Modeling of Web Applications
Collaborative Writing Ning Website: http://gocollaborate.ning.com/profile/Carrie
Things to look for:
Blog
Collaborative Writing Hotlist – a list of links to websites students can use in order to research about collaborative writing
Collaborative Writing Reflection (with picture)
Forum
PBL – The Collaborative Writing Problem
My Collaborative Writing Summer School Project (uploaded)
Pictures
Still images of collaborative writing with my husband (“The Holiday”)
**I was unable to provide video footage of the collaborative writing project because my camera does not have a video option.
Monday, December 21, 2009
Google Mobile Internet Device Final Proposal
Learning Theory Defined
Problem Based Learning (PBL) is a method of teaching that helps students to think in collaborative ways in order to solve a problem. The theory behind PBL is that students are more likely to learn new information when faced with a real world problem. Instead of being taught information directly from the teacher, students are able to collaborate in order to develop a solution for a given problem. “Problem-based Learning is part of the shift from the teaching paradigm to the learning paradigm. The focus is on what students are learning rather than what the teacher is teaching.” (Barret, 2005) The role of the teacher in PBL is to help students reach conclusions about selected topics relating to the problem at hand. Teachers guide students to use higher-order thinking in order to help them develop a more comprehensive understanding of the concepts being taught.
The first step to PBL is always to pose a problem to students. Teachers can use a variety of methods in order to develop a problem such as case studies, surveys, project goals, and inquiry-based questions. Once the problem is revealed, students begin a search for solutions using guided and independent research, collaboration, and application of new information. “Students brainstorm ideas for solving the problem, review the facts of the problem, name things they need to learn about and make an action plan.” (Barret, 2005)
One of the major components of PBL is that students need to be responsible for their learning. In order for students to be responsible learners, they must be motivated to develop a solution. PBL is naturally motivating because it is able to provide students with real world problems and enforce an expectation of a student-developed solution. PBL also encourages students to research and explore all content areas in order to develop the best solution to the problem. Standard lecture approaches often limit students to one discipline area and destabilize broad, higher-order concepts. In order for students to work successfully through PBL, they must be guided by a “tutor.” Although the classroom teacher typically acts as the tutor, the role they have in the class is to facilitate student thought, understanding, and application of new concepts. For example, while a group of students are connecting their prior knowledge to new information discovered, a tutor may ask essential questions that encourage students to reflect on their progress as well as develop alternate understandings of possible solutions. “Active, interactive, and collaborative learning, on which Problem-Based Learning is based, allows an instructor the rare opportunity to observe students’ learning processes.” (De Gallow, n.d.)
Assessments are given when students have developed a solution to the problem. However, students will typically assess their own learning as well as the learning of peers in their group. Students also develop an analysis of the learning that took place from the time that the problem was given to the development of a solution. Most importantly, students assess how the learning process was successful or unsuccessful during the unit. Students use these assessments in order to develop more successful ways of collaborating, researching, and using higher-order thinking for when they are faced with a new problem in the future.
Connection to Technology
PBL has a strong connection to technology because in order for students to be able to access, compare, share, and finalize their solution, the need for the most up-to-date resources is critical. In the first steps of Problem Based Learning, students need to research information related to a topic. The internet gives students the ability to find recent information as well as current thoughts and uses surrounding any given topic. Also, the students can utilize social bookmarking to save and revisit websites that are of interest for developing a solution. Traditional methods of researching require students to use books, journals, newspapers, encyclopedias, and magazines which can be out-of-date or difficult to find. PBL also encourages collaboration which can be experienced through social networking tools. Social networking encourages users to share information, videos, pictures, and personal opinions with others. When students collaborate without the use of technology, their focus needs to be on everyone’s thoughts at the same time. Students often get off-topic when verbally responding to each other. Technology enables students to first read another’s thoughts, then think about the topic, and finally respond in a way that benefits the overall goal. The final solution to any PBL activity must be presented in a way that is valuable to others. Technology gives students the ability to create versatile presentations. The solution to the PBL problem can be in the form of a blog, website, online presentation, podcast, etc. Without the use of technology, students must present their findings in the form of a poster or written document. These presentations are only valuable to the students in the presenter’s class and are often discarded as soon as the project is complete. The internet gives students a way to share their solution with all students that are working on the project as well as any other individual who is granted access. Overall, students are able to collaborate and utilize higher order thinking when developing a solution with technology.
Theory Sources
Barrett, T. (2005). Understanding problem-based learning. Retrieved December 1, 2009, from http://www.aishe.org/readings/2005-2/chapter2.pdf
De Gallow. (n.d.). What is problem-based learning? Retrieved December 1, 2009, from http://www.pbl.uci.edu/whatispbl.html
Savery, John R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 1, 9-20.
Learning Outcomes
Recently, there have been many opinions based around collaborative writing in the classroom. For centuries, people have considered writing a personal endeavor, something that came from the soul and was transformed into words on paper. However, in recent years, some writers have ventured out to work with others in order to create pieces that are written by multiple people. Jack Collom, an American Poet, was one of the first writers to experiment with collaborative writing with people in public. In 2006 he spent the summer at the Downtown Boulder Mall with a sign that read, “Original Poetry and Collaborations.” People would stroll over and write poetry with Collom in between shopping excursions. He later published his experiences in a book, “In the Wind” which is a series of collaborative poetic vignettes written by those who stopped and wrote with Collom. In the classroom, many English teachers are reluctant to have students write collaboratively because it becomes difficult to assess. Teachers also fear that group writing will lead to disruptive behaviors in the classroom. However, the rewards of collaborative writing outweigh any negatives because it gives students the ability to really grow as writers.
The use of mobile internet devices will give students the ability to develop a type of documentary about writing collaboratively with people in public. The activity will be a year-long process for students to document their growth as writers. The goal is for students to prove the influences that collaborative writing has on their own writing ability. At the beginning of the year, students will be introduced to the problem.
Problem – Our class has been asked to take part in a study about collaborative writing. Some people believe that writing is something that is personal and done independently. However, recently, some writers have ventured out and written with other people in the world. Throughout the year, you need to document your experiences with collaborative writing outside of the classroom. By using a mobile internet device, you will be able to take pictures and video of your collaboration as well as post writing pieces you have created throughout the year with others. You will also have the opportunity to write with others and discuss your findings through social networking. Your documentation ultimately needs to accept or reject collaborative writing as beneficial to writers by analyzing what you learn as a writer during the process.
Objectives: Students will…
•Use a mobile internet device to develop a comprehensive documentary of collaborative writing in their community
•Effectively use collaborative writing activities learned in the classroom with individuals in the community
•Analyze the progress of their own writing by recording and reflecting upon experiences with collaborative writing
•Communicate and share collaborative writing experiences with others who are experimenting with it
Connection to Technology
The entire collaborative writing year-long activity will utilize multiple technology tools in order for students to achieve the objectives of the project. Initially, students will need to research collaborative writing and the views that people have regarding its effectiveness. However, students will also be exposed to collaborative writing in the classroom and be able to take their knowledge out into the world of writing. For each collaborative writing session students have, they will need to document everything by using their mobile internet device. For example, after learning about writing an “Exquisite Corpse” in class, students will need to experiment with this type of writing outside of the classroom. One student might sit in the library and ask passerby’s to write poetry with them. Students could use their MID to take pictures or videos of the library and of the writing sessions they have with others. Students will then post information about their experience along with any writing they did to a blog. Once students have shared all of their experiences, they will discuss their thoughts through a social networking page such as Ning. The final documentation of the collaborative writing results could be presented through a podcast, website, online presentation, etc. Students can also keep track of where they are collaborating by utilizing the GPS. When communicating, students may find that they have a better response in one area of the community and not in another by using this feature.
