Christine Tomey

Wicked Problem Project

2011-08-17T18:09:00.006-04:00

You can access my Jing presentation by clicking on the following two links:

Part 1

Part 2

The reason there are two separate links is because Jing only allows 5 minute presentations.

Below is the script of my presentation, allowing you the opportunity to watch both presentations while simultaneously reading the text.

Script for final project
SLIDE 1
http://www.greatbooks.org/
In an English classroom, it is extremely important for students to hold discussions about themes, symbols, and passages in a text. For my classroom, I want students to hold meaningful discussions, where new ideas are brought to the table, not just students regurgitating what classmates have already stated. I want my students to come prepared and show an understanding of the text and the ideas the author is trying to convey. I also want students to revisit the discussions at a later time because some of the material discussed is important to reflect on before new discussions begin. I would like to find a technology that can help me accomplish my goal of having students hold great discussions and also revisit them later on. An issue I had was determining whether or not this new addition of technology was beneficial to the students or not. To get students to where they should be, I will teach them how to ask good questions that delve into the how/why questions.

SLIDE 2
I decided to incorporate newer technology, the FlipCam, into my classroom to see if better discussions would develop. I decided to videotape several discussions throughout the year, and give the same assignment that I give during a regular in-class discussion, a posting to the message board. My idea was for students to reference back to the videotaped discussion when posting their responses later that night, in the hopes that the discussion would continue through the class message board. To ensure the relevance of idea, I decided to give a survey to students to see how they felt about both types of discussions.

SLIDE 3
The technology I have chosen, FlipCam and blog/class website, and pedagogy, discussions, support what I am trying to accomplish. With a FlipCam, I can record the discussion and still be free to walk around the room. If I have to stop for an interruption (fire drill, class ends, etc…), I can start fresh and make one video using MovieMaker, or can post several videos. Students will get a tutorial on how to use and access the blog, and each student has a log in because the school uses gmail (our school specific secure network) for students to access the school website.

The technology allows my students to go back to discussions and revisit what was stated. This will cause them to think more thoroughly and analytically about the text, and what their classmates have discussed. The blog will be easily accessible, even to students that do not have computers at home because my school has a computer lab and laptop cart, so my students will have easy access to both.

Students will be able to interact with one another both in the classroom and outside of class. Students do not have to worry about fitting everything into one discussion because they can also make more points on the blog, or the same discussion can be continued on another day. Students can focus more on responding thoroughly during the actual class discussion and worry about additional information later on.

SLIDES 4-6
I was pleasantly surprised at how easy the FlipCam and its software are. I was worried about sound and picture quality, and my ability to hold a camera steady during the discussion. I liked the option of being able to stop a video and pick up with a new one, although at times I wish I could’ve just paused the video. Without having an actual classroom this summer, I improvised and found a room that is the same size and structure as my classroom. I set up chairs and had several friends engage in different discussions and test out the writing responses post discussion to see how my plan would work. Since the school year has not started, I did not have access to the message board I wanted to use, but they improvised and used a blog instead.

It took several tries before I could find a place to stand where both the audio and video quality were effective for what I was trying to do in my class. I realized that the older versions of the FlipCams run on AA batteries, and did not have enough back ups for the first test run. These problems were noted for when I begin the process in my classroom this fall. I told my friends to pretend the camera wasn’t there, which is easier said than done, and I did not participate in the discussion because my shared inquiry discussions are student led. I was impressed with their ability to pretend I wasn’t there, but I need to make sure my students do the same thing. One thing I would add in the fall is permission slips from parents stating that their child can be videotaped and placed on the message board, which is only available to me, their classmates, and administrators. For students who do not want to be videotaped, I will have them sit in front of where I stand with the camera. I was delighted to see one of my friends taking notes because I know that some students learn better by taking their own notes, even if the actual discussion will be available at a later time.

SLIDE 7
What are the key interactions among TP & C that make this solution so promising?

The technology, FlipCams and message boards, and pedagogy of discussions, allow students flexibility in their note taking, and provide an opportunity for every student to have a voice in the discussion. My department at school chose Shared Inquiry as one of the main pedagogy's in our English classrooms, and I am trying to help refine their discussion skills so that worthwhile discussions are being had. With the integration of this technology, students can focus more on the discussions in class, knowing they can directly reference them at a later time. All of the students will have read the exact same passage or assignment, and the passage will be reviewed before the discussion begins so students can refresh what they’ve already analyzed.

