Reflection

I think the GAME process was an interesting undertaking. It is very thorough which unfortunately also means that it can be time-consuming at times. In the future, I think I could utilize the GAME process but in a more informal manner. This would definitely help with time-constraints.

I have learned that I have many strengths when it comes to using technology in the classroom and meeting standards for students and myself. However, with as many strengths I have, I also have weaknesses in specific areas. Using the GAME process has helped me to understand where some improvements need to be made, and through the process, I have also brainstormed solutions to attack those areas where I struggle. The GAME process has gotten me to think in a different way while also reflecting on my thoughts and ideas and failures and successes throughout the process.

Reflecting on the GAME plan Process

Post your thoughts and ideas about how you will use the GAME plan process with your students to help them develop proficiency in the technology standards and indicators outlined in the NETS-S. Reach out to your colleagues in this learning community for assistance if needed.

I think the GAME plan process could be very useful in my language arts classroom. It's always a good idea to make sure students are aware of the standards connected to any lesson so they know their goal for each day. Students often think they know a lot about technology and what it can do for them; however, we know, as teachers, that this is not always the case. Because of this, I would definitely show students the NETS-S standards, so they know what their goals are for using any type of technology in the classroom. I would like for my students to choose a standard where they would like to focus for the year. They could use the GAME plan process much like we did in the class, but of course, over a longer period of time. Students would reflect on what they have learned, how they have learned it, and how they could approach their goals in the future based on their goals for that particular time period.

I think this would be very beneficial for any student. It is not only a lesson for class, but a life lesson that can help them reach goals and/or revise any approach to goals.

Revising the plan..

I’ve definitely learned that you have to take things one step at a time. The goals that I’m reaching for are not necessarily goals that can be achieved in a one-month span, but rather they are goals that must be intricately planned and take time to establish. For my blog, I am sticking by my opinion that it is a routine that must be established at the beginning of the year. If parents know they can expect something from the beginning of the year, they will be more likely to participate. I am not ready to set new learning goals; however, I would like to make an attempt to blog with parents and students at the start of next year.

Next time, I will definitely try to participate in a collaborative discussion with colleagues. It’s very important to brainstorm and bounce ideas off one another. We currently do not have a meeting where teachers can have the opportunity to do this. I know that I have a lot to share with my colleagues and I’m sure they also have a lot to share with me.

Evaluation

•How effective were your actions in helping you meet your goals?

•What have you learned so far that you can apply in your instructional practice?

•What do you still have to learn? What new questions have arisen?

•How will you adjust your plan to fit your current needs?

1. To help me reach my goal of modeling digital citizenship, I have been citing any and all resources I use in my lessons and unit plans. I even cite images and point out to students that I have done so. When I give out assignments, I'm sure to make it very clear that my students should also be following suit by doing the same --citing all sources AND images. I have learned that I need to really force students to take the extra time to give credit where it's due and explain that it may take time and effort but it's very important. For now, everything seems to be going as planned and modeling digital citizenship is easier than I had initially thought it would be.

2. For blogging, I have learned that a lot of parents are really interested in the blog at first, but not much communication is going on the blog. However, even if they aren't contributing to the blog comments, they are getting a good amount of important information just from reading the blog. So, I have to find a good way to get parents excited and motivated to use the blogging comments. For now, I will continue to post on the blog, so parents can read about the progress in our classroom, and in the future, I will speak about the blog at back to school night to get them excited about using it.

Checking my progress..

1. For my goals for promoting and modeling digital citizenship and responsibility, I have learned that for the most part I have not been an appropriate model for my students. I do encourage them to cite all of their sources when completing any project, but I do not do the same for when I use someone else’s work, such as for lesson or unit plans. As far as this goal goes, everything is going as planned. I am spending more time and effort citing sources and explaining to students the importance of giving credit.

2. Model Digital Age work and Learning - So far, I have learned that parents are extremely interested in seeing a blog about the day’s events or plans for my classes. However, not many of them like to leave comments. My goal is to encourage parents to share their comments on the blog, so other parents who may have the same questions can also get answers at the same time. One way I would definitely modify my plan is to notify parents at the beginning of the year or marking period when students switch into their classes. It’s difficult for parents to keep up with paperwork and actually pay attention to all the information going home at random times during the year. I feel that if it were to go home at the start of a class, then parents would be more likely to pay attention to a small detail such as this.

