When I came across an article examining the use technology in a university tutoring clinic where graduate students worked with struggling readers, I knew it was the one for me. This article looks at how the graduate students used technology in their tutoring sessions, how the tutees reacted to it, and how it can increase reading skills. This related to me, and many of my peers, because we are currently in a graduate class where we tutor struggling readers through a university tutoring clinic. We are also strongly encouraged to integrate technology in our tutoring sessions, which I have been working hard to embrace.
The article, "Teachers' Use of Technology in a Reading Clinic" (Balajthy, Rueber, Robinson), concludes the following four factors when it comes to using technology to help and motivate struggling readers:
"- Clinicians often did not have clear reading or literacy objectives when using computer-based instruction
-Clinicians’ technological competence and willingness to use computers were sufficient, given the availability of resource personnel
-Time demands both for evaluating software and for planning systematic instruction are significant
-Computers are powerful motivational devices for some students."
What stands out to most is the idea of time demands for evaluating software and planning with it are significant. I agree that this could take a substantial amount of time if students were not use to integrating it into their lesson plans, were not doing effectively, or did not spend enough time sharing resources in class. Luckily in our tutoring class, as well as CI 588, we have spent a lot of time becoming familiar with computer programs, handhelds, and websites, that other tutors found to be helpful. This article also reiterates the fact that using technology is a huge motivation tool for all children. My tutee loves using the iPod to record and listen to books, which also helps build fluency. We have done a few other computer games and activities and it is at these times she seems most engaged. I want to continue to use technology while I am tutoring and hope that my peers take advantage of it, too.
Balajthy, E., Reuber, K., & Robinson, C. (2001, October). Teachers’ use of technology in a reading clinic. Reading Online, 5(3). Available: http://www.readingonline.org/articles/art_index.asp?HREF=balajthy/index.html
Friday, June 27, 2008
6/27/08, Text-to-Speech Software
Although text-to-speech software (TTS) and how it can contribute to skill-building in struggling readers has not been formally researched a lot, studies do show that it can benefit below level or emerging readers. According to the article "Text to Speech Software for Helping Struggling Readers" by Balajthy, TTS style programs can range from just text readers to those that aid comprehension. Some of these comprehension aids include "a simpler version of the text, listing of main ideas, links to reference tools such as a dictionary and encyclopedia, note-taking tools, and an animated graphical presentation of key points." These types of TTS programs can benefit older students, from upper-elementary to college students, who need a extra boost for comprehension or help to stay on task and organize the information. Younger students benefit from child-friendly software that read their own words back to them or reads text on websites or e-books. TTS also promotes independence in a situation where a child might normally have to be read to by an adult to understand the text.
One study does indicate the positive effect TTS has on students who are struggling readers, especially if they have problems staying on task. They spend less time reading the text than normal when using TTS, which can make activities go along quicker. It seems to make sense that these type of programs can help below level readers, both in terms of how quickly they can process the information being read, and how well they can comprehend it. If struggling readers do not have to concentrate as hard on using word-attack skills or constantly rereading to remember information, their reading skills will improve.
Balajthy, E. (2005, January/February). Text-to-speech software for helping struggling readers. Reading Online, 8(4). Available: http://www.readingonline.org/articles/art_index.asp?HREF=balajthy2/index.html
One study does indicate the positive effect TTS has on students who are struggling readers, especially if they have problems staying on task. They spend less time reading the text than normal when using TTS, which can make activities go along quicker. It seems to make sense that these type of programs can help below level readers, both in terms of how quickly they can process the information being read, and how well they can comprehend it. If struggling readers do not have to concentrate as hard on using word-attack skills or constantly rereading to remember information, their reading skills will improve.
Balajthy, E. (2005, January/February). Text-to-speech software for helping struggling readers. Reading Online, 8(4). Available: http://www.readingonline.org/articles/art_index.asp?HREF=balajthy2/index.html
Tuesday, June 24, 2008
6/24/08 Lesson Plan
After complete this lesson plan assignment, it makes me more confident that old lessons can be revived with the use of technology. I am using a lesson I had made last year centered around the book A Bad Case of Stripes by David Shannon. In my original lesson, students were reading the book twice, organizing the main points, and learning implicit and explicit writing to be able to recognize different emotions the main character is feeling. They would then create a mobile with at least five main points and five different emotions she felt. Although this is not a very good description of the original assignment, I must say it was one of my favorite ones I created. It was well though out and used a great book.