SLIDE 8
Describe how you think your students will experience this problem differently/better with your new solution.

I think this new methodology will allow students to hold a more in-depth discussion during class because they know they can take notes on important points at a later time, or reference something they were unsure of in a later post. If my methodology doesn’t work, or becomes too distracting for students, I will change to an audio recording, or podcast, that students can listen to so they are not focused on the videocamera. Either the video or audio discussions will help auditory learners, and help review material throughout the year.

SLIDE 9
To see what my friends thought of the experience, I created a survey using Google Forms, similar to one that I would give my students, and made them all answer truthfully. 60% found the videotaped discussion useful, while only 50% referenced the video in their blog post. 40% were not distracted by the camera, and 30% were indifferent. A few people found themselves less engaged in taking notes because they know they have the video to fall back on. This is a concern of mine, and I am still working out the kinks on that. One idea I have is to tell students to take notes for points, or get points for questions and answers during the discussion.

SLIDE 10
I think my solutions will help students learn how to engage in discussions and come prepared with textual evidence. Students will analyze the different portions of the text both during the discussion and after when they are able to process what was discussed and what they read.

Group Leadership Project

2011-08-14T21:41:00.004-04:00

To deliver our tutorial on Google Documents, my group chose to use Movie Maker. Dave did a great job of recording his voice using Movie Maker. I made my portion of the project using Google Presentations because of the easy access and save mode. Movie Maker is easy to use when combining several different presentations, especially when they are made in different forums.

I learned that Movie Maker does a great job of making the project flow together, and provides an avenue for the different portions of the project to be placed together.

In the future, I would make sure all the portions of the project were done using the same forum to make the laying out of the project easier. I also think we should discuss what we plan to do and when so that we are not checking in the day before or due date of an assignment to ensure everything is done correctly. We communicated through e-mail, but I think another Skype meeting, or times to be online to chat, would have been extremely helpful.

Professional Learning Plan

2011-08-11T21:35:00.000-04:00

When I began my masters’ degree, I really wanted to become an expert on podcasting, creating videos/movies, and Google Docs. I became extremely interested in TPACK, and have been trying to see if my different lesson plans incorporate it. I’ve begun planning lessons around the different technologies and theories I have learned, and have started discussions with my technology coordinator at school to help me implement my ideas. As a school, we are working on incorporating more technology, so I am using what I’ve learned to help other teachers as well. I plan on keeping in contact with my colleagues and professors from the MAET program to help me access opportunities to continue my development and learn of any changes in the technologies. I also plan on discussing my lessons with my colleagues to see if they have any ideas on how to improve them. I have found myself blogging regularly in a personal blog, and have helped my cousins and friends create personal and professional websites. With my family business, I am starting to create websites/handbooks for the different positions for my employees. Between now and next summer, I plan on implementing several lessons, and relooking at them to ensure I incorporate the TPACK theory and address any ways to improve my lessons. I will need help from my students (surveys), colleagues (observations), my technology coordinator, and masters’ degree colleagues (ideas on how to enhance lessons). I plan on fully implementing my wicked project, and if the other technologies fit, trying out the different technologies in my lessons. I do not want to try technology just to say I am using it, so I will have to work extra hard to ensure it fits my objectives.

Part D - Findings and Implication

2011-08-07T20:33:00.002-04:00

When I began this project, I thought I would encounter a few problems, but I always forget the different advantages and disadvantages of the project. When I assess discussions in class, I look for who speaks, who asks questions, who uses the text, and who is taking notes. I include the taking notes aspect for the quieter students that are engaged, but are not able to get a word in. When the discussion takes place in class, I am able to walk around and see who is engaged throughout the process. I realized that it will be difficult to assess student engagement for the note taking aspect because the camera will pick up on who is speaking, but will not always have an entire class view. I came up with a few solutions that I intend to use when school begins. I will walk around at the end of the discussion and look at notes, and will try to set up the camera in a spot where the majority of the classroom is being taped. Specific assessments that I will use include: test and essay at the end of each unit, the actual discussion, responses and interaction on the school website after each discussion. The response on the school website will be another avenue for students to make their claims when they aren’t able to speak in class.