GAME Plans...

1. Promoting and M0deling Digital Citizenship and Responsibility -
This takes me back to my days in high school. Even though I love reading and writing and English, I absolutely hated citing my sources at the end of the essay. Even now, as an adult, I find it difficult to take the time to cite my sources. I understand the importance of citing the sources, and I also force my students to remember that they can't steal other people's ideas. In order to carry out my plans, I need to continuously keep up-to-date with information regarding plagiarism and documenting sources. Since I am teaching technology this year, it's very important for me to keep letting my students know that documenting sources does not just stay in the English classroom, so I will make sure to include lessons about this topic frequently. So far, when I give my assignments, I always set aside a section in my rubrics for grading the documented sources. It's important that students know that they are being held accountable for documenting the information that they find, so they understand the importance of digital citizenship.


2. Model Digital Age Work and Learning -
In order to get in touch with my students' parents via blog, I will have to build my foundation. I will have to organize my materials for the parents. Taking a suggestion from another classmate, I would prepare a busniess card that would provide all the necessary information for my blog. Parents would know the blog address and receive instructions on how to set up their own blog or how to repsond to the blog.

Before I expect parents to contribute, I have to see what their level of comfortability with technology is. As always, I will also have to be considerate of those parents who do not have computer/internet availability. For the most part, I am extremely well-versed in blogging, so learning how to blog/use a blog won't be necessary.

If blogging does not seem like the best option for communicating with parents digitally, I would also have to consider alternatives to this, hopefully finding a source of communication that will work best for the majority of my parents.

Get my head into the GAME ...

Throughout this course, I will be exploring technology and how it can fit into my classroom, providing a seamless integration between the content and technology. In the NETS-T standards for technology, I believe I can improve my approach on many of the standards, but there are two in particular that I need to become more comfortable with addressing with my students in my classroom.

1 - Promote and Model Digital Citizenship and Responsibility - As an English teacher, I know the importance of citing information correctly and giving credit to author's when it is due, and in the middle school classroom, it is particularly important to stress the importance of being a responsible consumer of digital information. It is very easy to simply highlight and drag to copy information from the internet, and just teaching the consequences of plagiarism isn't enough. For this reason, I would like to model responsible use of digital materials for my students. When I use resources other than my own, I will continually give credit where it is due, and when students are researching or collecting and information, they will always be encouraged to cite sources (even pictures!). Lessons on the importance of being a responsible citizen will saturate units focusing on the collection of information. To monitor my progress, I will monitor and evaluate my progress through discussions with students on a regular basis. If they are aware and capable of voicing their throughts and opinions on these topics, then they are learning to be responsible and ethical digital citizens.

2 - Model Digital Age Work and Learning - For this standard, I would like to focus specifically on commicating relevant information and ideas effectively to students and parents and peers using a variety of digital age media and formats. Currently, the only way I communicate digitally with parents, students, and peers is through email. I would like to try to communicate with each of these groups in other, more sophisticated and interesting ways. My action will be to set up a blog or other online collaborative tool to use with parents. This will allow us to communicate with each other in a different setting while also including others in the conversation. To monitor this goal, I will make sure I am keeping up with the blog, updating it and participating in discussions with parents. To evaluate this goal, I will keep in touch with parents to see how effective the blog was and what I can do to make it more effective and better.

Many options but how many answers?

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

I believe the most appropriate method for researching this scenario is the qualitative research method. McMillan and Schumacher (2008) describe the qualitative method as describing and analyzing “people’s individual and collective social actions, beliefs, thoughts, and perceptions. The researcher interprets phenomena in terms of the meanings that people assign to them (p.135). In this particular case, there are no numbers involved but only direct interviews and observations of the participants in the study. The qualitative method allows the researcher to conduct research and interpret meaning based only on these observations and interviews.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

The best research method would be the quantitative research method because the research is based on the interpretation of numbers of randomly selected groups, a major characteristic of quantitative research. The two groups are being compared, which is one of the main constituents of the experimental design of quantitative research where the researcher “makes comparisons between subjects who have had and others who have not had the interventions” ((McMillan & Schumacher, 2008, p. 23). The main analysis will occur based on the outcome of the numbers of office referrals.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

For this scenario, I believe the action research method would fit this type of research. In action research, practitioners in the school are the main conductors of research, and in this case, the counselor in the main conductor of the research. Because the situation is also looking at numbers and specific causes and information, action research would promote the use of both the qualitative and quantitative methods within the case study. (McMillan & Schumacher, 2008, p. 175-176) The counselor is receiving feedback on student attitudes (qualitative) and also managing the number of office referrals (quantitative).