I revamped this lesson by integrating technology into it. Since students will need to read the book twice to complete the activity, we will read it once as a whole class (or small group), and students will hear it read to them once online through the SAG BookPALS website (http://www.storylineonline.net/). Students will still use a graphic organizer to find the main points of the story, but instead of creating a mobile of the main character's different emotions, they will choose one to build another project around. Using Comic Life, students can make a picture depicting one of the emotions and a short explanation of why she feels that way. It is fun to make a lesson without having the limited resources or tools to use that most teachers have to deal with. Although I may not be able to use this lesson exactly in my own classroom if I don't have access to this particular program, it is reassuring to see how easily I can integrate technology into an old lesson.
I revamped this lesson by integrating technology into it. Since students will need to read the book twice to complete the activity, we will read it once as a whole class (or small group), and students will hear it read to them once online through the SAG BookPALS website (http://www.storylineonline.net/). Students will still use a graphic organizer to find the main points of the story, but instead of creating a mobile of the main character's different emotions, they will choose one to build another project around. Using Comic Life, students can make a picture depicting one of the emotions and a short explanation of why she feels that way. It is fun to make a lesson without having the limited resources or tools to use that most teachers have to deal with. Although I may not be able to use this lesson exactly in my own classroom if I don't have access to this particular program, it is reassuring to see how easily I can integrate technology into an old lesson.
6/24/08, CI 556 In Review
When I look back at the last four weeks of class, I know I have learned a lot. This has been one of my favorite courses at Iowa State. Although it was tough to balance three classes, planning a wedding, and everything else that has been going on in my life for the last month, I am extremely grateful to learn all that I did. I enjoyed all that we have done, but these three are my favorite activities:
1. Blogging.
Blogging in the classroom is a great activity I had never thought of before. Making the blogs personal and confidential to be used as journals is such an interesting idea. It is more pleasing to me than traditional journals because it cuts down on paper, eliminates having to move notebooks back and forth between people, and is easier for the students to do as long as they have access to a computer. As we talked about, people type faster than they write, so students tend to put more thoughts down when they have the opportunity to write on the computer. Using technology also makes journaling more interesting. Blogging is also good to be used for communication, such as from one classroom to another.
2. Book making programs.
In particular, I am talking about Kid Pix, Comic Life, and iPhoto. All of these can be used to make books or publish children's stories in a professional way with their pictures. I loved making books when I was young, and I know a lot of other children do, too. I also realize that many struggling readers do not seem very interested in creative writing. Being able to make books that look nice and use technology can be more appealing than just writing down sentences on little paper books.
3. Digital Storytelling
Yes this activity was time and labor intensive, but it was so interesting. I had such a good time seeing what everyone else made their movies about. Watching other people's digital stories really taught me a lot about them and how to use digital storytelling in the classroom in ways I had not thought of before. I liked that this project requires such planning and organizing because these skills are vital for children to learn. It can also be easily scaffolded and done as a whole-class presentation.
Although we are already pretty loaded up on undergrad classes, I think everyone should be required to take CI 556. New teachers need to know this type of technology better, and offering this class to seniors is a great way to introduce it.
1. Blogging.
Blogging in the classroom is a great activity I had never thought of before. Making the blogs personal and confidential to be used as journals is such an interesting idea. It is more pleasing to me than traditional journals because it cuts down on paper, eliminates having to move notebooks back and forth between people, and is easier for the students to do as long as they have access to a computer. As we talked about, people type faster than they write, so students tend to put more thoughts down when they have the opportunity to write on the computer. Using technology also makes journaling more interesting. Blogging is also good to be used for communication, such as from one classroom to another.
2. Book making programs.
In particular, I am talking about Kid Pix, Comic Life, and iPhoto. All of these can be used to make books or publish children's stories in a professional way with their pictures. I loved making books when I was young, and I know a lot of other children do, too. I also realize that many struggling readers do not seem very interested in creative writing. Being able to make books that look nice and use technology can be more appealing than just writing down sentences on little paper books.