To assess my solution, I will try discussions without the video and have students respond to one another afterward, and continue the discussion. Then, I will try the new way with the videotaped discussion. I will try this several times to ensure my data is not a fluke, and I will ask the students, either in class or with anonymous surveys. One aspect that will require students to be completely honest is whether or not they read the material because a discussion cannot be properly assessed without that. To ensure this, I will have the discussion begin with a certain section of the text, and will have students re-read the portion during class so I know that everyone has looked at it at least once. If a trend of not reading continues, I will give short reading checks before the discussion so I know what students can be assessed and which methodology works best.

PART B - Storyboard and Script

2011-08-01T17:54:00.004-04:00

I have created my script and began my storyboard, but will change the background once we decide on a common one. My group is currently using a Google Document to keep all of our files together, and I sent mine in a separate document because I was using my friend's computer (mine officially crashed). Jimmy added mine to the group document and we are going to figure out who will do the final voice over and who will put the storyboard together.

Script
Google Presentation

Slide 2
There are several uses for Google documents, including every day tasks such as journaling, creating to do lists, recipes, etc…For this presentation, the main focus will be using Google Documents in Education. Google Documents can be used to create essays, write informal responses, and collaborate on projects and essays.
Slide 3
There are several advantages for teachers. If a teacher creates a lesson plan, quiz, or test, they can save the document using Google Documents and will have access anywhere with Internet at anytime. In the classroom, teachers can assign work and become collaborators on the document to edit or comment on student work. Teachers can also monitor student progress by reading the document or looking at the revision history.
Slide 4
Students also have access anytime and anywhere. They can collaborate and share their work with others, providing additional opportunities for editing. Students will not have to wait until the next class period to receive their initial comments back and can begin revising from home. For group projects, students can see who made revisions and can look back at the original document. There is also a chat feature if students plan to be online at the same time and can work from their homes instead of trying to find a time and place to meet. Auto save also prevents unwanted loss of the material.
Slide 5 ( plan on having an introduction to opening Google Docs and all of its features before this portion)
When beginning to work on the document, make sure to change the name in the top left corner. You can begin typing the document and have the opportunity to choose the font and size. To change the formatting of the text, click Format, Paragraph settings, or use the preset toolbar.
Slide 6
Like Microsoft Word, Google Documents allows you to insert pictures, links, drawings, equations, comments, and footnotes.
Slide 7
There are several sharing options which allow you to choose who can see the document and who can edit it. This also students to choose the people in their group to become editors while the rest of the class can view the work.

PART C - Implementation

2011-07-31T14:30:00.012-04:00

Had technical trouble trying to upload just the audio file. Converted it to several different types besides wav, but it wouldn't let me upload. Tried sending it to Box.net, archive.org, ourmedia.org, and embedding the code, but it came up as plug in required and wouldn't play the audio. If you click on the link below, you will be able to access my podcast. Enjoy!

Podcast

Mobile Learning Lab

2011-07-30T19:17:00.002-04:00

When creating my poll, I tried the different types of questions (multiple choice, free text poll, and the goal poll). I decided that I liked the multiple choice option the best because as an English teacher, the open opened questions would require too much of an answer to be texted back. I can use the text poll as an option where I ask some plot questions, though.

I was intrigued by the Internet hotlist for iPods and iPhones because I recently purchased an iPhone and plan on using that in my classroom. I got a little sidetracked downloading apps on my iPhone and playing with those. (On a sidenote, the word applications are amazing and fun, and I would definitely use those during my longer periods when I give students a break).

I’ve used podcasts and mp3 players, so I didn’t experiment with those too much. I loved the FlipCam sites because I am using FlipCams in my Wicked Project and plan on using them several times during this school year. I am a fan of cell phones in the classroom, but I feel like they need to be regulated and used sparingly because my students are always caught using their phones for games and Facebook. My school is big on technology and open to me using different technologies in my classroom, so my concerns lie with the students. I know that if I lay out what I have planned for my students, they will abide by the rules because they love using their phones and wouldn’t want me to take them away.

I’m really excited to use all these new technologies in my classroom!

