Final Project

For this lesson, I wanted to create a lesson about a topic that will challenge students' critical thinking while embracing their creativity simultaneously. Therefore, I chose to create a lesson from a Poetry Unit: Haiku. I chose Haiku because it reflects culturally responsive teaching as well as learning. Students are always having difficulty in the poetry field so I believe integrating technology for this lesson will ease their nerves and allow them to become more familiar with Haiku, understand its structure and background so they can embrace their creative side and produce their own version of a haiku. The lesson rationale and context is to expose students to a form of poetry that is popular and commonly used. The goal of this lesson is to teach students the history of haiku, understand the basics and structure, break down its essentials and write their own sample.

For the first part of this lesson, I chose to use a cross- curricular standard from History because students will be reading a brief online article about the history of haikus as well as learning about different cultures and how they influenced a popular forms of literature. Once students read the article, class will reconvene into a group discussion to activate the students’ prior knowledge by filling out the first two columns of a K-W-L chart using the Smart Board. This part intertwines with the NETS-S standard: develop cultural understanding and global awareness by engaging with learners of other cultures. Because Haikus originated from Japan, students will benefit and expand their knowledge from learning about poetry and cultures.

The next part of this lesson requires the teacher to give a brief lecture about the background of haikus. Furthermore, I will teach the structure of haikus through demonstration. There will be a haiku on the Smart Board and students will use information they already know from previous lessons about poetry to dissect the chosen haiku. As a class, we will analyze the haiku for symbolism, themes and other literary devices. Following, there will be a brief Q&A session simply to eliminate any of my students’ confusion and answer their questions. Once my students become fairly comfortable with the new information, they will be given a haiku to dissect independently. After 5-7 minutes, students will evaluate themselves and their work then switch with a partner for peer-assessment. Because this part is mainly lecture-based, the only technological tool I will be using is the Smart Board. Similar to the first part of the lesson, this intertwines with the NETS-S standard: develop cultural understanding and global awareness by engaging with learners of other cultures.

The next part of the lesson requires students to get into groups of five or six and dissect a chosen haiku for symbols, imagery, diction, etc. They will need internet access because they will be using PowerPoint as well as the Smart Board to explain and present their conclusions about their haiku. They will be given ten minutes to complete this task then class will reconvene into a group discussion. Because this is a collaborative activity, it aligns with NETS-S standard: plan and manage activities to develop a solution or complete a project.

The fourth part of this lesson requires students break off into groups in order to creatively write their own haiku as a part of a collaborative learning environment. Students will be using computers and PowerPoint to produce their projects. This activity will be part of a friendly school-related competition. Because students will be using technology to create an end result for their project, it aligns with the NETS-S standard: select and use applications effectively and productively.

Finally, the last part of this lesson requires groups to present their projects using PowerPoint and Smart Board. Once all presentations are done, there will be a large group discussion where we will fill out the remaining column of the K-W-L chart. Students will then work independently on the computers to reflect on today’s Haiku lesson. After they have created their blog posts, they will comment on a peer’s blog (preferably one they have not worked with today). This will then end today’s lesson. The NET-S standard that follows this final part of the lesson is: exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Using and creating a spreadsheet when creating a lesson plan is very beneficial when trying to align my content standards, teaching strategies and technologies I will be using within my classroom. It helps me be more organized with my lesson planning and further understand the effectiveness of integrating technology within the classroom.

Link to Spreadsheet!

Online Testing Problems

To what extent should we as educators integrate technology in the classroom? In the article entitled, "States' Online Testing Problems Raise Common-Core Concerns" by Michelle Davis from Education Week, illustrates the difficulties and disruptions of testing. Davis says, Thousands of students experienced slow loading times of test questions, students were closed out of testing in mid-answer, and some were unable to log in to the tests. Hundreds, if not thousands, of tests may be invalidated." Students were already nervous to begin with when taking high-stakes tests and these disruptions did not help settle and calm their nerves. Instead, they added more panic and apprehension. A teacher from an Oklahoma City school says that students were in tears, which is heartbreaking to watch. Disruptions reached a point where the system failed and crashed. These testing problems are unacceptable. In regards to the Common-Core, implementation of technology in the classroom, especially for assessments is encouraged because it prepares students for college and the outside world. In my opinion, things like this always happen when testing and experimenting with a new instrument or new instruction. Despite the failures and problems that have been occurring, the advantages remain and will continue to remain. Now, there just needs to be a solution so students can continue to take online tests. These problems may have set the educational systems in these districts back a bit, but all they can do now is move on and increase the outcomes of integrating technology. I have provided the link to the article below and recommend you all to read it.

