Digital Narrative Script

Technology and 2.0 tools can be daunting and intimidating to many adults. It can be seen as an either/or issue. Either we allow technology to take over students lives or we resist it and refuse to incorporate it in our pedagogy. It doesn’t have to be either/or.

We must use 2.0 technology to enhance the education of our students. We must find ways to use these tools so that our students get the most out of their school years and they are ready for a world that isn’t refusing technology whatsoever.

The following is what I believe in terms of technology and education and how to implement these beliefs in the classroom.

I believe that students deserve a classroom environment in which their teachers think creatively about ways to enhance their learning experience through using 2.0 technologies to diversify instructional strategies.

It can be easy for teachers to get into a rut in the classroom. With grading, lesson planning, extra curriculurs and our own families, sometimes the easiest way to prepare is to simply present information to our class. But students deserve more. Often times technology can be the conduit for this creativity.

Meg Griffin, a teacher on ISTE Wikispaces, explains how she used technology to engage students:

“I use technology as a gateway tool to science inquiry learning. Our energy unit shows an example of the meaningful blend of science skills and content with technology. Students use electronic temperature sensors as they explore and make meaning about heat energy” (Griffin, 2009).

Technology can be the spark of creativity to enhance the learning experience for our students.

A specific example can be found on the website run by the Florida Center for Instructional Technology. They show teachers how to use podcasts in the classroom.

Teachers can assign different groups of students to investigate the experiences of different members of the expedition and then create a series of podcasts from the perspectives of each of these expedition members. The podcasts would also help illustrate the changes that took place during the course of the expedition (Podcasts, 2009).

I believe 2.0 tools don’t simply teach technology to students; they teach critical thinking which adds value for all students as they move forward.

Another teacher on ISTE Wikispaces described a lesson involved digital videography and a class project. He states, “Although digital videography is a great technology skill, it is not the focus of this story….Their critical thinking skills came from problem solving for the other school involved in the project, working to solve the logistics of time zones, and thinking differently about their ability to communicate to a much larger global community. The project truly changed their perspective” (Davey). 

In my classroom, the juniors I teach used Moodle to hold a class discussion over the causes of the Civil War. Each student had to choose social causes, political causes, or economic causes as the primary reason the war began. In choosing their argument and using evidence from class readings to back it up, the students were not learning how to use Moodle, they were learning how to critically think.

I believe teachers have to model appropriate web use and teach students the responsibilities involved with using 2.0 tools.

As Net Trekker highlights on their “10 Tips to Keep Students Safe in a Web 2.0 World”, the web is simply a toolbox. “Yes, it’s full of information, fun and potential pit falls, but ultimately it is just a toolbox full of tools (like email, wikis, and blogs) that – just like any other set of tools – requires practice to use well” (Net Trekker, 2009).

The web and 2.0 tools are not to be feared by teachers. They should be seen as opportunities to guide students. Net Trekker states, “By educating students on both the benefits and risks of using the Web 2.0 tools, you are helping your students stay safe while honing skills that could impact their future level of success” (Net Trekker, 2009). 

I believe 2.0 tools encourage and enhance collaborative opportunities for students, including working with individuals and cultures throughout the country and the world.

Robert Marzano, in his book Instructional Strategies that Work, points to researchers David Johnson and Roger Johnson, who in 1999 identified five characteristics of cooperative learning including positive interdependence, accountability, interpersonal skills, group processing, and promotive interaction (Marzano, 1999).

Cooperative learning does not have to be limited to the physical confines of a classroom. Students can create a digital story together using a tool like VoiceThread or share podcasts or blogs. They can create websites for a class project or even discuss events on Moodle as my class did. They can even share their story with people around the world.

As Edutopia points out in its guide to teachers, thinking globally can have great effects. They give this tip: Turn your classroom into a gateway for learning about the world. By using online resources and new media tools for connecting, you will help your students see themselves as global citizens” (Edutopia, 2008).

These beliefs will me push me to be a better educator. But they don’t happen through stating them here; they happen through action. The time is now. Let’s get started.

References

Beaufait, P.A., Lavin, R.S., & Tomei, J. (2008). Education for a Digital World. Commonwealth of Learning Retrieved from: http://www.col.org/resources/crsMaterials/Pages/edDigitalWorld.aspx

Education for a Digital World. (2009). Understanding Copyright: Knowing Your Rights and Knowing When You’re Right. Retrieved from: http://www.colfinder.org/materials/Education_for_a_Digital_World/Education_for_a_Digital_World_complete.pdf

Edutopia. (2008). Ten Top Tips for Teaching with New Media.