Part B - Application of TPACK

2011-07-24T19:50:00.001-04:00

The technology I have chosen, FlipCam and blog/class website, supports what I am trying to accomplish. With a FlipCam, I can record the discussion and still be free to walk around the room. If I have to stop for an interruption (fire drill, class ends, etc…), I can start fresh and make one video using MovieMaker, or can post several videos. Students will get a tutorial on how to use and access the blog, and each student has a log in because the school uses gmail (our school specific secure network) for students to access the school website.

The technology allows my students to go back to discussions and revisit what was stated. This will cause them to think more thoroughly and analytically about the text, and what their classmates have discussed. The blog will be easily accessible, even to students that do not have computers at home because my school has a computer lab and laptop cart, so my students will have easy access to both.

Students will be able to interact with one another both in the classroom and outside of class. Students do not have to worry about fitting everything into one discussion because they can also make more points on the blog, or the same discussion can be continued on another day. Students can focus more on responding thoroughly during the actual class discussion and worry about additional information later on.

Part A - Brainstorm Session

2011-07-24T19:35:00.004-04:00

For our group project, we tried several of the video conferencing tools to communicate with one another. We met in the Live Chat on Angel to figure out what would work best for everyone. I could not get MS Live to work during the lab or when I met with my group. Three of the four of us were able to get WebHuddle to work, but there was no sound or video, and one member couldn’t get it to work so we ended up using Skype and a Google Doc to record what we agreed upon for the project. Yugma and Adobe only allow three users at at time, so those were not options for our group. We were unable to record the session, but we did take screen shots of our attempts and final communication.

One of the big advantages of video conferencing was that we were able to communicate with one another quickly. E-mail takes too long and the chat tools are nice, but the responses are faster when you actually speak to one another. Another advantage was we were able to discuss everything together at one time.

Some of the disadvantages are mentioned in the beginning when I state what tool we ended up using. Another disadvantage was the technological difficulties we kept encountering as a group. Since we all couldn’t get the different tools to work, we used Skype which helped accomplish what we needed to finish.
As a group, we came up with our own timeline so that we could finish everything on schedule and ensure the project is done well. We chose Google Docs (me) , Spreadsheets or Drawing (David), Forms (Jimmy), and Presentations (Jeff). Each group member will create a tutorial and we will use Slideshare to create the final presentation.

Wicked Project Part A

2011-07-17T17:27:00.001-04:00

In an English classroom, it is extremely important for students to hold discussions about themes, symbols, and passages in a text. For my classroom, I want students to hold meaningful discussions, where new ideas are brought to the table, not just students regurgitating what classmates have already stated. I want my students to come prepared and show an understanding of the text and the ideas the author is trying to convey. I also want students to revisit the discussions at a later time because some of the material discussed is important to reflect on before new discussions begin. I would like to find a technology that can help me accomplish my goal of having students hold great discussions and also revisit them later on.

I plan on using my FlipCam to videotape discussions that I will then post to a class blog. Students will already have learned how to formulate good discussion questions and how to converse with one another. I will use the blog as an avenue for students to re-listen to key portions of the discussion and reflect with one another. I will also pose additional questions, possibly adding to a great point made in the discussion, and have students post responses to that.

For my solution, I don’t think it will work if I consistently have students revisiting discussions and posting responses. I think it will be utilized once every six day rotation (my school’s schedule), or if some great discussion points are unfinished because of time constraints within the class.

I plan on using the Shared Inquiry methodology for the discussion aspect of the project. Shared inquiry is part of the Great Books foundation and is a pedagogy that I have begun getting training on. For the shared inquiry method, a small passage or section is chosen from the text, and students come up with a how/why question involving that text. After that, the discussion begins, and students must use the rest of the text to support their argument. Once the initial question is in play, other questions may be asked that go off the first one, or new questions when students feel they have discussed it thoroughly. TeacherTube has great examples of teachers that have videotaped discussions and lessons, although my dreams for my lesson are not on there. I was able to look at several examples and see what I should do with the videotape.

During this course, I will work more on the posting on the blog and responses to videos because I am not in school with students. I will look for a discussion online and have peers work on that, possibly reflecting and responding to questions posed on the blog.

CEP 812 Introduction

2011-07-09T13:08:00.003-04:00

Tomey Digital Story

2010-06-26T13:04:00.003-04:00

For my final project in CEP 800, I had to create a digital story. I chose to teach two adults how to pitch a softball using different methods when they didn't fully grasp the mechanics of the pitch. Enjoy the video!