Outcomes without Technology
Without technology, students could complete this project by writing down their thoughts, findings, and writing on paper. Throughout the year, the teacher would need to devote a lot of class time for students to share their findings with each other. Without the use of blogs, students would be unable to share specific experiences with each other. Instead, students would have to verbally share or display their findings in the classroom. Then, in order to receive comments on their collaborative writing experiences, students would need to write directly to the student that they are commenting about. Social networking allows students to compile all of their research, pictures, videos, thoughts, experiences, and reflections on one page. Students can also be grouped together through social networking for discussion. Without the use of this technology tool, students would need to organize their information on paper, making the entire project difficult to share, explore, and display. Also, students would only be able to take pictures or videos of their collaborative writing if they owned a camera or video recorder. When students discuss their collaborative writing with peers, they would not be able to read each other’s writing without the use of online publishing. Overall, this project without technology would be a written documentation of collaborative writing in the community with intervals of verbal communication in the classroom throughout the year.
Which Method is Better?
Utilizing technology will give students the ability to communicate freely and often with each other outside of the classroom. Since language arts teachers in this school only have 43 minutes for both reading and writing, it is critical that students complete the majority of the collaborative writing project outside of the classroom. Without technology, students would need to share their findings about collaborative writing often in the classroom with their peers. Unfortunately, because of the amount of time in any given classroom period, students will not be able to read, analyze, and respond to other projects at the same rate they would be able to through social networking or blogging. Also, technology gives students the ability to use each other’s projects as sources for their own since it is available on the internet. The mobile internet devices will give students the ability to research collaborative writing, take pictures and video of their experiences, post their findings to a blog, communicate with other experimenters through social networking, and present their discoveries to each other through the internet. Without these tools, students would need to develop a paper-based portfolio to show their experiences, research, and solution to the problem. Also, students would only be able to share and use their peers’ experiences during a limited amount of classroom time. Utilizing technology will enhance this lesson so that students are able to research, explore, and communicate about collaborative writing to develop a documentary.
Web Applications (Choice and Use)
Prior to the project, I will create a Ning page and post a hotlist of websites that give information related to collaborative writing. One of the links will be a full copy of “In the Wind” by Jack Collom for students to use as a mentor text. Once students receive their mobile internet devices, they will be able to begin researching collaborative writing, its setbacks and successes by visiting the sites posted on my Ning page. Ning gives teachers the ability to control what is posted and viewed by students and is already used by many teachers across the nation. Students will also use Ning as a social networking tool throughout the year in order to communicate with each other about the collaborative writing project.
Once students have experienced collaborative writing in the classroom, they will be able to go out into the community to experiment with what they have learned. Students will use the GPS to mark where they complete their collaboration. While collaborating with others, students will take pictures of the setting and videos of writing sessions with others in the community. Students will type a reflective piece along with any pieces of writing they created and post to the blog function built into Ning. Students will be able to create a network of collaborative writing blogs that they are able to view at any time during the project through Ning. Students will be able to constantly see the collaborative writing experiences their peers are having as well as respond to others’ work through comments.
Once students gain information about their own experiences with collaborative writing as well as other’s experiences, they will be able to discuss their findings through the Ning network. The Ning social networking tool will be utilized for students to make judgments and suggestions pertaining to their experiences. Students will discuss what went well and what did not go well while they collaborated with others in the community. Students will also have the opportunity to have ongoing collaborative writing sessions online.
At the end of the year, students will present their findings by using a selected technology tool. It is important for students to be able to choose how they create their presentation based on the information found. Therefore, throughout the year, I will hold after school sessions to teach students different ways to present their findings (podcast, online presentation, webpage, etc.). Students will also have the ability to choose any technology tool to present their findings as long as it is approved by the teacher.
Why not this Application?
The applications used for the collaborative writing project are based on my own familiarity as well as the popularity of the tool’s educational use. However, virtually any social networking and blogging site can be used as long as it is approved by the district and gives students web-security. In the past, I have found that the district uses its own technology applications based on the importance of separating student information from individuals not affiliated with the school. It is important that students do not use sites such as MySpace and Facebook because many students use these sites outside of school for social purposes. The technology tools that we choose for this project should be proven effective in educational settings.
Modeling of Web Applications
Collaborative Writing Ning Website: http://gocollaborate.ning.com/profile/Carrie
Things to look for:
Blog
Collaborative Writing Hotlist – a list of links to websites students can use in order to research about collaborative writing
Collaborative Writing Reflection (with picture)
Forum
PBL – The Collaborative Writing Problem
My Collaborative Writing Summer School Project (uploaded)
Pictures
Still images of collaborative writing with my husband (“The Holiday”)
**I was unable to provide video footage of the collaborative writing project because my camera does not have a video option.
Problem Based Learning (PBL) is a method of teaching that helps students to think in collaborative ways in order to solve a problem. The theory behind PBL is that students are more likely to learn new information when faced with a real world problem. Instead of being taught information directly from the teacher, students are able to collaborate in order to develop a solution for a given problem. “Problem-based Learning is part of the shift from the teaching paradigm to the learning paradigm. The focus is on what students are learning rather than what the teacher is teaching.” (Barret, 2005) The role of the teacher in PBL is to help students reach conclusions about selected topics relating to the problem at hand. Teachers guide students to use higher-order thinking in order to help them develop a more comprehensive understanding of the concepts being taught.
The first step to PBL is always to pose a problem to students. Teachers can use a variety of methods in order to develop a problem such as case studies, surveys, project goals, and inquiry-based questions. Once the problem is revealed, students begin a search for solutions using guided and independent research, collaboration, and application of new information. “Students brainstorm ideas for solving the problem, review the facts of the problem, name things they need to learn about and make an action plan.” (Barret, 2005)
One of the major components of PBL is that students need to be responsible for their learning. In order for students to be responsible learners, they must be motivated to develop a solution. PBL is naturally motivating because it is able to provide students with real world problems and enforce an expectation of a student-developed solution. PBL also encourages students to research and explore all content areas in order to develop the best solution to the problem. Standard lecture approaches often limit students to one discipline area and destabilize broad, higher-order concepts. In order for students to work successfully through PBL, they must be guided by a “tutor.” Although the classroom teacher typically acts as the tutor, the role they have in the class is to facilitate student thought, understanding, and application of new concepts. For example, while a group of students are connecting their prior knowledge to new information discovered, a tutor may ask essential questions that encourage students to reflect on their progress as well as develop alternate understandings of possible solutions. “Active, interactive, and collaborative learning, on which Problem-Based Learning is based, allows an instructor the rare opportunity to observe students’ learning processes.” (De Gallow, n.d.)
Assessments are given when students have developed a solution to the problem. However, students will typically assess their own learning as well as the learning of peers in their group. Students also develop an analysis of the learning that took place from the time that the problem was given to the development of a solution. Most importantly, students assess how the learning process was successful or unsuccessful during the unit. Students use these assessments in order to develop more successful ways of collaborating, researching, and using higher-order thinking for when they are faced with a new problem in the future.