http://www.edweek.org/ew/articles/2013/05/03/30testing.h32.html?tkn=RUYFMdBNhN1RrbXEH5wVFhW1qlqzr9NNXxQF&cmp=clp-edweek

Fast Paced World

I was looking at a few cartoon pieces about technology and education and this one made me laugh out loud! Connecting this with my previous blog about the education-technology revolution, students are quickly adapting to digital tools, causing them to become active learners. They are no longer aware of certain things that were once popular, such as newspapers. Technology today plays a significant role in a student's education. It is rapidly changing the way teachers teach and the way students learn. It is absolutely pervasive to their education. It is no longer for the student to catch up, it is now up to the teacher to catch up. However, many teachers and districts are having difficulty keeping up because of budget cuts. Although this is understandable, something must be done quickly because technology is quickly evolving and so are our students outside the classroom. We can’t have them power down when entering a classroom because that will ultimately stunt their education. Even if it as simple as a smartboard or using a computer once a week, students and teachers will adapt to the new innovative instruction and become engaged in their education. Introverts in the classroom can actually offer their insight and opinions when using blogs and social medias and connect with their peers. In the technology realm, participation and communication increases drastically. Technology is and should continue to be a integral part of education. 

The Educational Revolution

"Higher education is the next bubble. Facebook will replace classroom instruction. Textbooks will go away, and some colleges will, too."

I recently read an article entitled, "The Education-Technology Revolution Is Coming" by Sig Behrens who is the president of Blackboard INC. Behrens says that there are many reasons and advantages of technology in the classroom but the main reason is because of active learners. These active learners can be found in any classroom, all because of the technological tools they use at home (computers, TV’s, smartphones, etc). Because of these everyday technological tools, educational changes will no longer be pressured and derived from the institution but the learner instead. Think about it. Students know what engages them best outside of school so why not use similar ways to engage them in the classroom? Behrens offered an example of how powerful technology could be on a company. Borders (remember that store?) was having difficulty adapting to the technological changes which ultimately lead to the drastic change of going bankrupt. Amazon, however, adapted quickly to the digital era and allowed customers to have control online. He connects this to education by saying:” Education institutions are now grappling with the same challenge Borders faced: how to connect with savvier and more discerning consumers who have more options today than they did even a few years ago.” These active learners know what they want and get it in a matter of minutes. Instead of spending hours researching and looking for valid sources at the library, they can simply use their mobile apps to do all that in a fraction of the time. Simply described, it is convenient, which is why this should be heavily emphasized in the education spectrum. It saves teachers and students time which ultimately leads to more learning instruction. Furthermore, it is no longer the teacher who provides all of the instruction because once students become engaged in their education, they offer their insights and influence and inspire their own lesson plans. These active learners move fast outside of school, all due to their digital tools but once they enter the classroom, they are forced to slow down or as Behren says, “power down” because their classrooms aren’t as updated as they are. On an endnote, it is no longer for the student to keep up with the teacher, but the teacher to keep up with the student.

Article: http://www.usnews.com/opinion/articles/2013/03/01/the-education-technology-revolution-is-coming 

Interactivity #5

 Spreadsheet link!

An 11^th grade English teacher in Central High School in Newark, NJ was more than happy for me to interview her about NETS and its implementation in her district. She was unfamiliar with NETS and did not know whether it was being implemented in her school district or not. After she read through the grades 9-12 student profiles, she noticed that her lesson plans fit some, but not all of the criteria. For example, number 8- Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources- and number nine-Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources- were implemented in her lesson plans. She tries to do as much media centered and savvy lessons in which students viewed biographical and inspirational videos of female leaders discussing ethical and moral issues regarding the subject of women in literature. Most of the criteria require each student to be behind a computer and she says some schools do not have the resources. Although they have an amazing library media center, she says that media focused lesson planning takes more time to plan, especially if there is a lack of resources. She says one issue about the school district was that many teachers may be afraid to use technology within their lessons because they are uncomfortable with the use of digital tools. Also, teachers’ lesson plans are already written out and created so if they were to implement NETS, they would have to tweak or change their lesson plans and some teachers may not have the time to do so. She ends by saying teachers need to get comfortable around media and digital tools because our students are surrounded by it all the time outside of school.