CEP 800 Podcast

2010-06-06T21:43:00.003-04:00

I really enjoyed making this podcast. I learned how to edit audio files and was able to hear what other teachers and parents believe about how students learn. I experimented with recording several times, each time trying to edit out background noise and ensure that the responses were in the correct order. I learned that students at different levels learn in different ways, but every student is different. I've never used Audacity before, so it was difficult, but I enjoyed the challenge. This is something I plan on using in my classroom in the fall!

Beginning CEP 800

2010-05-30T16:25:00.003-04:00

This summer, I begin my CEP 800 course for my master's class. The first assignment involves a podcast. For my podcast, I plan to address the issue of how people learn/think. I will interview teachers and parents of students at different grade levels. I anticipate that the parents will think that all children should learn as they learned, while teachers will use their training in the field to determine how different groups learn. I anticipate that grade levels will provoke different answers because students learn differently based on their cognitive development.

End of Semester Reflection

2009-12-09T09:50:00.001-05:00

Now that this class is coming to a close, I feel that I am walking away with new skills, knowledge and a better ability to integrate technology into my classroom. I have found myself showing colleagues what I’ve learned and how to use it in their classrooms as well. I am setting some goals for myself to use the new skills/tools I have learned (the StAIR, WebQuest) in my classroom. I plan on integrating my WebQuest into the third quarter when my class studies Shakespeare and The Merchant of Venice. The StAIR is something that I will continue to use and develop for my different classes. I would like to do a StAIR on photography and design for my yearbook students to help them get a better handle on what is expected when producing a yearbook. I know more about PowerPoint and the Internet that when I began this class and hope to keep adding to my knowledge base. I came into this class expecting to be a pro at everything I tried, but I am walking away knowing that I can always improve upon my assignments, skills and knowledge.
I have noticed myself critiquing websites and WebQuests more because I had to create my own. Some that I thought were excellent resources have some good materials, but I know they can be improved. I find myself critiquing my own projects (that I do myself and those that I assign to students) to ensure that they are clear, concise and meet standards of teaching and the Internet. I feel more confident when searching the web for resources from other teachers and how I am best able to utilize them in my classroom. I have been learning that technology should be integrated into classrooms, but until I began this masters program, I didn’t fully understand the benefits of it. When I began reading the different articles and discussing each topic with my classmates, I noticed that I used the technology I have available to me in my classroom more frequently. Students began having more online discussions, PowerPoints were presented in a completely different manner and projects for students became more technology based.
I learned that when integrating technology into the classroom, you must have a basic understanding of the program. I know that I will not know everything about a program, but without the basic understanding I cannot model and expect my students to produce something that meets my expectations. When teaching, I learned that it is ok for students to show you how to use something because sometimes they figure it out faster than me, and I am ok with that because I think that is the best way to learn. Students need different strategies at different points throughout an assignment. A guide on the side and sage on the stage are two great examples. I need to teach and model my work before stepping aside and allowing students the freedom to explore each program and their skills. I feel more confident in my students’ abilities and allowing them freedoms because, being a student again, I liked having the freedom especially when I knew I could turn to my teacher or classmates when I needed help.

Michigan Merit Curriculum Online Experience

2009-11-30T22:27:00.000-05:00

One of the technologies that I can use myself utilizing in my classroom is podcasting. I will safely assume that 90% of my students have an I-pod or I-phone which would make this process even easier for students to have access to. Those that do not have these technologies can listen to podcasts on their computers. I think that in an English classroom, podcasts can be used in several ways. Since I teach three different sections of English 9, the students can create podcasts that can be shared with students from another section. I can have students choose a podcast they like from another section and bring in another form of technology: blogs. Students can blog about what they’ve listened to, their opinions, ideas and evidence to contradict/support what is being discussed. Podcasts give students ownership, especially when they know other students will hear what they have to say on the subject.

With podcasts, I would use directive instruction. Students would receive feedback on their assignments, examples of how to improve it, etc… Receptive instruction would be used when I model the use of Podcasts to students. I would give an example Podcast, showing students exactly what is expected of them and how they can accomplish this feat. One difficulty would be if students do not have a good microphone that they can record their assignment with, especially because laptops have weak microphones that bring in the majority of background noise.
Another technology I can see myself using is a threaded discussion. Since the school has a class portal with messaging and message board capabilities, this is an easy and private way to get discussions going. I can pose a question and students will have to answer and reply to another student’s work. This, like the Podcast, would be modeled for students. Instructions would have to be clear and concise. The threaded discussion allows students time to reflect on what they want to say, and the ability to proofread, fully develop and support each argument.