3. Digital Storytelling
Yes this activity was time and labor intensive, but it was so interesting. I had such a good time seeing what everyone else made their movies about. Watching other people's digital stories really taught me a lot about them and how to use digital storytelling in the classroom in ways I had not thought of before. I liked that this project requires such planning and organizing because these skills are vital for children to learn. It can also be easily scaffolded and done as a whole-class presentation.
Although we are already pretty loaded up on undergrad classes, I think everyone should be required to take CI 556. New teachers need to know this type of technology better, and offering this class to seniors is a great way to introduce it.
Sunday, June 22, 2008
6/22/08, Technology and Direct Instruction
I have always thought that some direct instruction techniques are vital to a well balanced classroom, especially when students are first developing an important skill. In early childhood classrooms, (I am mostly think kindergarten and first grade), children are developing so many new skills that they will use for the rest of their lives. Although I think those children should still be in an environment where learning takes place mainly through exploration and inspired by their interests, direct instruction lessons in math and writing can benefit almost all learners, especially those struggling with a new skill. In the Hubbell article on direct instruction technology in an ECE classroom, it mentioned that a computer never tires. Computer games that help teach a needed skill is a great way for a student to grow, with out tying up a teacher or other adult. Good programs off appropriate responses and praise to the students, too, so that keeps them interested while getting immediate feedback.
6/20/08, Web Resources
I enjoyed getting time in class to explore all the different websites this week. I know there are countless numbers of teacher friendly web resources available, but it was nice to see other people's favorites and ones our professors like, too. I already felt like I had been to a thousand different teacher websites, but I hardly ever take the time to really explore them with out having to use them for an assignment.
One of the sites we visited I am sure I would use in the future is readwritethink.org. We also talked about this in CI 588, so it makes me confident that it is actually a good tool to get great lesson ideas from. I am still deciding for sure what lesson plan I will use for our lesson plan assignment, but I think I might take one from there and modify it. Another good site we saw was the International Children's Digital Library. The ICDL has online books in different languages, so it can be used for ELL students or those wanting to learn more about another culture. Finally, one website I always recommend to other teachers is the Smithsonian site. I have used this one a lot in the last four years because it is very teacher and student friendly, has hundreds of age appropriate web activities, and ties history or science with language arts beautifully. Here is a link to the teacher portion of smithsonian.org, where you can search for activities by grade level, interest area, or state standard:
http://www.smithsonianeducation.org/educators/
One of the sites we visited I am sure I would use in the future is readwritethink.org. We also talked about this in CI 588, so it makes me confident that it is actually a good tool to get great lesson ideas from. I am still deciding for sure what lesson plan I will use for our lesson plan assignment, but I think I might take one from there and modify it. Another good site we saw was the International Children's Digital Library. The ICDL has online books in different languages, so it can be used for ELL students or those wanting to learn more about another culture. Finally, one website I always recommend to other teachers is the Smithsonian site. I have used this one a lot in the last four years because it is very teacher and student friendly, has hundreds of age appropriate web activities, and ties history or science with language arts beautifully. Here is a link to the teacher portion of smithsonian.org, where you can search for activities by grade level, interest area, or state standard:
http://www.smithsonianeducation.org/educators/
Wednesday, June 18, 2008
6/18/08, iMove and Our Digital Stories
As I work on my digital story more and more, I realize how engaging and personal this type of project can be for school age children. Sitting in a lab with my peers, hardly a peep is made except a occasional question or the typing of keyboard keys. Although some of us have used iMovie and Move Maker before, and some of us are new to the programs, we are all still deeply interested and engaged in what we are doing right now. We want it to be perfect, even though in the back of our heads we know it doesn't need to be because this is just to get us use to using appropriate software in the classroom. I also realize how much time would be needed for students to make their own digital story.
Modeling and exploring the movie programs is essential before students begin. That way, they can familiarize themselves instead of feeling the frustrations of using a new program while also feeling the pressure of wanting to get their stories done. Or, teachers can scaffold and have part of a movie already edited, and each student would just need to add in a few pictures or audio here and there. Although that makes for less creativity on the student's behalf, it is a good introduction.