Connection to Technology
PBL has a strong connection to technology because in order for students to be able to access, compare, share, and finalize their solution, the need for the most up-to-date resources is critical. In the first steps of Problem Based Learning, students need to research information related to a topic. The internet gives students the ability to find recent information as well as current thoughts and uses surrounding any given topic. Also, the students can utilize social bookmarking to save and revisit websites that are of interest for developing a solution. Traditional methods of researching require students to use books, journals, newspapers, encyclopedias, and magazines which can be out-of-date or difficult to find. PBL also encourages collaboration which can be experienced through social networking tools. Social networking encourages users to share information, videos, pictures, and personal opinions with others. When students collaborate without the use of technology, their focus needs to be on everyone’s thoughts at the same time. Students often get off-topic when verbally responding to each other. Technology enables students to first read another’s thoughts, then think about the topic, and finally respond in a way that benefits the overall goal. The final solution to any PBL activity must be presented in a way that is valuable to others. Technology gives students the ability to create versatile presentations. The solution to the PBL problem can be in the form of a blog, website, online presentation, podcast, etc. Without the use of technology, students must present their findings in the form of a poster or written document. These presentations are only valuable to the students in the presenter’s class and are often discarded as soon as the project is complete. The internet gives students a way to share their solution with all students that are working on the project as well as any other individual who is granted access. Overall, students are able to collaborate and utilize higher order thinking when developing a solution with technology.
Theory Sources
Barrett, T. (2005). Understanding problem-based learning. Retrieved December 1, 2009, from http://www.aishe.org/readings/2005-2/chapter2.pdf
De Gallow. (n.d.). What is problem-based learning? Retrieved December 1, 2009, from http://www.pbl.uci.edu/whatispbl.html
Savery, John R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 1, 9-20.
Learning Outcomes
Recently, there have been many opinions based around collaborative writing in the classroom. For centuries, people have considered writing a personal endeavor, something that came from the soul and was transformed into words on paper. However, in recent years, some writers have ventured out to work with others in order to create pieces that are written by multiple people. Jack Collom, an American Poet, was one of the first writers to experiment with collaborative writing with people in public. In 2006 he spent the summer at the Downtown Boulder Mall with a sign that read, “Original Poetry and Collaborations.” People would stroll over and write poetry with Collom in between shopping excursions. He later published his experiences in a book, “In the Wind” which is a series of collaborative poetic vignettes written by those who stopped and wrote with Collom. In the classroom, many English teachers are reluctant to have students write collaboratively because it becomes difficult to assess. Teachers also fear that group writing will lead to disruptive behaviors in the classroom. However, the rewards of collaborative writing outweigh any negatives because it gives students the ability to really grow as writers.
The use of mobile internet devices will give students the ability to develop a type of documentary about writing collaboratively with people in public. The activity will be a year-long process for students to document their growth as writers. The goal is for students to prove the influences that collaborative writing has on their own writing ability. At the beginning of the year, students will be introduced to the problem.
Problem – Our class has been asked to take part in a study about collaborative writing. Some people believe that writing is something that is personal and done independently. However, recently, some writers have ventured out and written with other people in the world. Throughout the year, you need to document your experiences with collaborative writing outside of the classroom. By using a mobile internet device, you will be able to take pictures and video of your collaboration as well as post writing pieces you have created throughout the year with others. You will also have the opportunity to write with others and discuss your findings through social networking. Your documentation ultimately needs to accept or reject collaborative writing as beneficial to writers by analyzing what you learn as a writer during the process.
Objectives: Students will…
•Use a mobile internet device to develop a comprehensive documentary of collaborative writing in their community
•Effectively use collaborative writing activities learned in the classroom with individuals in the community
•Analyze the progress of their own writing by recording and reflecting upon experiences with collaborative writing
•Communicate and share collaborative writing experiences with others who are experimenting with it
Connection to Technology
The entire collaborative writing year-long activity will utilize multiple technology tools in order for students to achieve the objectives of the project. Initially, students will need to research collaborative writing and the views that people have regarding its effectiveness. However, students will also be exposed to collaborative writing in the classroom and be able to take their knowledge out into the world of writing. For each collaborative writing session students have, they will need to document everything by using their mobile internet device. For example, after learning about writing an “Exquisite Corpse” in class, students will need to experiment with this type of writing outside of the classroom. One student might sit in the library and ask passerby’s to write poetry with them. Students could use their MID to take pictures or videos of the library and of the writing sessions they have with others. Students will then post information about their experience along with any writing they did to a blog. Once students have shared all of their experiences, they will discuss their thoughts through a social networking page such as Ning. The final documentation of the collaborative writing results could be presented through a podcast, website, online presentation, etc. Students can also keep track of where they are collaborating by utilizing the GPS. When communicating, students may find that they have a better response in one area of the community and not in another by using this feature.
Outcomes without Technology
Without technology, students could complete this project by writing down their thoughts, findings, and writing on paper. Throughout the year, the teacher would need to devote a lot of class time for students to share their findings with each other. Without the use of blogs, students would be unable to share specific experiences with each other. Instead, students would have to verbally share or display their findings in the classroom. Then, in order to receive comments on their collaborative writing experiences, students would need to write directly to the student that they are commenting about. Social networking allows students to compile all of their research, pictures, videos, thoughts, experiences, and reflections on one page. Students can also be grouped together through social networking for discussion. Without the use of this technology tool, students would need to organize their information on paper, making the entire project difficult to share, explore, and display. Also, students would only be able to take pictures or videos of their collaborative writing if they owned a camera or video recorder. When students discuss their collaborative writing with peers, they would not be able to read each other’s writing without the use of online publishing. Overall, this project without technology would be a written documentation of collaborative writing in the community with intervals of verbal communication in the classroom throughout the year.
Which Method is Better?
Utilizing technology will give students the ability to communicate freely and often with each other outside of the classroom. Since language arts teachers in this school only have 43 minutes for both reading and writing, it is critical that students complete the majority of the collaborative writing project outside of the classroom. Without technology, students would need to share their findings about collaborative writing often in the classroom with their peers. Unfortunately, because of the amount of time in any given classroom period, students will not be able to read, analyze, and respond to other projects at the same rate they would be able to through social networking or blogging. Also, technology gives students the ability to use each other’s projects as sources for their own since it is available on the internet. The mobile internet devices will give students the ability to research collaborative writing, take pictures and video of their experiences, post their findings to a blog, communicate with other experimenters through social networking, and present their discoveries to each other through the internet. Without these tools, students would need to develop a paper-based portfolio to show their experiences, research, and solution to the problem. Also, students would only be able to share and use their peers’ experiences during a limited amount of classroom time. Utilizing technology will enhance this lesson so that students are able to research, explore, and communicate about collaborative writing to develop a documentary.
Web Applications (Choice and Use)
Prior to the project, I will create a Ning page and post a hotlist of websites that give information related to collaborative writing. One of the links will be a full copy of “In the Wind” by Jack Collom for students to use as a mentor text. Once students receive their mobile internet devices, they will be able to begin researching collaborative writing, its setbacks and successes by visiting the sites posted on my Ning page. Ning gives teachers the ability to control what is posted and viewed by students and is already used by many teachers across the nation. Students will also use Ning as a social networking tool throughout the year in order to communicate with each other about the collaborative writing project.
Once students have experienced collaborative writing in the classroom, they will be able to go out into the community to experiment with what they have learned. Students will use the GPS to mark where they complete their collaboration. While collaborating with others, students will take pictures of the setting and videos of writing sessions with others in the community. Students will type a reflective piece along with any pieces of writing they created and post to the blog function built into Ning. Students will be able to create a network of collaborative writing blogs that they are able to view at any time during the project through Ning. Students will be able to constantly see the collaborative writing experiences their peers are having as well as respond to others’ work through comments.