One technology that would be difficult for me to use is synchronous learning. Despite the amount of computer access my school has, it is difficult for them to be separated from me during real time broadcasting. Students can watch live broadcasts, view videos, etc…but without me present, they will be unable to use the lab. This would be a great tool for students outside of school, if everyone can go online at the same time. If students could do that, I would love to use this learning. The problem with this technology is that students have jobs, participate in sports, etc…so it is extremely difficult to find a time where everyone can meet.

There are several technologies that seem appropriate for any classroom, especially an English room. I will continue to look into each technology and see which ones would be best suited for my classroom.

Zoho Notebook

2009-11-21T13:35:00.001-05:00

I absolutely love this application and think my students would benefit greatly from it. It allows you to add text, audio, video, pictures and links. You can move your notes to different parts of the page and organize it in a way that works best for you. One function I really loved was the audio function. Normally, you have to go to the start menu, applications, find your sound recorder, etc…before you can record sound. With Zoho, there is a built in sound recorder. When you hit insert audio, you can hit record and it will record and immediately save to your notes page. This application is similar to MS Word, but some of the buttons are even easier to figure out. The actual page is very self-explanatory and easy to follow. I haven’t been frustrated or found anything that I don’t like about this application. I wish I had found this when I was taking high school and college courses because group work always played a significant role in my classes.

Students would need to learn how to create a Zoho account, but only need minimal technological skills going into the using of this application. To share documents, there is a share button at the top of the page. When you click share, it allows you to e-mail the document to anyone you would like. This would benefit students in class and when working with groups. In class, students can share notes and compile a new set that has everyone’s notes. It is difficult for every student to write down every important note. The notebook application doesn’t require you to sign up for any additional fees and you can share with anyone that has a valid e-mail address.

I think this application would be invaluable for any subject, but I especially like it for my English class. We have many in-class discussions and several assignments and assessments are based on those discussions. Zoho allows students to take notes quickly and easily organize them later. If they share with other students, they can move notes around to add other student’s notes with theirs and keep an organized, chronological order. I know it would be a great asset to a Math or Science room as well. Students can link to class websites and upload/open notes a teacher posted there, add more, include pictures/websites or videos that teachers have found. An electronic copy of notes also makes things easy to find and stay green!

Group work is made easy using Zoho notebook. Along with what I’ve already mentioned, students can use any document given to them and place it on Zoho notebook. It is simple to take a MS Word or MS Works document and import the information without worrying about formatting. Teachers can create a class/group site on Zoho and students can use all the applications, especially notebook for their group project. With notebook, each student can e-mail their notes to each other and they can be organized in a quick, simple and organized fashion. Some times, a student must retype someone’s notes because they don’t work with the versions of Windows/Mac that the student who is compiling the project is using.

Collaboration is also made easy with an AIM type chat feature. If students create a group, they can leave messages on the chat for each member of the group and the member will receive it when the log on. This can work nicely if you all plan on working at the same time from different locations or even if you are just working and need to leave someone a note.

Instructional strategies and Web 2.0 technologies

2009-11-14T20:43:00.000-05:00

There are several instructional strategies that fit well when using blogs in the classroom. At the beginning, you must be a sage on the stage, but you get to switch to a guide on the side. The sage will explain the components of creating a blog, the use of it in your specific class and the requirements for your class. You can integrate other technologies into it, teaching students how to adapt to changes in the curriculum. Teachers must model for students how to write properly for a blog. Just because the assignment is done online doesn’t mean that students can use computer and cell phone lingo, a common misconception. Teachers must teach students that proper writing can be done on the Internet and teach students proper netiquette. Just as a teacher must model the proper way to behave and discuss in class, she must do the same for Internet postings. With blogs, teachers can post videos/voice comments that students must listen to/watch and respond.