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Communication++and+Collaboration

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Critical+Thinking,+Problem+Solving,+and+Decision+Making

Marzano, R.J., Pickering D.J., & Pollock, J.E. (2001). Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

Net Trekker Inc. (2009). 10 Tips to Keep Students Safe in a Web 2.0 World. Retrieved from: http://marketing.nettrekker.com/images/pdf/ebook/ebook_-_web_2_0.pdf

Office of Superintendent of Public Instruction. (2008). K-12 Educational Technology Learning Standards Retrieved from: http://www.k12.wa.us/edtech/pubdocs/K12EdTechStandards_12-08_MostRecent.pdf

Partnership for 21^st Century Skills. (2008). 21^st Century Skills, Education & Competitiveness: A Resource and Policy Guide.

Schaffhauser, Dian. (2009). “Which Came First – The Technology or the Pedagogy?” THE Journal.

United States Copyright Office. (2009). Copyright and Fair Use Guidelines for Teachers. Retrieved from: http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

Embracing Change and Technology

Students often learn about new technology before their teachers and parents have even heard its name. While this can feel daunting to many adults, it is inevitable as students spend more and more time online than ever before. The Pew Internet and American Life Project states that 93% of teens are online and 94% of parents are online (Pew, 2007). While this study was in 2007, it is safe to assume that even more teens and parents are online today. The number certainly doesn’t appear to be decreasing. Despite the fact that many parents are online, they don’t necessarily go online for the same purpose as teens. While many adults feel that teens engage in lazy or unsafe behavior online, a new study shows the opposite effect.

“It might surprise parents to learn that it is not a waste of time for their teens to hang out online,” said Mizuko Ito, University of California, Irvine researcher and the report’s lead author. “There are myths about kids spending time online – that it is dangerous or making them lazy. But we found that spending time online is essential for young people to pick up the social and technical skills they need to be competent citizens in the digital age” (Digital Media, 2008).

While parents may be slow to embrace or understand their kids activities online, the change is inevitable. The key for parents and educators is to help kids understand how to use the technology effectively and appropriately. Additionally, students need to know how to utilize the technology that they will encounter as they head to college. It is essential that we find ways to ensure technology fluency in our students.

One 2.0 tool that will help students reach that level is digital storytelling. Students not only learn the actual tool of digital storytelling to improve their fluency, they also learn how to reflect and think critically. Helen Barrett, on her website concerning digital storytelling, highlights the research of Janice McDrury and Maxine Alterio from New Zealand.

…when we tell our own practice stories and listen to those of others, then work together to process them deeply and critically, we connect in ways which enrich self, relationship and practice, Through these connections we construct new knowledge and advance our understanding of the relationships we construct and are constructed by. For these reasons we end our journey convinced that storytelling can, and should, be viewed as a theory of learning. (McDrury, 2002).

By providing opportunities like digital storytelling, podcasts, blogs, wikis, and discussion boards to students in high school, and even grades lower, we are embracing the change. We aren’t resisting 2.0 tools and technology, we are helping students become technology fluent.

For a visual representation of digital storytelling, visit this YouTube video provided by Stanford’s Teacher Education Program: http://www.youtube.com/watch?v=zP6CeGLPuOY

References

Barrett, Helen. (2009). Guided Tour of Digital Storytelling. Retrieved from: http://www.cic.edu/teach21/T21_website/ds/index.html

Digital Media and Learning. (2008). New Study Shows Time Spent Online Important for Teen Development. The John D. and Catherine T. MacArthur Foundation. Retrieved from: http://www.macfound.org/site/c.lkLXJ8MQKrH/b.4773437/

Macgill, A.R. (2007). Parents, Teens and Technology. Pew Internet & American Life Project. Retrieved from: http://pewresearch.org/pubs/621/parents-teens-and-technology

Podcasts: Creativity Engaged

Apple's website shows how to use podcasts in the classroom

Achieving productivity in the classroom cannot be limited to one type of web 2.0 technology. It truly encompasses nearly every type of tool we can utilize as teachers to enhance the skills of our students. With this said, podcasts are a very useful specific 2.0 technology with an ability to enhance productivity in our classroom learning environments.

Podcasts hold an interesting history in education and generally throughout society. I recall seeing podcasts for the first time on iTunes a few years back. I subscribed to a few including an Obama podcast, an ESPN one, and one from NPR. I listened to them off and on, but never felt especially compelled to tune in. Nor did I ever feel like podcasts had the ability to enhance education or my profession. This changed with my reading and reflection in this past week’s course content from Issues and Advances in Educational Technology.