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

For this particular scenario, the best choice for researching is the mixed method approach. The mixed method approach can begin with a number-based research followed by a qualitative approach to broaden the understanding of the numbers, specifically the triangulation approach (McMillan & Schumacher, 2008, p. 164). The students will participate in the survey (quantitative results) and the follow up interviews will provide more accurate information found in qualitative research.

Looking for answers...

So, research never goes as planned, especially in the beginning stages. My experience with my topic has not been any different. As a matter of fact, I thought I had created a really specific topic, but it turns out that it's not quite as specific as I originally thought, and it's slightly outdated. So once again, I had to narrow my topic, and my research actually led me to a much better, useful topic for myself. I'm very excited about what I've found so far!

My new problem statement:

I plan to determine if blogging in the classroom affects student success with the writing process.

I will be using the quantitative research method, focusing on the comparative design, and here are the questions that will guide me in my research.

• Does blogging affect the length and quality of a writing assignment?
• Given the use of blogs, is there a difference in student motivation to complete assignments?
• Do students prefer blogging on the internet over using the pencil/paper method?

And here are questions added from the discussion board that will also be useful in guiding my research.

• Does using the computer lead to more collaboration and peer feedback in the writing process?
• Does using the computer lead to more and/or quicker feedback from the teacher?

I'm excited that I have already found research to answer some of my questions which will help me in my fight to use this in my classroom!

Bethanne

Since I have problems to resolve..

My first problem statment was as follows:

I plan to determine if computer access in the classroom increases student achievement compared to classrooms with limited access to computers.

Who: students

What: using computers in the classroom

Why: increasing computer access increases student achievement


I have narrowed my topic significantly due to the amount of research I have found on my much broader topic.

I plan to determine if computer access in the classroom affects student success with writing process compared to classrooms with limited access to computers.

Who: Students

What: using computers in the classroom

Why: affects students success with the writing process

A sigh of relief...

I have to be honest. I was quite intimidated with this course when I first started. I have only been out of college for five years and teaching in my own classroom for three years, which seems like a short amount of time. But when I started reading learning theories, I almost had a panic attack. For one, I could name only a handful and remember the parts of each if I looked them up online. And my major source of stress is a lack of professional development and fear that I’m not meeting my students’ needs because I can’t name the learning theories!

Good news! The course was a nice refresher for me, and everything came rushing back to me. Even though I might not be able to remember every single learning theory word for word, I’m still using them in my classroom! This is when I can let out a sigh of relief!

So, when we started, my main learning theory was based on Gardner’s Multiple Intelligences. I believe that all students learn in different ways. I know this from firsthand experience, and I stick wholeheartedly by this method. In every lesson, I try to meet the needs of every single student in my classroom by providing them with different types of learning experiences and choices. I feel as though this is a very general theory, and many of the other theories we learned in this course fall under the umbrella of this theory, and actually fit perfectly for me. I already focus on the constructionist/constructivist approach, and I really enjoy incorporating social learning into my classroom.

Based on those theories, I have learned that technology needs to be a major contributor to my classroom. No “buts” about it, I need to find a way to use technology in every unit, if not more! The best part about this course is that I learned how easy it is to integrate technology in a fundamental way.

I would definitely like to try to use VoiceThread with my students. In fact, it appeals to me more as a way to get a discussion started outside the classroom, and it also seems like a fun tool for presentations when you run out of time to share them with the class. It’s always nice for students to get to see each other’s work and be able to comment on them. It’s perfect! The other tool I know I’ll use is concept mapping. Just from trying it on my own, I can tell that it’s very useful in helping students learn information. As a matter of fact, I can still remember facts from my virtual field trip to the sun! Plus, it’s a motivator because it’s a “fun” way to take notes.

As I have been taking these courses, I have noticed that parents are very apprehensive when I bring up the subject of technology, so as a goal, I would like to provide more information to give more validity to my use of technology in the classroom. This could be in the form of blogs or letters to parents giving them an explanation of my goals and objectives in using technology in my classroom. My next goal is to make sure I continually use technology in every lesson. It’s important to know that all of these technological tools relate to teaching theories, and if I start off the year immersing my students in different types of technology, I will be able to promote appropriate use of that technology while also meeting all standards.