 I agreed with this statement and felt that as teachers we should want to implement more digital usage in our lesson plans because our students will become more motivated and intrinsically pleased with their education. Although I was surprised by her responses to NETS, I feel that it should not be ignored. The best option we have is professional development. Teachers should attend workshops to learn more about what tools to use and how to appropriately use them. As a future educator, I feel that teachers should heavily implement NETS within their lesson plans because it provides students with a stronger base for critical thinking as well as showing off their creativity. The usage of technology is already being heavily implemented in many work fields; therefore, I think it’s best to start implementing digital tools at an early age to prepare them for their futures.

Finding the Silver Lining

Today marks one week of the Boston incident. My heart is out to those in Boston and to those who lost loved ones. Unfortunately, things like this happen and will happen unexpectedly. As teachers, it is our duty to provide insight and help our students look for the silver lining. Students are already reading the news through their social media accounts and engaging in opinionated and meaningful conversations so why not shift their thoughts into the classroom? Technology is already integrated in our lives, as well our students’ lives. Let’s face it, technology is expanding and becoming more and more part of our reality and education. Furthermore, teachers are always looking for ways to not only integrate technology within their lesson plans but make the lesson more meaningful. Easier said than done. Something came to mind after the Boston incident: students should write letters to the residents of Boston or to those who lost loved ones. And to make this more interesting, students would have to incorporate a piece of literature they feel represents what the residents of Boston are undergoing. This could range from a line of poetry to a fictional character they feel would sympathize with the residents. Students would enjoy this assignment because it would allow them to be themselves for once. They would want to give back as much as they can, and what better way than writing an intimate letter to someone who lost a loved one or underwent a tragic event in their life? They would gain the satisfaction of lending a hand, even if it wasn’t physically. As an aspiring teacher, I would my students to not only be a part of a safe and secure learning environment but to also have some kind of understanding of international and world issues. It is imperative that they know what is going on and want to offer their assistance, even if it is minimal.They need to critically think about these unfortunate situations and find the silver lining.

For Emergency Use Only?

After reading John's blog post about cell phone use in classrooms and being that it has only been a few days since the horrific Boston Marathon incident, I thought I'd give my two cents. Yes, cell phones, especially smartphones, are a huge distraction in the classroom. With the endless amount of apps and games people can download, and not forgetting the sneakier way of cheating on an exam, students think they don't have to pay attention in class. I admit, I use my iPhone in class but mainly because I want to look up words using my dictionary app. So as a teacher, how would I enforce the "no cell phone" policy? Should I or shouldn't I? I feel that students should be allowed to carry their cell phones in school but only for break time and emergency uses only.

Many of the Boston Marathon runners were parents and had children in schools during the time of the run. With today's quick and easy access to statewide, international and worldwide news, students heard the horrific news within minutes. Wouldn't those children want to call their parents and check up on them? Yes, this may make things tense and cause chaos within the classroom if they do but same goes if they do not call. They would not be able to concentrate in their studies because of not being able to contact their parents. So, what do we teachers do? I think it all depends on the teacher and the school policy. On an end note, keep your classroom environment peaceful and calm at all times, especially at times like these.

When or When Not to i-Teach

I have become quite skeptical about integrating technology within an English High School classroom. Being more than 60% through the semester, my Curriculum classes: READ 411, CURR 314 and 316 have covered many topics, one being how to use technology in a classroom setting. My question is: When do we do so? Is it during every lesson, every Unit, or just every time we feel comfortable with or feel that it is appropriate? As a teacher, I do not want to abuse, misuse, or under-use the use of technology in my classroom. In my opinion and from what I've seen in observing English classrooms, it all depends on appropriateness. For example, every lesson does not always have to integrate a technological tool because students will then lose focus on the lesson. If the thirty minute lesson is mainly about discussing the beginning of the unit and reading passages from a novel, there is no need for a TV, computer or other forms of technology. Unless accommodations need to be made for certain students, then Audiobooks and e-books would be appropriate. Once again, I think it all depends on whether or not the teacher sees it appropriate when creating the lesson plan.