The first example that really struck me on increasing productivity in the classroom came from the website “Poducate Me: Practical Solutions for Podcasting in Education” and the guide created by Micah Ovadia. In 2004, Duke University provided all 1,600 incoming freshmen with recordable IPods. As a result, 75% of those students reported that the IPod enhanced their course experience. The faculty also reported better engagement in class as a result (Ovadia, 2007). Duke’s experience led other prestigious universities like Stanford, Michigan, Hawaii, and Harvard. While the universities seemed to start the trend, high schools and elementary schools soon joined in.

Ovadia does reflect on, as did some of the universities, the fact that podcasting could potentially have a negative effect on attendance. Despite the fact that the University of Washington and Duke University did not see a negative effect, some potential still exists for this result. As I reflect on how to incorporate podcasts into my lessons, I don’t worry about the attendance factor. Attendance does not exist as a primary concern at Seattle Prep for a number of reasons including a fantastic administrative team, clear policies, and parental involvement.

The impetus for my potential use of podcasts lies with Bloom’s Taxonomy. As I attempt to find more and more ways to engage students in critical thinking and higher levels of analysis, it becomes clear how podcasts can aid in that process. The highest level in Bloom’s Taxonomy is creation. What better way to tap into this level of thinking with our students than through the use of podcast? As Mark Frydenberg of Bentley College explains, “podcasting is a useful tool for disseminating course information to students but becomes even more powerful when students are responsible for creating that content for their classmates” (Frydenberg, 2008). The creation of information can elevate our students to really engaging in the material.

In applying this concept to actual classroom lessons, there are resources available on the internet. For example, the Florida Center for Instructional Technology has a site that highlights particular lessons for teachers to use podcasts. In history, the following example is given:

Teachers can assign different groups of students to investigate the experiences of different members of the expedition and then create a series of podcasts from the perspectives of each of these expedition members. The podcasts would also help illustrate the changes that took place during the course of the expedition (Podcasts, 2009).

This resource provides me with a nice starting point to visualize how I can utilize podcasts. With the research done by universities such as Duke and Stanford, along with practical applications throughout the country, there is enough evidence to know that podcasts can enhance learning. Now it is up to us to creatively think of ways to use it in our classrooms.

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Florida Center for Instructional Technology.  (2009). Ideas for Podcasting in the Classroom. Retrieved from: http://fcit.usf.edu/podcasts/index.html.

Frydenberg, M. (2008). Principles and Pedagogy: The Two Ps of Podcasting in the Information Technology Classroom. Information Systems Education Journal. (Vol 6). Retrieved from: http://www.isedj.org/6/6/ISEDJ.6(6).Frydenberg.pdf.

Ovadia, M. (2008). Poducate Me: Practical Solutions for Podcasting in Education. Retrieved from: http://poducateme.com/guide/index9.php

Working with Students (Week 11)

The school year quickly moved along at a rapid pace, somehow someway progressing past mid-terms at Seattle Prep. How did that happen?

Well it is here and very quickly – with holidays and potential snow days – the first semester will be coming to a close. It would be easy as I reflect on my past week to see how I can just slide into the holidays. Yet as I look at potential reflection prompts from the ARC site on Blackboard and I think about my classes, there is something crucial that I must face for the benefit of my students.

I have to be very careful not to place my students into academic categories or levels.

It is easy for students and teachers to feel like we know the level that students achieve at by this point in the school year. Part of it is natural, as ten or fifteen point assignments don’t change a student’s grade as much now, so they do literally stay around the same grade. Also we get into the rhythm and routine of the school year making it harder for students to change and for teachers to help them improve with tangible results.

I find this especially challenging with freshmen. They don’t advocate for themselves as much as they will later in their academic career. Of course, some students never feel comfortable with approaching their teachers. It is my job to find the areas of growth that are starting to sprout in my students and encourage them to keep working in those areas. For example, I have a freshman who started the year with very poor notes on their textbook reading. I required all my freshmen to turn in notes early in the year and I made it worth points. After giving them examples of quality notes with enough detail, I continued to check on notes to ensure students are following through. This particular student progressed very nicely with her notes and her grade has improved steadily throughout the semester. I believe it is essential to let her know that she is doing well now and give her specific reasons why. I will also be meeting with her before the next test to ensure she knows how to use those notes effectively to study.