As I work on my movie, I appreciate how user friendly iMovie is. Although I will need to check out a laptap tonight, return it tomorrow, then check it back out again for the weekend, I know that it is worth the hassle so I can complete my story from other locations. I am excited to continue working on it throughout the week and want to know if the end project will live up to my aspirations now. My digital story is about dreams...about what dogs dream about in fact. I think it will turn out pretty good in the end and I am looking forward to seeing how my classmates' do as well.
Modeling and exploring the movie programs is essential before students begin. That way, they can familiarize themselves instead of feeling the frustrations of using a new program while also feeling the pressure of wanting to get their stories done. Or, teachers can scaffold and have part of a movie already edited, and each student would just need to add in a few pictures or audio here and there. Although that makes for less creativity on the student's behalf, it is a good introduction.
As I work on my movie, I appreciate how user friendly iMovie is. Although I will need to check out a laptap tonight, return it tomorrow, then check it back out again for the weekend, I know that it is worth the hassle so I can complete my story from other locations. I am excited to continue working on it throughout the week and want to know if the end project will live up to my aspirations now. My digital story is about dreams...about what dogs dream about in fact. I think it will turn out pretty good in the end and I am looking forward to seeing how my classmates' do as well.
Sunday, June 15, 2008
6/15/08, Digital Story Telling
Digital story telling seems like another great activity to use in a writer's workshop, and helps children take on the student-author role. Although it is something that would take some time and practice, I believe it would interest so many different types of learners, even those who sometimes are not interested in writing. One thing I think would take a lot of time though, even if students have been doing writer's workshop activities throughout the school year, would be to teach the idea of editing, or being economic. If the digital story is a personal one, I could imagine some students would have a hard time paring down the information to only the details most relevant to the story. After all, everyone likes to talk about themselves- and young children usually love to show pictures of themselves!
I enjoyed the articles we read on digital story telling because they clearly laid out what the authors' believed was the best way to have students do the projects. The step-by-step process mentioned, from preproduction through post production, seemed to make sense and was something that would work in most classrooms. I also liked that it had the students creating story boards, something that also helped me the most when I did stories for my high school news show. I still need to make a final decision on what I will make my digital story about, but am looking forward to the process and getting more practice in iMovie.
I enjoyed the articles we read on digital story telling because they clearly laid out what the authors' believed was the best way to have students do the projects. The step-by-step process mentioned, from preproduction through post production, seemed to make sense and was something that would work in most classrooms. I also liked that it had the students creating story boards, something that also helped me the most when I did stories for my high school news show. I still need to make a final decision on what I will make my digital story about, but am looking forward to the process and getting more practice in iMovie.
6/14/08, More work with iPods!
Yesterday I found out I will help another student out with her study, and was given an iPod to use with my tutee for the CI 588 reading tutoring class. For this class, I tutor a child to help improve reading and writing skills a few times a week. I was planning on using an iPod to listen to some books or have my tutee record and lister to herself reading, but now I will be able to build upon these activities. The study is to see how these children taking part in the reading tutoring react to the use of iPods as an instructional tool, and I will fill out some information about what I though of it, too. Although I just got all the information, I was hoping I would be chosen to take part in the study and am really looking forward to seeing how much it adds to our tutoring sessions.
I have a few ideas for how to incorporate the iPod, but would like more. In the next few weeks, I want to be able to use it for more than just fluency practice, and will have to read more about how other teachers have used them in their classrooms. As tutoring continues, I will post more about how we are using it and how I think things are going.
I have a few ideas for how to incorporate the iPod, but would like more. In the next few weeks, I want to be able to use it for more than just fluency practice, and will have to read more about how other teachers have used them in their classrooms. As tutoring continues, I will post more about how we are using it and how I think things are going.
Wednesday, June 11, 2008
6/11/08, Podcasts
Today in class we started to create what could be a podcast by combining music, pictures, and stories we previously recorded on the iPods in Garage Band. I have used Garage Band before, but only a few times since I do not have it on my p.c. I always have a ton of fun with it though, and know it is a great tool for educators because kids love it, too! It is so user friendly, it is something that kids will quickly learn more about than any adults. It makes anyone feel like a editor or producer. Publishing a completed and polished piece of work always made me feel so good growing up, I know that great resources like this program can be real confidence builders for any student, struggling or excelling.