Let's give them something to talk about...

The social learning theory is all about making connections with other individuals to create meaning in learning.

Cooperative learning is defined as students working together to "attain group goals that cannot be obtained by working alone or competitively" (Johnson, Johnson, & Holubec, 1986). This is part of social learning theories because it involves the interaction between two or more students, and together they create their own meaning from discussions and collaboration on a project. In cooperative learning groups, students are each responsible for their own learning, but they can use their other group members to expand on that learning through discussions and conversations.

Some of the social networking tools described, like Voice Thread and even Facebook, provide an opportunity for students to interact with outside participants who may have the same interests and talents as them. They require students to learn based on who they are in a more authentic way, via discussion posts, etc.


I have created my first Voice Thread, and I have to admit that I really enjoyed making it because it was so ridiculously easy to use! I like that once students learn how to use the program, they can even use it for their own personal reasons.

The following VoiceThread was made based on a project I would like to complete with my 7th graders after they read, Stargirl by Jerry Spinelli! The VT itself has all the information I want to get out to the students, but I think it's still missing something.

Stargirl: A Project

Let's build something to remember...

In our resources this week, the use of a spreadsheet program was discussed in relationship to working with students on creating a project to demonstrate learning. Although I teach English and would find limited use in this program, I can see how it would be extremely useful in a science or math class.

From the constructionists point of view, students learn best when they are creating or building something to share with their classmates or even a larger audience. By using Excel, students are not only learning the facets and capabilities of this program, but they can also use the program to enter data an analyze information. With so much technology readily available with the click of a button, it seems ridiculous to spend so much class time with a pen and paper in hand when students can input information and within a short time have data available to analyze! The program is just the vehicle to learning, coming to their own conclusions, and deciphering their data. From that information, students can then move on and create something bigger and better based on that information.

This type of project also supports the constructivist theory by allowing students to come to their own conclusions and create their own meaning based on the information at hand. More specifically, allowing students to make and test hypotheses gives students the opportunity to do the same. They can determine what they would like to focus on based on the given information.

It's all in your head...

Some of the instructional strategies discussed in this week’s resources are perfect examples of how to accommodate the cognitive learning theory. A couple of examples that truly correlate to the cognitive learning theory are the concept mapping and the virtual field trip.

I cannot believe that I hadn’t thought of this sooner although I have a feeling the lack of technology in my school plays a significant part. Concept mapping as a form of note taking is the most ingenuous and efficient use of note taking and class time I have ever heard of! Based on the dual coding hypothesis the brain can function more effectively when given an image and words to help remember and learn the incoming information. They are creating a physical image that they can use to remember their notes they take on any given topic.

Another use for this concept mapping is in the form of advanced organizers to trigger prior knowledge. The best way for students to learn new pieces of information is to connect the new content to something they already know and can relate to. Using the network model of cognitive learning theory, teachers can create paths to new learned information by giving students concepts they already learned and creating that connection to new information. Using concepts maps allows students to brainstorm about information they already know, activating that prior knowledge, so they will be ready to take on new information at that time. It is then the instructor’s job to make the connection between the two topics to allow students to truly understand the information. For instance, Mr. Corum’s class uses Inspiration as a way to brainstorm a concept map of beliefs about the causes of the Civil War. Not only are the students able to activate prior knowledge—anything they previously knew about the war—but they also can see a visual representation of the class’ ideas, doubling up on cognitive theory and representing the dual coding hyposthesis.

The virtual field trip is also an excellent example of using cognitive learning theory. It is always easier to reflect on memories connected to important and exciting events in our lives. So based on the human tendency to remember these types events more clearly, the virtual field trip allows teachers to “create” an event in the students’ memory to help them learn the information. This episode in their brains allows students to recall information because it’s connected to some exciting event that a teacher created as a pathway to learn new content. Learning is turned into an experience rather than a simple lesson.

All of these instructional techniques represent the use of the cognitive learning theory. However, when the theories are combined the results are greater for the students. Many different avenues can be created to help students learn!

Check out the following website for a cool virtual tour of Auschwitz for a Holocaust experience.

References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author

Take a seat, Skinner. You're here to stay!