While I feel great about the progress she is making and my work with her, I need to ensure that I let all my students know how they can improve. This isn’t always easy, but there are multiple ways to get this accomplished. It doesn’t have to be a formal sit down (although this is necessary for struggling students in my opinion); it can be a comment at the beginning or end of class. I plan on being very intentional right now about helping students improve. With a half of a semester left, this is the time to give feedback for improvement.

Lastly, I plan on sending emails to parents of individual students letting them know how I see improvement or something positive about their child. This will help in getting students to improve with positive reinforcement and it will aid in my involvement of families in the classroom. I will be doing this for a number of students each week so it isn’t all at once. I believe this can really help students thrive in the second half of this semester.

Protecting Ourselves and Our Students in a 2.0 World

As we take a look at the issues of online safety and copyright this week in Issues and Advances in Education Technology, the central theme remains responsible and thoughtful educational practices. This course details many ways that we can utilize web 2.0 technology with our students and in our lessons, but it is still quite evident that they cannot be used for the sake of using them. As Net Trekker highlights on their “10 Tips to Keep Students Safe in a Web 2.0 World”, the web is simply a toolbox. “Yes, it’s full of information, fun and potential pit falls, but ultimately it is just a toolbox full of tools (like email, wikis, and blogs) that – just like any other set of tools – requires practice to use well” (Net Trekker, 2009). The same resource highlights some of the same points I made on this blog in past entries regarding 2.0 technologies. As most students use social networking or other 2.0 tools, teachers refuse to embrace them as a part of instruction. Net Trekker highlights why teachers should reconsider: “By educating students on both the benefits and risks of using the Web 2.0 tools, you are helping your students stay safe while honing skills that could impact their future level of success” (Net Trekker, 2009). This reinforces my decision to use Moodle this week in my junior history class. It also reinforces my explanation to my class of how to use Moodle appropriately and to treat it like a regular class assignment that they hand into me.

Understanding copyright issues requires using 2.0 technology effectively and appropriately as well. The real focus for teachers concerning copyright is understanding the law and copyright rules. Whenever the law gets involved, it can make people steer clear and be afraid of using original material. As a history teacher myself, this would be unfortunate. While the texts we use in both my freshman and junior classes are sufficient, history can often come alive for students through the use of primary sources or additional perspectives. As Education for a Digital World highlights, this can create fear in teachers. “The second problem occurs when instructors fail to use materials that would enrich the learning experience of their students simply because they believe copyright law prohibits such use, or that obtaining permission would be too onerous. This does a disservice to the students as well as to the authors and artists of our society” (Education, 2009). Thankfully there are resources for teachers that guide our best practices regarding using other people’s work. The United States Copyright Office created a “Copyright and Fair Use Guidelines for Teachers” at the following link:

http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

It provides teachers with a great resource. For example, if I want to use part of an article on the impact of Abraham Lincoln in my current unit or maybe I want to have my students read the Emancipation Proclamation, what do I do? According to the chart, I can copy for educational use in my classroom as long as it is under 2,500 words. Since most primary source documents and works we use are under that limit, this frees up educators to be creative in their lesson planning.

References

Education for a Digital World. (2009). Understanding Copyright: Knowing Your Rights and Knowing When You’re Right. Retrieved from: http://www.colfinder.org/materials/Education_for_a_Digital_World/Education_for_a_Digital_World_complete.pdf

United States Copyright Office. (2009). Copyright and Fair Use Guidelines for Teachers. Retrieved from: http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

Net Trekker Inc. (2009). 10 Tips to Keep Students Safe in a Web 2.0 World. Retrieved from: http://marketing.nettrekker.com/images/pdf/ebook/ebook_-_web_2_0.pdf

Not a Replacement: Technology and Critical Thinking Together

The use of technology in the classroom brings about a great deal of debate in academic circles. It upsets some as technology can further separate the “haves” from the “have nots”. Additionally, technology can often be seen as a replacement for pedagogy. This proves to be a fallacy and simply cannot be an acceptable answer. Technology serves as a tool. We can be good teachers without it. We can be good teachers with it. If we use technology correctly, we can be even better teachers.