One thing I really appreciated about today's class was getting new websites and resources that have examples of student created podcasts. These are great for me to look at for ideas, but could also be a used to introduce the idea to students. I think that all of the websites we looked at would be a very persuasive tool if a teacher was trying to convince a principal or school board to buy more modern hardware and software, such as iPods or a good editing program. Besides making podcasts, I also hope to have this kind of equipment in my classroom so students could listen to books read aloud in a reading center without having to have a bunch of clunky tape recorders. I would invite special guests like the principal, lunch attendant, or even a favorite volunteer read some of these books. Teachers also use iPods or other mp3 players for students to use and practice fluency or record directions to assignments.
One thing I really appreciated about today's class was getting new websites and resources that have examples of student created podcasts. These are great for me to look at for ideas, but could also be a used to introduce the idea to students. I think that all of the websites we looked at would be a very persuasive tool if a teacher was trying to convince a principal or school board to buy more modern hardware and software, such as iPods or a good editing program. Besides making podcasts, I also hope to have this kind of equipment in my classroom so students could listen to books read aloud in a reading center without having to have a bunch of clunky tape recorders. I would invite special guests like the principal, lunch attendant, or even a favorite volunteer read some of these books. Teachers also use iPods or other mp3 players for students to use and practice fluency or record directions to assignments.
Sunday, June 8, 2008
6/8/08 Handhelds and Web2.0 in the Classroom
As I spend more time exploring with the palmOne handheld device we were able to take home, and read more about how to use these in a classroom in the "Personal Literacy Assistants" article, then idea of having students use these becomes more and more interesting. Handheld devices are relatively inexpensive, easy to use, and mobile. I like the fact that they can have many of the programs and software I already would want to use in my classroom, and give students more ownership over "their technology" since each student would have one. I agree with the article that most students would be able to pick up how to use the technology in a short amount of time, and feel quite comfortable while learning how to use it. For me, I think the biggest problem would be deciding what applications to use and how to effectively integrate it into lesson plans rather than teaching students how to use the hand helds.
As I mentioned before, having the technology be mobile means students can take it out of the classroom, such as to a field trip to the zoo to help keep track of what animals they have seen. By setting up a organizational tool in Inspiration before the trip, then having a few minutes every half hour or so to record information on the organizational chart, it will give students meaningful experiences in organizing new information, managing natural hierarchies such as animals of the jungle, and reflecting on their own through processes. As a teacher, if I really want to be able to have these devices in my own classroom, I will need to be an advocate for the technology. At least for the next few years, as I do not see many schools embracing the idea of buying every student a hand held when they are getting more and more pressure to eliminate unnecessary expenses. I would probably need to campaign for principals and parents to embrace this technology, too, and agree to pay for it or try to find grant money to help purchase these.
Personally, I really enjoyed the Bull and Ferster reading about Web 2.0. As I understand it, Web 2.0 is an environment that is user-friendly, interactive, and "applications and data reside on the web itself" (Bull and Ferster 05/06). This would mean we are physically handling and installing software or programs ourselves, but downloading them instead. I would say that this is true for most of the programs that are on my personal computer. As a teacher, using applications from the web such as iTunes and other podcasting sites helps keep me and my students more organized, while providing seemingly endless possibilities when it comes to integrating technology and information from different websites into students' work.
The Web 2.0 idea reminds me of other information I have heard on the future on the internet. Although this idea is still in the planning stages, I have heard that Google is looking to buy massive amounts of land for huge server farms. At these locations, personal computers would be housed, attended to, and watched over. People's homes would no longer house their computers, but merely a monitor, which is connected to their computer at the server farm. People would more or less be renting their personal computers, which are kept at the farm, able to download any programs they would like off the internet. This would mean that professionals working at the farms are helping to care for and update the computers, which is more user friendly to most individuals that do not consider themselves technology literate. I am very interested to see if they actually happens in the future as it seems like something that would be reasonable, realistic, and appreciated. Google recently purchased and is building a large building in my hometown, Council Bluffs, and has been looking at buying additional land just outside of Council Bluffs with the possibility to build these new server farms.