Once students gain information about their own experiences with collaborative writing as well as other’s experiences, they will be able to discuss their findings through the Ning network. The Ning social networking tool will be utilized for students to make judgments and suggestions pertaining to their experiences. Students will discuss what went well and what did not go well while they collaborated with others in the community. Students will also have the opportunity to have ongoing collaborative writing sessions online.
At the end of the year, students will present their findings by using a selected technology tool. It is important for students to be able to choose how they create their presentation based on the information found. Therefore, throughout the year, I will hold after school sessions to teach students different ways to present their findings (podcast, online presentation, webpage, etc.). Students will also have the ability to choose any technology tool to present their findings as long as it is approved by the teacher.
Why not this Application?
The applications used for the collaborative writing project are based on my own familiarity as well as the popularity of the tool’s educational use. However, virtually any social networking and blogging site can be used as long as it is approved by the district and gives students web-security. In the past, I have found that the district uses its own technology applications based on the importance of separating student information from individuals not affiliated with the school. It is important that students do not use sites such as MySpace and Facebook because many students use these sites outside of school for social purposes. The technology tools that we choose for this project should be proven effective in educational settings.
Modeling of Web Applications
Collaborative Writing Ning Website: http://gocollaborate.ning.com/profile/Carrie
Things to look for:
Blog
Collaborative Writing Hotlist – a list of links to websites students can use in order to research about collaborative writing
Collaborative Writing Reflection (with picture)
Forum
PBL – The Collaborative Writing Problem
My Collaborative Writing Summer School Project (uploaded)
Pictures
Still images of collaborative writing with my husband (“The Holiday”)
**I was unable to provide video footage of the collaborative writing project because my camera does not have a video option.
Monday, December 14, 2009
Proposal Highlights and Revisions
All of the Google proposals were extremely applicable in each subject area specified. I learned a lot about all of the different ways to utilize the MID devices in an educational way.
Greg’s proposal had students working in groups in order to understand community resources. Students documented places that they visited within the community using the MID. Students also had to work with a certain amount of money. I found that this MID use helps students to really experience being an adult. Most of all, I love that students are able to really explore on their own without step-by-step instructions. This helps them to think outside of the box.
Dan’s Civil War MID use was something that I could really see working for students. Gettysburg can be experienced through the eyes of the students by having them take pictures of important battlefields/structures and create sound recordings explaining the photos. I also think it is excellent that students develop alternative scenarios and what the results of those actions would be.
Allison really developed a plethora of ways to use the mobile internet devices for her students who focus on life skills. One of my favorite activities is for students to create podcasts of what they would need to buy within a grocery store. Once students were in the store, they would able to listen to instructions to complete the grocery trip successfully. Allison also was very specific in choosing the technology tools that would be most beneficial for her students and the primary purpose.
Proposal Additions
After reading other MID proposals, I realized that I was not specific with my use of applications that students can use to document their collaborative writing. I want my students to take and upload videos, pictures, and voice recordings but was not sure which programs to use. Through Allison’s proposal, I learned about Animoto, QIK, and Aviary. Animoto is a program that helps users to combine still photos and audio. The QIK application gives users the ability to take live video, and Aviary gives users the ability to record audio. I would really like to actually use these programs with my students so that they are able to effectively document their writing progress through collaborative writing.
Greg’s proposal had students working in groups in order to understand community resources. Students documented places that they visited within the community using the MID. Students also had to work with a certain amount of money. I found that this MID use helps students to really experience being an adult. Most of all, I love that students are able to really explore on their own without step-by-step instructions. This helps them to think outside of the box.
Dan’s Civil War MID use was something that I could really see working for students. Gettysburg can be experienced through the eyes of the students by having them take pictures of important battlefields/structures and create sound recordings explaining the photos. I also think it is excellent that students develop alternative scenarios and what the results of those actions would be.
Allison really developed a plethora of ways to use the mobile internet devices for her students who focus on life skills. One of my favorite activities is for students to create podcasts of what they would need to buy within a grocery store. Once students were in the store, they would able to listen to instructions to complete the grocery trip successfully. Allison also was very specific in choosing the technology tools that would be most beneficial for her students and the primary purpose.
Proposal Additions
After reading other MID proposals, I realized that I was not specific with my use of applications that students can use to document their collaborative writing. I want my students to take and upload videos, pictures, and voice recordings but was not sure which programs to use. Through Allison’s proposal, I learned about Animoto, QIK, and Aviary. Animoto is a program that helps users to combine still photos and audio. The QIK application gives users the ability to take live video, and Aviary gives users the ability to record audio. I would really like to actually use these programs with my students so that they are able to effectively document their writing progress through collaborative writing.
Sunday, December 6, 2009
Google Mobile Internet Device Proposal
Learning Theory Defined
Problem Based Learning (PBL) is a method of teaching that helps students to think in collaborative ways in order to solve a problem. The theory behind PBL is that students are more likely to learn new information when faced with a real world problem. Instead of being taught information directly from the teacher, students are able to collaborate in order to develop a solution for a given problem. The role of the teacher in PBL is to help students reach conclusions about selected topics relating to the problem at hand. Teachers guide students to use higher-order thinking in order to help them develop a more comprehensive understanding of the concepts being taught.
The first step to PBL is always to pose a problem to students. Teachers can use a variety of methods in order to develop a problem such as case studies, surveys, project goals, and inquiry-based questions. Once the problem is revealed, students begin a search for solutions using guided and independent research, collaboration, and application of new information.
One of the major components of PBL is that students need to be responsible for their learning. In order for students to be responsible learners, they must be motivated to develop a solution. PBL is naturally motivating because it is able to provide students with real world problems and enforce an expectation of a student-developed solution. PBL also encourages students to research and explore all content areas in order to develop the best solution to the problem. Standard lecture approaches often limit students to one discipline area and destabilize broad, higher-order concepts. In order for students to work successfully through PBL, they must be guided by a “tutor.” Although the classroom teacher typically acts as the tutor, the role they have in the class is to facilitate student thought, understanding, and application of new concepts. For example, while a group of students are connecting their prior knowledge to new information discovered, a tutor may ask essential questions that encourage students to reflect on their progress as well as develop alternate understandings of possible solutions.
Assessments are given when students have developed a solution to the problem. However, students will typically assess their own learning as well as the learning of peers in their group. Students also develop an analysis of the learning that took place from the time that the problem was given to the development of a solution. Most importantly, students assess how the learning process was successful or unsuccessful during the unit. Students use these assessments in order to develop more successful ways of collaborating, researching, and using higher-order thinking for when they are faced with a new problem in the future.
Connection to Technology
PBL has a strong connection to technology because in order for students to be able to access, compare, share, and finalize their solution, the need for the most up-to-date resources is critical. In the first steps of Problem Based Learning, students need to research information related to a topic. The internet gives students the ability to find recent information as well as current thoughts and uses surrounding any given topic. PBL also encourages collaboration which can be experienced through social networking tools. Social networking encourages users to share information, videos, pictures, and personal opinions with others. The final solution to any PBL activity must be presented in a way that is valuable to others. Technology gives students the ability to create versatile presentations. The solution to the PBL problem can be in the form of a blog, website, online presentation, podcast, etc. Overall, students are able to collaborate and utilize higher order thinking when developing a solution with technology.
Theory Sources
Barrett, T. (2005). Understanding problem-based learning. Retrieved December 1, 2009, from http://www.aishe.org/readings/2005-2/chapter2.pdf
De Gallow. (n.d.). What is problem-based learning? Retrieved December 1, 2009, from http://www.pbl.uci.edu/whatispbl.html
Savery, John R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 1, 9-20.
