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

Interactivity #4

I've always loved my English Literature classes but one assignment I disliked very much was doing a book report. Aside from them being fairly easy (assuming the book was read), they did not challenge me. Plus, creating an alternative book report has been on my mind ever since that one READ-411 class discussion about integrating technologies within our content areas and our third interactivity. So, when I searched for a lesson plan online, I coincidentally found one that was similar to what I had in mind. And it was very thorough! 

After analyzing the NJ Common Core Standards, the lesson plan I chose and creating the spreadsheet, I saw that most of the teaching strategies aligned with the NJCCS and technologies used. However, one strategy I wanted to emphasize was the use of annotation. Annotating when reading is very beneficial to readers because they will be able to prove their arguments thoroughly as well as question a character’s (or even author’s) motives and beliefs. This aligns with a few NJCCS in regards to citing textual evidence and using context clues. I also added another technological tool- electronic dictionary/thesaurus- because students will need to be able to define words they do not know, as well as use context clues to infer different meanings.

This lesson plan ultimately achieves the curriculum goals. Students are being challenged to think critically about a specific character by analyzing that character. They are looking for specific quotes said by that character, external (appearance), as well as internal (personality) description about that character from another character or the narrator. They do so by annotating (highlighting, underlining, noting on margins, etc) when reading in order for them to provide evidence of their analysis. Furthermore, it allows students to demonstrate their creativity by using a technological tool they are familiar with-Social Networking! What more could they want? 

Book Report Alternative URL:

https://docs.google.com/spreadsheet/ccc?key=0AuIR4zYHMEJndEl6eHRUZi1OY1V2QUVmRlBxZUhCSFE#gid=0

DIVE into your IMAGINATION!

      Ever have to do an assignment for your English class and find yourself grunting or whining "UGH! Not again?!" Well, this is exactly how I felt about book reports. Although I found them fairly easy and simple to do, I did not wish to do them because they did not challenge me, at all. All we had to do was read the book/novel, and pretty much regurgitate what our teacher said in front of the class or our class discussion. It was all about setting, plot (beginning, middle, ending) and list and briefly describe a theme or two. I promised myself that I would never ask my students to write book reports because I want them to know and understand that they have more potential and more possibilities to do more than just summarize. Also, book reports (among many other kinds of summaries and analyses) can be found online, so it's a waste of time (hey! that rhymed!).
     So I have always wondered what kinds of alternative assignments I can create for future lesson plans. In my READ-411 course, we were discussing the various technologies that can be used within each content area as well as content areas overall. One technological (and very educational!) tool I discovered was something called "Fakebook." This online tool allows students to become creative and dive into their imagination when creating a fake facebook page for a novel they are reading or even a certain character they want to analyze. When I was done with my research on this tool, I automatically thought of the Great American Novel (drum roll please!) The Great Gatsby! This novel seemed perfect (at the time because I had just finished reading it), especially if students want to analyze characters. Some may want to analyze Nick, others Jay Gatsby. Also, students who analyze he same character will not have the same profile picture, background, biography or favorite quotes, because it all depends on how the student perceives that character, which makes it all the more interesting! There is a 90 second tutorial online about this online tool which I included below. Check it out!

FAKEBOOK:
http://www.classtools.net/fb/home/page