As I mentioned before, having the technology be mobile means students can take it out of the classroom, such as to a field trip to the zoo to help keep track of what animals they have seen. By setting up a organizational tool in Inspiration before the trip, then having a few minutes every half hour or so to record information on the organizational chart, it will give students meaningful experiences in organizing new information, managing natural hierarchies such as animals of the jungle, and reflecting on their own through processes. As a teacher, if I really want to be able to have these devices in my own classroom, I will need to be an advocate for the technology. At least for the next few years, as I do not see many schools embracing the idea of buying every student a hand held when they are getting more and more pressure to eliminate unnecessary expenses. I would probably need to campaign for principals and parents to embrace this technology, too, and agree to pay for it or try to find grant money to help purchase these.
Personally, I really enjoyed the Bull and Ferster reading about Web 2.0. As I understand it, Web 2.0 is an environment that is user-friendly, interactive, and "applications and data reside on the web itself" (Bull and Ferster 05/06). This would mean we are physically handling and installing software or programs ourselves, but downloading them instead. I would say that this is true for most of the programs that are on my personal computer. As a teacher, using applications from the web such as iTunes and other podcasting sites helps keep me and my students more organized, while providing seemingly endless possibilities when it comes to integrating technology and information from different websites into students' work.
The Web 2.0 idea reminds me of other information I have heard on the future on the internet. Although this idea is still in the planning stages, I have heard that Google is looking to buy massive amounts of land for huge server farms. At these locations, personal computers would be housed, attended to, and watched over. People's homes would no longer house their computers, but merely a monitor, which is connected to their computer at the server farm. People would more or less be renting their personal computers, which are kept at the farm, able to download any programs they would like off the internet. This would mean that professionals working at the farms are helping to care for and update the computers, which is more user friendly to most individuals that do not consider themselves technology literate. I am very interested to see if they actually happens in the future as it seems like something that would be reasonable, realistic, and appreciated. Google recently purchased and is building a large building in my hometown, Council Bluffs, and has been looking at buying additional land just outside of Council Bluffs with the possibility to build these new server farms.
6/7/08 Teaching Keyboarding Skills
I never thought about the way we tend to teach keyboarding skills, or ways to improve upon how I was taught. When I was in grade school, we learned keyboarding from a computer game, starting in third or fourth grade. We were also required to take another keyboarding class in junior high for nine weeks, which used a similar program. I actually enjoyed my experiences in learning to correctly type, but it also sounds like I had more opportunities to practice these skills compared to some of my classmates. Others mentioned that they did not start practicing keyboarding in school until they were older, sometimes the classes were taught sporadically without time to practice after the game, or just simple did not like the programs that were used to teach how to type. I liked the game we used, and we were able to use the computer lab at least once a week. It helped build confidence because I could see how I was improving week after week and made me feel more grown-up since I could type how I saw other adults typing.
Although using programs like the one I had experienced without additional aid from trained teachers is not ideal, I still believe it is better than nothing. It also helps students realize that people learn to type a specific way, and there is skill to it. With that being said however, it is important that students can practice these new skills in a number of different ways. A teacher does not have to be trained in teaching keyboarding to implement one of these programs, then having students use MS Word for more practice. I was also surprised to learn many people do not start to learn to keyboard until fifth or sixth grade, when most second and third graders I know are developmentally able to begin learning. According to the Baugh (6/5/08) article on keyboarding, second and third graders "develop keyboarding skills with out a lot of instruction" and their writing becomes more detailed and structural appropriate as they learn how to correctly type. As we talk about teaching keyboarding more in class, I would like to learn more about how people become qualified to do this and how many schools are using teachers trained in this to teach this skill.
Although using programs like the one I had experienced without additional aid from trained teachers is not ideal, I still believe it is better than nothing. It also helps students realize that people learn to type a specific way, and there is skill to it. With that being said however, it is important that students can practice these new skills in a number of different ways. A teacher does not have to be trained in teaching keyboarding to implement one of these programs, then having students use MS Word for more practice. I was also surprised to learn many people do not start to learn to keyboard until fifth or sixth grade, when most second and third graders I know are developmentally able to begin learning. According to the Baugh (6/5/08) article on keyboarding, second and third graders "develop keyboarding skills with out a lot of instruction" and their writing becomes more detailed and structural appropriate as they learn how to correctly type. As we talk about teaching keyboarding more in class, I would like to learn more about how people become qualified to do this and how many schools are using teachers trained in this to teach this skill.