The effort rubric described in Chapter 8 of Pitler’s Using Technology with Classroom Instruction That Works (2007) directly connects to the behaviorist theory first discovered by Skinner and Watson. Using the effort rubric facilitated by the Microsoft Excel program allows students to log their current effort based on categories like homework, participation, and attention which are set up in a rubric ranging from a total of 4 points (proficient) to a score of 1 point (not acceptable). Students can then simultaneously log assessment scores. In each time period, the student can track the obvious relationship between the two scores.

This activity reflects the behaviorist theory, showing the reinforcement students receive by seeing the correlation between the scores. When they log more effort points, they can see the scores on their assessments rise, and when they log a lower amount of effort points, they see a drop in scores on their assessments. They are positively reinforced with high scores on assessments, increasing the likelihood in continuing the behavior of participating in class more and asking questions, attempting homework questions and using class notes, and paying attention in class. When they receive lower scores on assessments corresponding to their lower effort scores, they see the consequences of a bad grade. Being able to use a spreadsheet program to easily enter scores, helps students to realize the positive and negative effects of their effort.

I, too, have tried something similar to this; however, I tried it without the use of technology. Every year, I use writing portfolios in my classroom, so students can see their growth from the first essay they write in September to the last essay they write in June. For me, the evidence was clear. It proved to be interesting to see the growth of students, but without the visual and concrete data to back up my opinion, students were less likely to take my opinion for truth. The valid evidence was not straight forward enough for them to make a change in the behavior because they were just simply relying on my professional opinion.

So, what would I do to make it work? Simple. I need to create a clear rubric with expectations of effort, and instead of just keeping the assignments in their folders until the end of the year to see change, we can see change all year long by tracking it (even if we have to do it manually!) It seems simple enough, so why haven't I tried this before!?

This site gives some insight into using this type of achievement tracking in your class. The number one tip on this page:

• Students do not necessarily realize the correlation between effort and success.

And if you are not completely convinced of the positive effects of showing students that effort matters, possibly more than the outcome, I'll leave you with the trascendental words of Sophocles, "Success is dependent on effort."

Reflections

Before I took this course, I thought I was fairly well-versed in technology, and I was definitely open to new types of technology. After the last two months, I have realized that it is true that I'm open to new types of technology; however, although I learn quickly, I realized that I have much more to learn about using technology in the classroom. During the class, I have developed the basic skills needed to use wikis, blogs, and podcasts in my classroom, but more importantly, I have gained confidence in myself using technology in my classes. Since I was successful in using the various types of technology, I'm more likely to use them in the classroom effectively.

This course is just an introduction to the different types of technology that can be used to enrich my classroom and increase student achievement. I must continue to stay ahead of the new emerging technology that can be beneficial to my students. One way to expand knowledge about integrating technology would be to observe fellow teachers who effectively use technology in their lessons. Participating in conferences and seminars and continuing to read articles based on this topic will also help.

One goal I would like to make for myself would be to begin the school year promoting technology as a staple in my classroom. Sometimes certain types of technology get a bad reputation, and it’s difficult to get parents on board to allow their children to use the internet tools, like blogs, because of safety issues. However, I would like to promote technology and insert it into my grading policies and during Back to School night when parents can ask questions about its purpose and meaning. Students need to start out the year knowing that using different types of technology will be expected of them.

Another goal I would like to achieve is to use at least one piece of technology consistently, such as a blog, to improve writing skills. Although difficult because of lack of computer time, motivating students to write using blogging will be an effective way to use technology and get students thinking critically. Using a blog at least once a week with a question related to topics discussed in class will give students the opportunity to participate in an online discussion.

Learning how to use more technology and making these goals makes me feel confident about the integration of technology in my classroom. I can’t wait to improve my lessons with all I have learned over the last two months!

My First Podcast

This is my first podcast! It was mostly successful but definitely NOT perfect. It was easy enough for me to attempt to try another in the future!

21st Century Skills Needed

As I read through the Partnership for 21st Century Skills website, I was surprised that this site had not been mentioned to me before now. It's a very interesting site with quality information about the 21st Century skills all students need, and I was completely unaware of its existence!
The framework for these skills seems to be mapped out appropriately, and the skills students should acquire through the standards this program focuses on will be helpful to any student in their futures, most notably, learning to be life-long learners.

