PART C - Implementation

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

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

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

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

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