In the same manner, technology cannot replace skill development in our students. As explained by the partnership for 21^st century skills, the United States is heading in the direction of more jobs that require higher level thinking, as well as technology efficiency. They highlight the following skills needed for all Americans in their report:

Thinking critically and making judgments

Solving complex, multidisciplinary, open minded problems

Creativity and entrepreneurial thinking

Communicating and collaborating

Making innovative use of knowledge, information, and opportunities

Taking charge of financial, health and civic responsibilities

When we examine Bloom’s Taxonomy, it is clear that critical thinking is on the higher end. If students can think

Levels of thinking

 critically, they will be able to compose, create, evaluate, and compare. They, in many ways, will be able to have limitless opportunities. This does not mean that technology can do this for them. As Jason Price and Carlo Ricci point out in their article entitled “Laptops and Powerpoint: Teacher education for the senses or sensibilities?”, teaching and learning must use technology to enhance critical thinking. They point to a reliance on technology having a detrimental effect. They state: “For example, our research suggests that many believe that laptop programs may lead to a de-emphasis of discourse, community building, critical inquiry, and deeper skill learning” (Price & Ricci, 2009). While acknowledging this potential limitation, the authors point out that it isn’t the fault of the technology. This is where we must find the balance as educators. They continue: “We, however, counter by asking whether this is inherent in laptops and technology, or if it is rather the lack of imagination and creativity in the pedagogy and curriculum, and the restrictions that are forced onto students that leads to this belief” (Price & Ricci, 2009).

We can see how good teachers put this balance of pedagogy and technology to work on ISTE Wikispaces. Ben Smith submitted a plan in his class to access critical thinking. He states: “We are trying to create a digital classroom where students receive and transmit information electronically. Our goal is for students to be able to use technology as a tool for problem solving, selecting and implementing the appropriate tool” (Smith, 2009). This isn’t just using technology for the sake of using it. Smith requires his students to think critically about what technology to use and why. Meg Griffin takes it even a step further. She states:

“I use technology as a gateway tool to science inquiry learning. Our energy unit shows an example of the meaningful blend of science skills and content with technology. Students use electronic temperature sensors as they explore and make meaning about heat energy” (Griffin, 2009).

I am taking my class to the computer lab on Thursday to use technology to enhance critical thinking skills. After meeting with our Head of Technology, I now have my junior class set up on Moodle. I will be introducing them to it on Thursday with a practice prompt that requires them to reflect on the Lincoln-Douglas debate of 1858. The students will need to make an argument defending either Abraham Lincoln or Stephen Douglas based upon their reading. After looking over their responses, I will make next week a Moodle Week. Students will be responding to two prompts about the beginning of the Civil War and then responding twice to classmates as well. This will not be about just using technology. My goal is to allow all students the opportunity to practice technology while thinking critically. I look forward to seeing the results of their participation and insight.

References

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Critical+Thinking,+Problem+Solving,+and+Decision+Making

Partnership for 21^st Century Skills. (2008). 21^st Century Skills, Education & Competitiveness: A Resource and Policy Guide.

Price, J. & Ricci, C. (2009). Laptops and PowerPoint: Teacher education for the senses or sensibilities? THEN: Journal. Retrieved from: http://thenjournal.org/feature/228

Dealing With Being Away (Week 9)

This past week presented both a challenge and a tremendous advantage in the same event. Beginning on Wednesday afternoon, I accompanied seven other faculty members and 48 juniors on the fall Kairos retreat. This retreat occurs three times per year for juniors and is often described as a life changing experience. In fact, my brother-in-law recently told me that his experience with this retreat while he was at Jesuit High School in Portland is his most memorable high school experience.

Of course the biggest challenge of missing school for two days, even with a school event, is lesson planning for when you are gone. Both of my teaching partners were at school. I had a full Collegio full of freshmen and a junior class missing the thirteen students with me on the retreat. Many teachers, including myself, often feel it is more difficult to plan for when you are not present. This proved to be a challenge. While my teaching partners are more than capable (in fact they are incredible), they aren’t experts in the field of history. They are both literature teachers. I needed to find a way to keep my students engaged, present some material, and allow for some learning to take place – all without me there!

I settled on two different strategies. With so many juniors gone with me on the retreat, I had my junior class working on some lower levels of Bloom’s Taxonomy. They used their texts to answer multiple questions on the subject matter we will discuss on Monday. This allows them to be prepared for class and continue with the material. It will also allow them to essentially have a chronological, structured study guide for the material. I added a couple higher level thinking questions addressing the historical significance of events as well.

Meanwhile my freshmen received an opportunity to teach each other. I created a worksheet in which they had to identify topic sentences in their text (on a particular section dealing with the Persian Empire) and then pick two pieces of evidence. Lastly, they needed to identify the historical significance of their reading. They then got into groups and taught each other.

While this took some planning and a little extra work, my participation in the retreat was well worth it. I received a great opportunity to see students outside of the classroom and connect with them a little bit better. This retreat proved to be a great growth opportunity for many juniors and I felt honored to be a part of it.