Learning Outcomes
Recently, there have been many opinions based around collaborative writing in the classroom. For centuries, people have considered writing a personal endeavor, something that came from the soul and was transformed into words on paper. However, in recent years, some writers have ventured out to work with others in order to create pieces that are written by multiple people. Jack Collom, an American Poet, was one of the first writers to experiment with collaborative writing with people in public. In 2006 he spent the summer at the Downtown Boulder Mall with a sign that read, “Original Poetry and Collaborations.” People would stroll over and write poetry with Collom in between shopping excursions. He later published his experiences in a book, “In the Wind” which is a series of collaborative poetic vignettes written by those who stopped and wrote with Collom. In the classroom, many English teachers are reluctant to have students write collaboratively because it becomes difficult to assess. Teachers also fear that group writing will lead to disruptive behaviors in the classroom. However, the rewards of collaborative writing outweigh any negatives because it gives students the ability to really grow as writers.
The use of mobile internet devices will give students the ability to develop a type of documentary about writing collaboratively with people in public. The activity will be a year-long process for students to document their growth as writers. The goal is for students to prove the influences that collaborative writing has on their own writing ability. At the beginning of the year, students will be introduced to the problem.
Problem – Our class has been asked to take part in a study about collaborative writing. Some people believe that writing is something that is personal and done independently. However, recently, some writers have ventured out and written with other people in the world. Throughout the year, you need to document your experiences with collaborative writing outside of the classroom. By using a mobile internet device, you will be able to take pictures and video of your collaboration as well as post writing pieces you have created throughout the year with others. You will also have the opportunity to write with others and discuss your findings through social networking. Your documentation ultimately needs to accept or reject collaborative writing as beneficial to writers by analyzing what you learn as a writer during the process.
Objectives: Students will be able to…
• Utilize a mobile internet device in order to develop a comprehensive documentary of their findings regarding collaborative writing in the community
• Effectively use collaborative writing activities learned in the classroom with individuals in the community
• Analyze the progress of their own writing by recording and reflecting upon experiences with collaborative writing
• Communicate and share collaborative writing experiences with others who are experimenting with it
Connection to Technology
The entire collaborative writing year-long activity will utilize multiple technology tools in order for students to achieve the objectives of the project. Initially, students will need to research collaborative writing and the views that people have regarding its effectiveness. However, students will also be exposed to collaborative writing in the classroom and be able to take their knowledge out into the world of writing. For each collaborative writing session students have, they will need to document everything by using their mobile internet device. For example, after learning about writing an “Exquisite Corpse” in class, students will need to experiment with this type of writing outside of the classroom. One student might sit in the library and ask passerby’s to write poetry with them. Students could use their MID to take pictures or video of the library and of the writing sessions they have with others. Students will then post information about their experience along with any writing they did to a blog. Once students have shared all of their experiences, they will discuss their thoughts through a social bookmarking page. The final documentation of the collaborative writing results could be presented through a podcast, website, online presentation, etc. Students can also keep track of where they are collaborating by utilizing the GPS. When communicating, students may find that they have a better response in one area of the community and not in another by using this feature.
Outcomes without Technology
Without technology, students could complete this project by writing down their thoughts, findings, and writing on paper. Throughout the year, the teacher would need to devote a lot of class time for students to share their findings with each other. Students would not be able to take videos or pictures of their experiences. When students discussed their collaborative writing with peers, students would not be able to read each other’s writing. The project would basically be a written documentation of collaborative writing in the community with intervals of verbal communication in the classroom throughout the year.
Which Method is Better?
Utilizing technology will give students the ability to communicate freely and often with each other outside of the classroom. Since language arts teachers in this school only have 43 minutes for both reading and writing, it is critical that students complete the majority of the collaborative writing project outside of the classroom. The mobile internet devices will give students the ability to research collaborative writing, take pictures and video of their experiences, post their findings to a blog, communicate with other experimenters through social networking, and present their discoveries to each other through the internet. Utilizing technology will enhance this lesson so that students are really able to use higher order thinking and communication to develop their documentary.
Web Applications (Choice and Use)
Prior to the project, I will create a Ning page and post a hotlist of websites that give information related to collaborative writing. One of the links will be a full copy of “In the Wind” by Jack Collom for students to use as a mentor text. Once students receive their mobile internet devices, they will be able to begin researching collaborative writing, its setbacks and successes by visiting the sites posted on my Ning page. Ning gives teachers the ability to control what is posted and viewed by students and is already used by many teachers across the nation. Students will also use Ning as a social networking tool throughout the year in order to communicate with each other about the collaborative writing project.
Once students have experienced collaborative writing in the classroom, they will be able to go out into the community to experiment with what they have learned. Students will use the GPS to mark where they complete their collaboration. While collaborating with others, students will take pictures of the setting and videos of writing sessions with others in the community. Students will type a reflective piece along with any pieces of writing they created and post to their blog at Blogger.com. Blogger users have the ability to connect with other bloggers by “following” them. Students will be able to create a network of collaborative writing blogs that they are able to view at any time during the project. Once they follow a peer’s blog, the information from that blog is shown on their homepage similarly to how it would on an RSS reader. Since they are able to see blog posts from people they follow on their homepage, they don’t necessarily need to even visit their blog to get their news. Students will be able to constantly see the collaborative writing experiences their peers are having.
Once students gain information about their own experiences with collaborative writing as well as other’s experiences, they will be able to discuss their findings through the Ning network. The Ning social networking tool will be utilized for students to make judgments and suggestions pertaining to their experiences. Students will discuss what went well and what did not go well while they collaborated with others in the community. Students will also have the opportunity to have ongoing collaborative writing sessions online.
At the end of the year, students will present their findings by using a selected technology tool. It is important for students to be able to choose how they create their presentation based on the information found. Therefore, throughout the year, I will hold after school sessions to teach students different ways to present their findings (podcast, online presentation, webpage, etc.). Students will also have the ability to choose any technology tool to present their findings as long as it is approved by the teacher.
Why not this Application?
The applications used for the collaborative writing project are based on my own familiarity as well as the popularity of the tool’s educational use. However, virtually any social networking and blogging site can be used as long as it is approved by the district and gives students web-security. In the past, I have found that the district uses its own technology applications based on the importance of separating student information from individuals not affiliated with the school. It is important that students do not use sites such as MySpace and Facebook because many students use these sites outside of school for social purposes. The technology tools that we choose for this project should be proven effective in educational settings.
Problem Based Learning (PBL) is a method of teaching that helps students to think in collaborative ways in order to solve a problem. The theory behind PBL is that students are more likely to learn new information when faced with a real world problem. Instead of being taught information directly from the teacher, students are able to collaborate in order to develop a solution for a given problem. The role of the teacher in PBL is to help students reach conclusions about selected topics relating to the problem at hand. Teachers guide students to use higher-order thinking in order to help them develop a more comprehensive understanding of the concepts being taught.
The first step to PBL is always to pose a problem to students. Teachers can use a variety of methods in order to develop a problem such as case studies, surveys, project goals, and inquiry-based questions. Once the problem is revealed, students begin a search for solutions using guided and independent research, collaboration, and application of new information.
One of the major components of PBL is that students need to be responsible for their learning. In order for students to be responsible learners, they must be motivated to develop a solution. PBL is naturally motivating because it is able to provide students with real world problems and enforce an expectation of a student-developed solution. PBL also encourages students to research and explore all content areas in order to develop the best solution to the problem. Standard lecture approaches often limit students to one discipline area and destabilize broad, higher-order concepts. In order for students to work successfully through PBL, they must be guided by a “tutor.” Although the classroom teacher typically acts as the tutor, the role they have in the class is to facilitate student thought, understanding, and application of new concepts. For example, while a group of students are connecting their prior knowledge to new information discovered, a tutor may ask essential questions that encourage students to reflect on their progress as well as develop alternate understandings of possible solutions.
