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

You're NOT the Boss of Me

Let's just say that collaborative work isn't always as easy as we think it may be. One person usually takes control of the project or assignment and the rest follow along. However, this was not the case in my group and I thank Danielle for starting and creating the spreadsheet, allowing us to understand the assignment and contribute. And honestly, I thought an online collaborative assignment would be more stressful and rigorous because each member would contribute on their own time rather than figure out a time we can all meet up to work on it. It's hard when we all have different schedules, have to deal with technical difficulties and as well as staying on top of things to meet deadlines.  

 Looking at the different technologies my group members posted that can be used in our content area was fascinating because I never realized how much technology advanced over the years and how little overlap we had. All in all, everything on this list can benefit both the teacher and student in an English Literature classroom. Our list varied from convenience to creativity. A convenience example would be the electronic dictionary and a creative one would be the use of FakeBook. Convenience is always a plus, especially during a time constraint. Furthermore, allowing students to show their creativity through the various options of technologies is another plus. As an aspiring teacher, I do plan on incorporating collaborative work within my lesson plans because I feel that it would benefit my students in numerous ways. Any one of these technologies can be integrated in any Unit plan, it just takes time and a well thought out plan.

Emerging Technologies: 1900's-present

Our technological world has been undergoing a constant change and progression. Emerging technologies has continued to change our educational landscape. The quick evolution of technology is phenomenal and has been integrated within classrooms since its early stages of lead pencils, papers, books, and ballpoint pens. Many people disregard these tools as forms of technology simply because they cannot be plugged in to an outlet. They were, however, the early stages of technology and are still used today. Throughout history, the usage of pencil and paper dominated the English classroom. Writing was used as the dominant form of communication; whether writing a letter, recipe or simply working on class work and homework. I feel that handwriting is still a powerful form of expression because people can get creative in their journals. Handwriting is a form of art and increases creativity. A child begins to use a pencil and paper when learning the alphabets, its formation, as well as sounding out the letters. However, the first teaching machines in 1958 were probably the most influential technology and had the greatest impact within the English classroom during this time period. In regards to spelling, it provides students with positive feedback for every correct answer. Of course, there are always advantages as well as disadvantages with every for of technology. Aside from the teaching machines being convenient for both teachers and students, it does not, however, allow students to learn to spell on their own. Today, we tend to use SpellCheck when we want to correct our spelling and grammatical errors. Unfortunately, my spelling has not improved in the last few years because I have relied on SpellCheck quite often.

            The online article, “A Social History of Media, Technology and Schooling” by Vanessa Domine explores different research in regards to technology and literature in the classroom. Grace, a veteran teacher who comes from a long line of teachers, says her mother said the teaching machines benefited the English classroom and was “valuable when it came to reinforcing spelling or teaching foreign language skills” (45). As mentioned before, as well in the video, teaching machines were used for a means of convenience for teachers and students. When a student needed extra practice on spelling but the teacher did not have the time to have a one-on-one session, she would allow that student to use the teaching machine. A passage in chapter 2 of Rethinking Technology in Schools states, “Teachers who subscribe to this perspective acknowledge new media and technologies simply as effective tools that aid the process of instruction and the communication of information” (page 36). These teachers do not abuse the use of technology; they do not allow technology to become the dominant tool of teaching. It should never replace the need of a teacher in the classroom. It should only be used as a motivational tool to increase students’ focus and learning.

Convenient, but lacks an intimate audience.

There needs to be some sort of connection between teachers, students and technology within the classroom. Students need to be able to know and understand what is going on beyond the classroom. They need more experience and hands-on activities which is why technology should be integrated within the curriculum. Nowadays, there are hundreds of thousands of software to engage students in learning. For example, younger children can use software or play games that help them with their spelling and phonics, whereas teenagers and adults can listen to an audio book. It is a kind of outside source that helps them become more motivated and engaged in their education. It helps stimulate their minds. As an aspiring teacher, I would want to give my students the best, and most productive and exciting lesson; I want to teach and entertain! I want my students to actively participate in their education. Technology will help increase their motivation for education and also help it become an intrinsic pleasure. We want them to want to learn and continue to want to learn after high school. Technology is emerging and we are seeing its creations and uses everywhere we go, so it’s going to be hard not to use it within an English classroom setting.