With the use of blogs, you do lose some strategies that are important to a classroom. It is difficult for formative and summative assessment to take place. Also, immediate feedback is a little more difficult. A teacher must read each post and the comments posted for each student. Assessment of understanding is difficult to determine, so teachers must be ready to adapt and discuss the difficulties students have with the material. Teachers will need to respond via the Internet because you cannot have students use the resource and not use it yourself. With blogs, you also lose the implementation of formal writing. Students can write using complete sentences, but the form and flow of an essay are not prevalent.

I will use blogs in my classroom in many ways. Since I teach English, I can have students discuss a text that we have read. I can have them bring in outside sources, which they can link to in their blogs, and fully analyze the question presented. Students can then respond to each other, forming an out of class group discussion. Another way I would utilize blogs would be as a continuation of a class discussion. If students are unable to speak up during class, they can make their points online. Blogs also provide a great forum for group work because students can hold discussions online.

Wikipedia

2009-11-14T20:26:00.003-05:00

I went to Wikipedia and looked up my school, University Liggett. They had more information than I knew about the school, so it was difficult to find a place to edit. Knowing this portion will probably be deleted because I could not provide a picture of the logo, I decided to mention that Liggett has changed its logo several times. We discussed this during school last year, but I was unable to find out what the former logos were and why they were chosen. I added a part about how the logos have changed and the last change was during the 2008-2009 school year. I also added what the logo symbolizes, but would've liked to accompany my post with a picture of the logo. I also created a wiki on wikispaces.com, but haven't been able to add much to it yet with conferences approaching this week.

Computer-Based Instructional Objects

2009-11-01T16:47:00.000-05:00

When creating computer-based instructional objects, it is vital that the project is organized in an easily accessible manner. If students cannot figure out where their links to resources, assignments, tools, etc... are, they will not be able to complete their end of the assignment. Along with organization, credit must be given where it's due. If a teacher doesn't credit outside sources used, they are condoning the thing they consistently tell their students to avoid (plagiarism). Links must be checked to ensure they work and the sites still exist. When creating a StAIR project, if the link between slides doesn't exist (if PowerPoint is used), students cannot procede to the next element or finish the assignment. On WebQuests, broken links can disrupt the entire assignment.

Along with these elements, access can be difficult to obtain. In my current school, I don't have to worry too much about computer access as my room is adjacent to the computer lab. At the school where I student taught, it was very difficult to book the computer lab in time. In addition, the majority of my students didn't have computers at home and the lab was only open for 40 minutes after school. I don't foresee that problem at my school now, but this is an issue for many students.

WebQuest examples:
Jane Austen's Pride and Prejudice
http://homepages.wmich.edu/~j2burke/prideindex.html

William Shakespeare's Romeo and Juliet
http://chalk.richmond.edu/education/projects/webquests/shakespeare/

I chose these particular WebQuests because I liked the layout and information provided. They are easy to access and contain pertinent information. One strategy in the Shakespeare WebQuest is to rewrite the story in a different era. To complete this task, you must research the other era and have a handle on the material presented. If you didn't understand the task, it is difficult to put it into a different context. Students must also change the Elizabethan language into modern language, thus making them experts on both languages. I like that the Shakespeare WebQuest addressed everything with the teachers that might be using this site. The creator included objectives and what the learners need to know ahead of time. Both WebQuests give step by step instructions for group work. I like this because it teaches students are to work together in a group and helps guide them in ways to achieve their goal as a cohesive group.

Websites vs. Blogs

2009-11-01T16:35:00.000-05:00

I think that websites and blogs are both tools that can be used in the classroom. Blogs allow students to voice their opinions and hold discussions on different topics. Websites created specifically for the classroom can accomplish the same task. When using websites as resources in the classroom, I feel more comfortable about the credibility of my source. Since blogs are similar to "online diaries" they may be more opinion based. This isn't always the case, but it is difficult to find the credibility about each blog. I use blogs in my classroom as a discussion forum for my students. If a site like weebly, google sites, wikispaces, etc... are used, as a teacher, I can respond easily, especially if I am a subscriber or owner of the website.

My website created for session 2

2009-10-31T15:15:00.000-04:00

http://sites.google.com/site/christinetomey/

I was unable to embed the code in Google sites, but was able to place a link that enables the MAET Badge to appear.

Intro

2009-10-31T13:43:00.000-04:00

Hi!
My name is Christine and I am in the masters program at MSU. I currently teach in Grosse Pointe Woods, MI at University Liggett School.