Assessments are given when students have developed a solution to the problem. However, students will typically assess their own learning as well as the learning of peers in their group. Students also develop an analysis of the learning that took place from the time that the problem was given to the development of a solution. Most importantly, students assess how the learning process was successful or unsuccessful during the unit. Students use these assessments in order to develop more successful ways of collaborating, researching, and using higher-order thinking for when they are faced with a new problem in the future.
Connection to Technology
PBL has a strong connection to technology because in order for students to be able to access, compare, share, and finalize their solution, the need for the most up-to-date resources is critical. In the first steps of Problem Based Learning, students need to research information related to a topic. The internet gives students the ability to find recent information as well as current thoughts and uses surrounding any given topic. PBL also encourages collaboration which can be experienced through social networking tools. Social networking encourages users to share information, videos, pictures, and personal opinions with others. The final solution to any PBL activity must be presented in a way that is valuable to others. Technology gives students the ability to create versatile presentations. The solution to the PBL problem can be in the form of a blog, website, online presentation, podcast, etc. Overall, students are able to collaborate and utilize higher order thinking when developing a solution with technology.
Theory Sources
Barrett, T. (2005). Understanding problem-based learning. Retrieved December 1, 2009, from http://www.aishe.org/readings/2005-2/chapter2.pdf
De Gallow. (n.d.). What is problem-based learning? Retrieved December 1, 2009, from http://www.pbl.uci.edu/whatispbl.html
Savery, John R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 1, 9-20.
Learning Outcomes
Recently, there have been many opinions based around collaborative writing in the classroom. For centuries, people have considered writing a personal endeavor, something that came from the soul and was transformed into words on paper. However, in recent years, some writers have ventured out to work with others in order to create pieces that are written by multiple people. Jack Collom, an American Poet, was one of the first writers to experiment with collaborative writing with people in public. In 2006 he spent the summer at the Downtown Boulder Mall with a sign that read, “Original Poetry and Collaborations.” People would stroll over and write poetry with Collom in between shopping excursions. He later published his experiences in a book, “In the Wind” which is a series of collaborative poetic vignettes written by those who stopped and wrote with Collom. In the classroom, many English teachers are reluctant to have students write collaboratively because it becomes difficult to assess. Teachers also fear that group writing will lead to disruptive behaviors in the classroom. However, the rewards of collaborative writing outweigh any negatives because it gives students the ability to really grow as writers.
The use of mobile internet devices will give students the ability to develop a type of documentary about writing collaboratively with people in public. The activity will be a year-long process for students to document their growth as writers. The goal is for students to prove the influences that collaborative writing has on their own writing ability. At the beginning of the year, students will be introduced to the problem.
Problem – Our class has been asked to take part in a study about collaborative writing. Some people believe that writing is something that is personal and done independently. However, recently, some writers have ventured out and written with other people in the world. Throughout the year, you need to document your experiences with collaborative writing outside of the classroom. By using a mobile internet device, you will be able to take pictures and video of your collaboration as well as post writing pieces you have created throughout the year with others. You will also have the opportunity to write with others and discuss your findings through social networking. Your documentation ultimately needs to accept or reject collaborative writing as beneficial to writers by analyzing what you learn as a writer during the process.
Objectives: Students will be able to…
• Utilize a mobile internet device in order to develop a comprehensive documentary of their findings regarding collaborative writing in the community
• Effectively use collaborative writing activities learned in the classroom with individuals in the community
• Analyze the progress of their own writing by recording and reflecting upon experiences with collaborative writing
• Communicate and share collaborative writing experiences with others who are experimenting with it
Connection to Technology
The entire collaborative writing year-long activity will utilize multiple technology tools in order for students to achieve the objectives of the project. Initially, students will need to research collaborative writing and the views that people have regarding its effectiveness. However, students will also be exposed to collaborative writing in the classroom and be able to take their knowledge out into the world of writing. For each collaborative writing session students have, they will need to document everything by using their mobile internet device. For example, after learning about writing an “Exquisite Corpse” in class, students will need to experiment with this type of writing outside of the classroom. One student might sit in the library and ask passerby’s to write poetry with them. Students could use their MID to take pictures or video of the library and of the writing sessions they have with others. Students will then post information about their experience along with any writing they did to a blog. Once students have shared all of their experiences, they will discuss their thoughts through a social bookmarking page. The final documentation of the collaborative writing results could be presented through a podcast, website, online presentation, etc. Students can also keep track of where they are collaborating by utilizing the GPS. When communicating, students may find that they have a better response in one area of the community and not in another by using this feature.
Outcomes without Technology
Without technology, students could complete this project by writing down their thoughts, findings, and writing on paper. Throughout the year, the teacher would need to devote a lot of class time for students to share their findings with each other. Students would not be able to take videos or pictures of their experiences. When students discussed their collaborative writing with peers, students would not be able to read each other’s writing. The project would basically be a written documentation of collaborative writing in the community with intervals of verbal communication in the classroom throughout the year.
Which Method is Better?
Utilizing technology will give students the ability to communicate freely and often with each other outside of the classroom. Since language arts teachers in this school only have 43 minutes for both reading and writing, it is critical that students complete the majority of the collaborative writing project outside of the classroom. The mobile internet devices will give students the ability to research collaborative writing, take pictures and video of their experiences, post their findings to a blog, communicate with other experimenters through social networking, and present their discoveries to each other through the internet. Utilizing technology will enhance this lesson so that students are really able to use higher order thinking and communication to develop their documentary.
Web Applications (Choice and Use)
Prior to the project, I will create a Ning page and post a hotlist of websites that give information related to collaborative writing. One of the links will be a full copy of “In the Wind” by Jack Collom for students to use as a mentor text. Once students receive their mobile internet devices, they will be able to begin researching collaborative writing, its setbacks and successes by visiting the sites posted on my Ning page. Ning gives teachers the ability to control what is posted and viewed by students and is already used by many teachers across the nation. Students will also use Ning as a social networking tool throughout the year in order to communicate with each other about the collaborative writing project.
Once students have experienced collaborative writing in the classroom, they will be able to go out into the community to experiment with what they have learned. Students will use the GPS to mark where they complete their collaboration. While collaborating with others, students will take pictures of the setting and videos of writing sessions with others in the community. Students will type a reflective piece along with any pieces of writing they created and post to their blog at Blogger.com. Blogger users have the ability to connect with other bloggers by “following” them. Students will be able to create a network of collaborative writing blogs that they are able to view at any time during the project. Once they follow a peer’s blog, the information from that blog is shown on their homepage similarly to how it would on an RSS reader. Since they are able to see blog posts from people they follow on their homepage, they don’t necessarily need to even visit their blog to get their news. Students will be able to constantly see the collaborative writing experiences their peers are having.
Once students gain information about their own experiences with collaborative writing as well as other’s experiences, they will be able to discuss their findings through the Ning network. The Ning social networking tool will be utilized for students to make judgments and suggestions pertaining to their experiences. Students will discuss what went well and what did not go well while they collaborated with others in the community. Students will also have the opportunity to have ongoing collaborative writing sessions online.
At the end of the year, students will present their findings by using a selected technology tool. It is important for students to be able to choose how they create their presentation based on the information found. Therefore, throughout the year, I will hold after school sessions to teach students different ways to present their findings (podcast, online presentation, webpage, etc.). Students will also have the ability to choose any technology tool to present their findings as long as it is approved by the teacher.
