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.
Wednesday, November 17, 2010
Wednesday, November 10, 2010
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.
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.
Sunday, August 15, 2010
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.
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.
Sunday, July 18, 2010
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.
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
Saturday, July 10, 2010
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
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
Friday, June 25, 2010
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.
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.
Tuesday, June 1, 2010
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
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
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