Students just need to get comfortable using computers and other forms of technology for educational purposes and that will be one of my challenges as a teacher as well as one of my goals. I know my students will be using computers or other forms of technology outside the classroom setting but are they using it for educational purposes or just solely for entertainment? I want to encourage my students to use these technologies outside the classroom setting for educational purposes such as classroom and homework projects, activities, collaborative work such as blogs and research. Here is my question to my fellow bloggers: what do you think? When should it be appropriate for teachers to integrate technology? I would love to hear your opinions.

Growing Increasingly Confident in Integrating Technology in Classrooms

This past weekend, I attended a professional development seminar hosted by the New Jersey Council for Teachers of English, or commonly known as NJCTE. There were various different workshops for aspiring teachers as well as teachers themselves. We had to attend three workshops and one of the workshops I chose to attend was the one about integrating technology within an English classroom. If this workshop had been offered two weeks ago, it would have been convenient and beneficial to our Interactivity #3 because it offered various new and upcoming technologies. Just to list a few: iPevo, Socrative, PiratePad, Edmodo, Evernote, Haiku Deck, PollEverywhere and Nearpod. The one I would like to elaborate on is Edmodo. First, to give background on Edmodo, Co-founders Nic Borg and Jeff O'Hara wanted to create a tool that closed the gap between how students live their lives and how they learn in schools. This is ultimately every teacher's challenge and goal when creating lesson plans. At the end of the school day or even school year, teachers want to know and be assured that their students are leaving their classrooms knowing their material/content and adapting it to their own lives. So, in 2008, Nic and Jeff created Edmodo. 

Edmodo is free! And safe! It allows teachers to digitally connect with their students and create a safe online collaborative learning environment. Plus, it looks similar to Facebook! This helps students become more comfortable with the tool. An appealing look, what more could students want? Edmodo is similar to Blackboard but it's free. 

After taking a look at the website and watching the tutorials and other videos, I already know that I will be using this within my classroom and lesson plans. An idea I have is having a book talk, which is similar to a book circle but, of course, it is all online. I can present a passage from the book, a theme, or even a posing question I would want my students to critically think about. These book talks can build up background and create a circle of responses. It's pretty much a live give and take technique. All in all, this is very convenient in a classroom and beneficial when it comes to critical thinking and collaborative work. Plus, it's free and safe! What more could teachers want? I have provided the link to the Edmodo website below and advise you to check it out! It will change your future as a teacher and lesson planning!

Link: EDMODO

DIVE into your IMAGINATION! Pt 2

Earlier today, I wanted to play a music video on YouTube when (of course) a commercial came on. There was a young boy, with his headset on talking about some kind of monster. Now normally, I'd overlook a commercial about monsters but this time I didn't because I noticed there was a computer in front of the kid and words were appearing on a blank word document. I was automatically intrigued, and it only took 30+ seconds to do so! The commercial was about a software called Dragon Naturally Speaking (one technology my group member Vince listed. Hooray Vince!) So I decided to look into it a little more. Simply put, you talk, it types! 

This can be very beneficial and convenient in a classroom, at home or even a school library. Teachers can brainstorm lesson plans, put ideas together write emails to colleagues and even control the mouse. Students can voice to create and edit documents or even be creative and write short stories. Plus, it's not as expensive as I thought it would be. Schools can invest in a few of these, keep them in the school library or computer lab for students to access during their free time or after school time. Another plus! It not only integrates technology within a classroom and school setting but also incorporates and encourages literacy! Another thing! It's very beneficial to student with disabilities. It improves their core skills as well as motivating them to reach their goals. All in all, this software increases student productivity and increases their educational  independence. 

Sometimes, it's just easier to think out loud. What better activity than one that's brings your imagination to life? I just cannot figure out why it's called Dragon! Maybe because it encourage creative thinking and writing? Possibly. Anyways, I put the link of the commercial that caught my attention below, check it out fellow bloggers! 

http://m.youtube.com/watch?v=X62Trvdb4yM