Why not this Application?
The applications used for the collaborative writing project are based on my own familiarity as well as the popularity of the tool’s educational use. However, virtually any social networking and blogging site can be used as long as it is approved by the district and gives students web-security. In the past, I have found that the district uses its own technology applications based on the importance of separating student information from individuals not affiliated with the school. It is important that students do not use sites such as MySpace and Facebook because many students use these sites outside of school for social purposes. The technology tools that we choose for this project should be proven effective in educational settings.
Wordle
I scrolled through the “top 100 tools for learning” to find a niche tool that would be beneficial for my own middle school language arts classroom. One tool that interested me was Wordle (www.wordle.net) where users can create word clouds with any kind of text. I originally was unsure what a word cloud was and pictured something similar to what you find in comic strips when characters talk or think. However, I found that word clouds are basically a way to jumble a bunch of words together in a meaningless order. Instead of words forming phrases or sentences, they are put together in ways that generally do not create an overall meaning. The format of a word cloud is similar to word magnets that you may find jumbled around on a locker or refrigerator. Initially I thought that this tool could not be beneficial for classroom use; however, as I created more word clouds ideas began to form.
Each week in my class students learn ten new vocabulary words through the Quack SAT Vocabulary Program. Students create a Quack word wall in the classroom displaying the ten words for that week. Wordle could be used to display the words as well as the definitions in the classroom. One word cloud could be comprised of the vocabulary words and another could be made up of one word definitions. Students could use the definition word clouds to point to the meaning of each vocabulary word. The word clouds could be visually displayed in the classroom, used for studying, or utilized during a Quack vocabulary game before a test or quiz. Another way that Wordle could be used in my classroom is during the introduction of any part of speech unit. Throughout the year, I cover all parts of speech and typically use sentence strips to display words of a particular part of speech around the classroom. It is extremely time consuming to write and then cut out fifty or so prepositions, adjectives, verbs, etc. Instead I could create word clouds pertaining to a particular part of speech to display in the classroom.
Because the words are randomized when using Wordle, the tool is not beneficial when you want to emphasize a particular sentence or phrase. For example, the definition for didactic is “intended to teach; morally instructive.” If I were to create a word cloud of vocabulary definitions using this one, all of the words would separate from each other taking away from the overall meaning of the phrase. Instead, I would need to use one word that generally describes didactic – “teach.” Basically, Wordle can not be used for anything that needs to be organized in a particular way. The purpose of the tool is to emphasize an idea or theme by using words that describe the topic. Words are then displayed randomly to stress the overall meaning.
Wordle is extremely easy to use and word clouds can be created in a matter of seconds. The word clouds can be printed, opened into a new window, or saved to the public gallery. The word cloud itself can be manipulated in many ways including the change of font, color, layout, and even language. My only problem with the Wordle tool is that users are not able to copy the word clouds to paste into another document. This limits the versatility of the final Wordle image. However, the site itself includes a gallery of publicly published word clouds, a Wordle blog, forum, and a FAQ page. Overall the site allows for the creative experimentation of words.
Reviews:
http://www.lunch.com/reviews/UserReview-Wordle_net_website_-1383734-8075-A_Word_About_Wordle.html
http://treasuredvalley.com/2009/12/wordle%E2%80%99ing-idaho-business-review/
http://museums-now.blogspot.com/2008/11/museum-leed-fridays-wordle-review_14.html
The link below will take you to a Wordle I created using prepositions
title="Wordle: Prepositions">![]()
src="http://www.wordle.net/thumb/wrdl/1418745/Prepositions"
alt="Wordle: Prepositions"
style="padding:4px;border:1px solid #ddd">
Each week in my class students learn ten new vocabulary words through the Quack SAT Vocabulary Program. Students create a Quack word wall in the classroom displaying the ten words for that week. Wordle could be used to display the words as well as the definitions in the classroom. One word cloud could be comprised of the vocabulary words and another could be made up of one word definitions. Students could use the definition word clouds to point to the meaning of each vocabulary word. The word clouds could be visually displayed in the classroom, used for studying, or utilized during a Quack vocabulary game before a test or quiz. Another way that Wordle could be used in my classroom is during the introduction of any part of speech unit. Throughout the year, I cover all parts of speech and typically use sentence strips to display words of a particular part of speech around the classroom. It is extremely time consuming to write and then cut out fifty or so prepositions, adjectives, verbs, etc. Instead I could create word clouds pertaining to a particular part of speech to display in the classroom.
Because the words are randomized when using Wordle, the tool is not beneficial when you want to emphasize a particular sentence or phrase. For example, the definition for didactic is “intended to teach; morally instructive.” If I were to create a word cloud of vocabulary definitions using this one, all of the words would separate from each other taking away from the overall meaning of the phrase. Instead, I would need to use one word that generally describes didactic – “teach.” Basically, Wordle can not be used for anything that needs to be organized in a particular way. The purpose of the tool is to emphasize an idea or theme by using words that describe the topic. Words are then displayed randomly to stress the overall meaning.
Wordle is extremely easy to use and word clouds can be created in a matter of seconds. The word clouds can be printed, opened into a new window, or saved to the public gallery. The word cloud itself can be manipulated in many ways including the change of font, color, layout, and even language. My only problem with the Wordle tool is that users are not able to copy the word clouds to paste into another document. This limits the versatility of the final Wordle image. However, the site itself includes a gallery of publicly published word clouds, a Wordle blog, forum, and a FAQ page. Overall the site allows for the creative experimentation of words.
Reviews:
http://www.lunch.com/reviews/UserReview-Wordle_net_website_-1383734-8075-A_Word_About_Wordle.html
http://treasuredvalley.com/2009/12/wordle%E2%80%99ing-idaho-business-review/
http://museums-now.blogspot.com/2008/11/museum-leed-fridays-wordle-review_14.html
The link below will take you to a Wordle I created using prepositions
title="Wordle: Prepositions">
alt="Wordle: Prepositions"
style="padding:4px;border:1px solid #ddd">
Saturday, November 14, 2009
Student Author Discussions
As a language arts teacher, one of the most important things I want to instill in my students is the belief that they are writers. Although all students typically write on a daily basis in school, they generally do not consider themselves to be writers. Instead, they write for their teachers in hopes that they receive a good grade (following all of the teacher’s expectations). Writing becomes a chore to students; something that they only do when it is required. In order to break this vicious writing cycle, it is important that students be treated as professional writers. Utilizing a social networking tool, students can create their own author profile and interact with other student writers in and outside of the immediate classroom.
The social networking tool that I would choose to use in order to implement this and other educational lessons is Ning.com. Ning gives teachers the ability to control what is posted and viewed by students and is already used by many teachers across the nation. I am currently using Ning.com to communicate with other educators who are involved in a year-long professional development opportunity called the Literary Consortium. On the first day of the conference, educators interviewed each other. Since then, our interviews have been posted to our profile page so that we can learn about all attendants of the conference. We are able to communicate about topics that are covered in the conference in a closed network that outside Ning users do not have access to. Using Ning as a social networking tool in the classroom is safe, simple, and effective when there is a need for student collaboration.
