
Tuesday, May 15, 2012
Welcome!
Hey Everyone,
This is Liz Riley, one of the workers bees at Longfellow Elementary. This is my first post to my blog just making sure everything is up and in working order. It is my hope that I can share my experiences with all of you, and in turn hear and learn from your experiences in your After-School Partnership. Hope all is well!
Warmly,
Liz
This is Liz Riley, one of the workers bees at Longfellow Elementary. This is my first post to my blog just making sure everything is up and in working order. It is my hope that I can share my experiences with all of you, and in turn hear and learn from your experiences in your After-School Partnership. Hope all is well!
Warmly,
Liz
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