Tuesday, June 3, 2008
June 3, 2008
In just the first few days of CI 556, I already know I am going to learn a lot from this class and will gain many valuable resources I can use in my own classroom, regardless of what age group I am teaching. Although I must say, at first I was not completely excited about another technology in teaching course. So far though, I have really enjoyed all that we have talked about, appreciated getting to look at the different software, and found some new ideas for integrating technology that I had never thought of before. One idea that sounds very promising is using a blog in the classroom.
Even though I have used blogs and see them often, it never occurred to me that this is a great journaling technique for students. Not only does it help them practice journaling in a more interesting way, it is environmentally friendly because it cuts down on paper waste. There are countless ways to have children use a blog website, such as blogger.com.
In younger grades, as soon as students begin to practice the real fundamentals of writing (first and second grade), they can use a blog to make book recommendations for peers or write weekly mini biographies about what they liked best that week at school. Or, a teacher can post a open-ended, well thought question and require students to post an response through out the week to help them practice critical thinking skills. For example, posting, "We have been learning about recycling and reusing materials in class. We know Mrs. Jayjack likes to recycle because it helps keep our lakes and rivers clean. How else can recycling helps us at school and at home?"
Even in preschool and kindergarten settings, a teacher can model blogging by doing the morning message on the blog before school, then reviewing it with students at the beginning of the day. Having the blog open for responses and helping them respond when possible is an easily doable activity during center time. Asking parents, the principal, or other community helpers to respond will also really get the students excited about reading and technology, as well as help them understand writing can be used to communicate ideas.
Of course, older students can easily use a blog for journaling, creative writing, publishing, or even keeping track of ideas during a long-term research project. The important thing is that teachers need to set clear expectations and rules, model what she wants from students, and have them practice it before they begin. As with all routines and rules, it is also important to talk about what is expected through out the school year, and may be necessary to practice as a whole class every few months. Making sure to manage and avoid "troll" behavior like we talked about in class (6/4/08) will help build a stronger classroom/blogger community and keep self-esteems high when it comes to publishing student writing. Deciding on appropriate privacy settings and policies is necessary before students begin to use a blog for this reason. The idea of using a blog in my classroom does have me very excited, and I hope is something I will be able to do when I start teaching.
Even though I have used blogs and see them often, it never occurred to me that this is a great journaling technique for students. Not only does it help them practice journaling in a more interesting way, it is environmentally friendly because it cuts down on paper waste. There are countless ways to have children use a blog website, such as blogger.com.
In younger grades, as soon as students begin to practice the real fundamentals of writing (first and second grade), they can use a blog to make book recommendations for peers or write weekly mini biographies about what they liked best that week at school. Or, a teacher can post a open-ended, well thought question and require students to post an response through out the week to help them practice critical thinking skills. For example, posting, "We have been learning about recycling and reusing materials in class. We know Mrs. Jayjack likes to recycle because it helps keep our lakes and rivers clean. How else can recycling helps us at school and at home?"
Even in preschool and kindergarten settings, a teacher can model blogging by doing the morning message on the blog before school, then reviewing it with students at the beginning of the day. Having the blog open for responses and helping them respond when possible is an easily doable activity during center time. Asking parents, the principal, or other community helpers to respond will also really get the students excited about reading and technology, as well as help them understand writing can be used to communicate ideas.
Of course, older students can easily use a blog for journaling, creative writing, publishing, or even keeping track of ideas during a long-term research project. The important thing is that teachers need to set clear expectations and rules, model what she wants from students, and have them practice it before they begin. As with all routines and rules, it is also important to talk about what is expected through out the school year, and may be necessary to practice as a whole class every few months. Making sure to manage and avoid "troll" behavior like we talked about in class (6/4/08) will help build a stronger classroom/blogger community and keep self-esteems high when it comes to publishing student writing. Deciding on appropriate privacy settings and policies is necessary before students begin to use a blog for this reason. The idea of using a blog in my classroom does have me very excited, and I hope is something I will be able to do when I start teaching.
Subscribe to:
Posts (Atom)