One way that I would use Ning in my own classroom would revolve around student writing. Once students were finished a writing piece (narrative, essay, interview, poem, etc.), they would post their final product to their Ning account. Students would create author profiles about themselves based on their experiences with writing. The Ning account would give students the ability to advertise their own writing to other student authors. Once the writing pieces were posted, students would then have the opportunity to read other student writing. Students would then post questions or comments about the writing to the student author’s Ning page. This would give students the ability to read, analyze, and respond to other student writing. At the same time, students would receive feedback on their own writing. Peer feedback is often more significant than teacher feedback to young authors. By using a social networking tool, students would be able to receive a large amount of peer feedback and be able to reflect on other student writing simultaneously.
The Ning network could be created for all of my language arts classes. However, if other teachers were interested, the network could include as many student writers as needed. In my school, I am one of three seventh grade language arts teachers. All of our students wrote a narrative at the beginning of the year. The narratives are displayed in the library for students and teachers to read. We discussed developing an “Ask the Author” unit where our students would first read the narratives from another class. Then on a select day, classes would come together to discuss the stories with the authors. Unfortunately, the difference in schedules between our classes hindered this process. Some classes would not be able to participate because there is not another language arts class during their period on any day. However, through social networking, students could discuss their writing with each other without needing to be together at the same time.
It is essential for teachers who use social networking in their classroom to be fully aware of the problems that they may face when using this technology. Giving students the opportunity to use social networking will give them the freedom to communicate with each other at will. Teachers must discuss the importance of using positive feedback when responding to peer writing. If students use their social networking capabilities to bully or negatively impact each other, then the usefulness of any lesson is depleted. In order to be sure that students are using the social networking tool appropriately, teachers must give clear expectations. Permission forms should be sent home for parents to sign so that families are aware of the online activities their children will be involved in. More importantly students should sign a detailed consent form agreeing to the rules that are in place regarding social networking.
Below are statements that students would need to agree with prior to using social networking in the classroom. (Taken from my district’s technology consent form and adapted for the purposes of the lesson above)
1.I will only use the social networking site (Ning.com) for educational purposes.
2.I will only use appropriate language and polite responses when responding to peer writing.
3.I will not post unethical, illegal, immoral, inappropriate, or obscene material.
4.I will not disclose, use, or disseminate personal information.
5.I will respect network security and not attempt to bypass it.
6.I will treat the computer with care and respect.
The social networking tool that I would choose to use in order to implement this and other educational lessons is Ning.com. Ning gives teachers the ability to control what is posted and viewed by students and is already used by many teachers across the nation. I am currently using Ning.com to communicate with other educators who are involved in a year-long professional development opportunity called the Literary Consortium. On the first day of the conference, educators interviewed each other. Since then, our interviews have been posted to our profile page so that we can learn about all attendants of the conference. We are able to communicate about topics that are covered in the conference in a closed network that outside Ning users do not have access to. Using Ning as a social networking tool in the classroom is safe, simple, and effective when there is a need for student collaboration.
One way that I would use Ning in my own classroom would revolve around student writing. Once students were finished a writing piece (narrative, essay, interview, poem, etc.), they would post their final product to their Ning account. Students would create author profiles about themselves based on their experiences with writing. The Ning account would give students the ability to advertise their own writing to other student authors. Once the writing pieces were posted, students would then have the opportunity to read other student writing. Students would then post questions or comments about the writing to the student author’s Ning page. This would give students the ability to read, analyze, and respond to other student writing. At the same time, students would receive feedback on their own writing. Peer feedback is often more significant than teacher feedback to young authors. By using a social networking tool, students would be able to receive a large amount of peer feedback and be able to reflect on other student writing simultaneously.
The Ning network could be created for all of my language arts classes. However, if other teachers were interested, the network could include as many student writers as needed. In my school, I am one of three seventh grade language arts teachers. All of our students wrote a narrative at the beginning of the year. The narratives are displayed in the library for students and teachers to read. We discussed developing an “Ask the Author” unit where our students would first read the narratives from another class. Then on a select day, classes would come together to discuss the stories with the authors. Unfortunately, the difference in schedules between our classes hindered this process. Some classes would not be able to participate because there is not another language arts class during their period on any day. However, through social networking, students could discuss their writing with each other without needing to be together at the same time.
It is essential for teachers who use social networking in their classroom to be fully aware of the problems that they may face when using this technology. Giving students the opportunity to use social networking will give them the freedom to communicate with each other at will. Teachers must discuss the importance of using positive feedback when responding to peer writing. If students use their social networking capabilities to bully or negatively impact each other, then the usefulness of any lesson is depleted. In order to be sure that students are using the social networking tool appropriately, teachers must give clear expectations. Permission forms should be sent home for parents to sign so that families are aware of the online activities their children will be involved in. More importantly students should sign a detailed consent form agreeing to the rules that are in place regarding social networking.
Below are statements that students would need to agree with prior to using social networking in the classroom. (Taken from my district’s technology consent form and adapted for the purposes of the lesson above)
1.I will only use the social networking site (Ning.com) for educational purposes.
2.I will only use appropriate language and polite responses when responding to peer writing.
3.I will not post unethical, illegal, immoral, inappropriate, or obscene material.
4.I will not disclose, use, or disseminate personal information.
5.I will respect network security and not attempt to bypass it.
6.I will treat the computer with care and respect.
Tuesday, November 10, 2009
Using Twitter in Writing
One social networking activity that I found to be of interest is called “creative story theme.” Students in my classroom recently finished writing a narrative based on island survival and suspense. I thought that this Twitter activity could enhance the creative writing experience that my students have when developing narratives. Students would begin the activity by writing an opener for their island story.
Ex. “Jon was sprinting through the path he had carved months ago when he arrived on the island. He almost triggered the trap he had constructed from the blood berry vine and sticks he had retrieved earlier. Jon had never been very fast and that much had definitely changed about him. He had also gained several layers of raw muscle; however, it was still no use against the native from Doom Island who was now chasing him.”
~An opening excerpt taken from one of my student’s stories
Once students tweet an opening to their story, they read and add on to other openings posted by students on the network. The network can be comprised of other students in the same grade level, school, or even from around the world. Students contribute to each other’s stories until all students in the network have written excerpts for a set number of other tweets. Then, students work on developing a coherent story based on the excerpts that were tweeted.
The benefits of using social networking to collaboratively write a story outweigh the problems. Utilizing other students’ ideas help to extend student thought, understanding of varied sentence structure, development of plot, etc. When writing the stories simply with a pen and paper on their own, students miss out on collaborating and learning with their peers. I also think that students would be motivated to work with peers outside of the immediate classroom. It is critical that the teacher maintains a constant presence when students are tweeting and that the students are guided through higher order questioning while writing their excerpts.
Ex. “Jon was sprinting through the path he had carved months ago when he arrived on the island. He almost triggered the trap he had constructed from the blood berry vine and sticks he had retrieved earlier. Jon had never been very fast and that much had definitely changed about him. He had also gained several layers of raw muscle; however, it was still no use against the native from Doom Island who was now chasing him.”
~An opening excerpt taken from one of my student’s stories
Once students tweet an opening to their story, they read and add on to other openings posted by students on the network. The network can be comprised of other students in the same grade level, school, or even from around the world. Students contribute to each other’s stories until all students in the network have written excerpts for a set number of other tweets. Then, students work on developing a coherent story based on the excerpts that were tweeted.
The benefits of using social networking to collaboratively write a story outweigh the problems. Utilizing other students’ ideas help to extend student thought, understanding of varied sentence structure, development of plot, etc. When writing the stories simply with a pen and paper on their own, students miss out on collaborating and learning with their peers. I also think that students would be motivated to work with peers outside of the immediate classroom. It is critical that the teacher maintains a constant presence when students are tweeting and that the students are guided through higher order questioning while writing their excerpts.
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