Interactivity 1

As a teacher, I think it’s important to understand where my students are coming from. New Jersey is a very diverse state so I know I will have students from different backgrounds and those who may not have access to computers at home so they may rely on their school computers or public library. Students like Olivia, who do not have certain privileges like computers, are put into everyday obstacles they have to overcome. She mentioned in the video that she lives in an impoverished neighborhood and mentions that her mom wants to leave but because of their situation, they cannot move. It is my role as a teacher to help students like Olivia overcome these obstacles. She says she has an off day without listening to music on a daily basis. Some students like Olivia use technology as not only a motivation but also an escape from their reality. I would like to teach in an urban setting, where students from different backgrounds are put into one high school, some privileged, others not. I want to guide my students and provide them with the best education I can. Sometimes, students learn and become more motivated with technology around. They like to get creative and in order for that to happen, technology has to be included in their lives. Technology is incredibly resourceful and helps students overcome their obstacles. It is imperative to incorporate technology into the curriculum, especially with students like Olivia. It helps students take control of whatever it is they are doing. Whether it’s a school project or a personal project, they have to sit and figure out what recourses they have and how they can possibly create an end result. Technology helps students like Olivia become proactive.

Three forms of technology that helped shape who I am today are computers, phones and the television. I used these technologies not only for entertainment purposes but also educational. When I was younger, I would use computers for school projects and papers. Nowadays, because of the internet, I can do almost anything on the computer. I receive all my news from the internet, whether it’s actually on my laptop or the Huffington Post app on my iPhone. One student in the “Learning to Change, Changing to Learn” video said that technology is “an extension of being who you are.” I can agree with this statement because we seek and gain knowledge from the internet, we communicate with our peers through the internet and we are able to upload anything from pictures, videos to blogging about our lives through the use of the internet. Furthermore, everything is portable now. I use my iPhone for almost everything; calendar, note taking, social networking to communicate with my friends around the world. Everything has become easier and convenient because of technology. For example, anything I need help with I can easily access the internet and find a step by step solution to it. A student mentioned how she was learning Chinese on the internet, another example of how technology is not only convenient but constantly and quickly evolving. The fact that we are now able to learn another language on the internet is fascinating. However, I do not agree with one student who said she does not like acronyms because she is not a robot. Acronyms are not only used when texting but also in real life. For example, in education, there is a law called the No Child Left Behind Act and is commonly known as the acronym NCLB. So I do not think we are transforming ourselves to function like technology. Aside from that, another statement I agree with is when a student said that technology is all about experimenting; trial and error. We are able to begin a task or project with the use of technology, play around with it and experiment to see what we are comfortable with or what works for us to create an end result. Furthermore, we are able to delete almost anything, whereas in life, what’s done is done and we have to move on. With the use of technology, we are able to fix our mistakes and perfect our tasks. Lastly, technology is for all ages. Anyone can be creative, from children to adults. Also, in regards to using technology for educational purposes, anyone can turn on a technological device and either watch a show about learning new words and sounds or read about what is going on around the world. Whether it’s for language learning, obtaining information, reading the news, expanding your knowledge or just being creative on a personal project, technology is a bare necessity in our lives. 

Introduction

Greetings!

My name is Abeer Mahmoud Hasan and in my third year at Montclair State University. I am an English Education Major, with a minor in psychology. I plan on teaching High School level English Literature. I chose to study English Literature because growing up, I have been told by my teachers and parents that I have a creative and imaginative mind and that I work well with others. Furthermore, I have always had an intrinsic pleasure for reading and writing, whether it is for class or personal activities. Aside from majoring in English Education, I chose to minor in psychology because I am fascinated by how the mind works and how people function on a day to day basis. Also, I believe it would benefit me as a teacher because I would be able to understand my students more and have more knowledge in counseling them. I chose to get my teaching certificate in K-12 because I want to be able to teach high school students because I feel I would be able to relate to them more and want intellectual conversations and debates about literature. I also want to help them prepare themselves for college and beyond.
Aside from my education, I would say I am fairly comfortable with technology. I love to try and experience new devices and programs. This is my first online course, so it is all new to me. I have taken a hybrid course so I understand how imperative it is to stay on top of things when it comes to assignments and deadlines. Furthermore, I believe taking hybrid courses and online courses will benefit me as a teacher because technology is growing, and growing fast and is being incorporated in classrooms as well. By the end of this course, I want to be able to know how to engage and motivate my students about learning. Many students prefer hands-on activities and lessons included in multimedia programs but I also really want to understand the limits of using technology in a classroom; I want to know and understand the advantages and disadvantages of technology in a classroom. Finally, I don’t want to focus my lesson plans solely on online activities but want my students to be prepared for life after high school and dealing with the growing 21^st century technological aspects. I am ready to become engaged myself this semester!