What surprised me the most, other than not being aware of the site before today, is the fact that only 14 states are listed as being part of the state iniatives. With technology growing so rapidly, I would think that many states would be jumping on board with 21st century skills as soon as possible! We all want our students to achieve their greatest dreams, and in order for them to read those dreams, they must be well-versed in 12st century skills that their counterparts will have. My own state, Pennsylvania, is not part of the iniative yet, and to not be part of this at the very beginning of its conception is a great disservice to our students whose lives are saturated in technology and 21st century expectations.

I like the idea that this idea is up and coming because technology standards should be mandatory because students will be faced with all types of technology in their futures. Teachers should be able to introduce this information to their students so they can be prepared for the workforce. Like it or not, technology is becoming a life skill in which everyone must be well-versed. If it is a mandatory standard, more technology will become available in schools to meet the standard therefore forcing teachers to use technology more effectively in their lessons and motivate students to think differently, to think beyond a pen and paper, to think outside the four walls of the classroom.

My Smart Board - constructing experience

As soon as I heard of a way to make my own Smart Board from a Wii remote, I immediately jumped on board (no pun intended!). Smart Boards, as you probably already know, cost thousands of dollars, and to be able to "make" one from household materials boggles the mind but also proves to be worthwhile. By using YouTube videos and an online program, create by Johnny Chung Lee (http://johnnylee.net/projects/wii/), a wii remote and a couple everyday household materials, I have managed to make my computer screen touch screen.

It really is amazing! It's so amazing that I've purchased an LED pen from eBay because I'm not quite handy enough to make my own. The minimal cost of the pen and the Wii remote make this project completely worthwhile. I have managed to make my own computer screen "interactive;" however, I'm still working on getting the Wii remote to work on the projected computer screen.

I did learn a few things. One - I'm much better at troubleshooting technology than I originally thought. Two - I've realized that not many teachers are all that impressed with the enhancements technology can make in their classrooms. If they are impressed, they are not willing to try, try again (as well all teach), but they want it to be handed to them on a silver platter, fully functioning.

I'm just not that type. I want technology. I want it now. I will do anything to make it happen in my classroom. If it were any other way, my overhead projector would still be whirring away while students complain about my handwriting.

Who needs a pen and paper? (Using blogs in the classroom)

I teach 7th grade language arts across all levels of students from learning support to the highest honors classes. I know for a fact that they are all up-to-speed when it comes to the internet and technology because half of them can explain to me how to work the computer, and the other half have tried to “friend” me on Facebook. I feel as though blogging is an excellent tool for students to use in the classroom, and it’s especially relevant to my English classroom. On a more, superficial note, you wouldn’t believe the horrendous handwriting I come across everyday. All joking aside, technology belongs to these students. They use it every day at home, and for most of them, they aren’t connecting through computers, but cell phones, Ipods, PDA’s, and even E-readers! It just makes sense to connect with students on their level, to allow them to have an audience, a real audience.

In my classroom, if possible, I would assign every student a blog. Not only can they use it as a place to express their thoughts and feelings on any topic,much like we journal in class, but they can also showcase the best of their work to a global audience. On top of sharing it with the world, they can share with their classmates and offer up advice and comments on any given part of their blog in a conversational setting.

I can give a simple starting question that will hopefully spark discussion and interaction and force students to think together and individually. The best part about the blog is that it meets many standards all in one. Students communicate together and effectively express their thoughts and opinions, and they do it all in writing, something with which they need more and more contact in any subject.

There will be opposition to this type of interaction because it poses a threat to some parents, bringing on thoughts of potential kidnappings and harmful content, but with the right stipulations in place, the blog can be an interesting, new and different, and FUN way of communicating. Plus, if I’m lucky, they may even want to participate outside of class time!


Oh and the best part... we're saving trees!

A new adventure...

This is the first time I’ve created my own blog. I’m stepping out of my safe box of posting trite comments on Facebook to only those who I choose to notify. It’s time that I become more thoughtful about my education and those who I educate. I’d like to preface this blog with a disclaimer that this is a requirement for a grad course, so I am not fully responsible for this leap I’m taking. However, I am truly a technology-based individual, cannot live with out my cell phone or my laptop, and love to write. This requirement is actually just the swift kick I needed to jumpstart my blog, a blog that I would eventually like to use as a tool in my classroom.

So, in addition to a handful of other New Year’s resolutions, I’ll add keeping this blog up-to-date with interesting and thoughtful comments about my teaching experiences to the list.

Happy reading!