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Sseeion 12: The Educator's Guide to the Read/Write Web

Session 12:  The Educator?s Guide to the Read/Write Web

Over the last few years, weblogs, wikis, podcasts, and other similar tools has changed the world of journalism, politics, business, and other areas of society.  Classrooms are feeling the effects, as thousands of teachers and students use the Web to publish their work, collaborate on projects, and engage in online conversations. (Richardson, 24)  Weblogs also referred to as blogs allow anyone to create a personal or group Web site without needing to learn hypertext markup language.  The only requirement to share with the world is to log in, enter text into the screen, and publish.    Blogs allow online conversations among users and allow any visitor to post public comments.  Many youth treat blogs as online diaries.  Students and teachers use them as a means to draw out critical thinking, reading, and writing skills.  Teachers use blogs to construct classroom resource entries and to promote online learning communities.  The author teaches at Hunterdon High School in Flemington, New Jersey and he has his students using blogs to collaborate with authors of books they are reading in literature classes to contact professional mentors in journalism classes and to communicate with high schoolers from Krakow, Poland as part of a unit on the Holocaust.

Another Read/Write is the Wiki.  A Wiki is a Web site that anyone can edit at any time.  The most obvious example of the wiki potential is through Wikipedia.org the online encyclopedia with more than 500,000 entries.  Every entry is frequently shaped by anonymous donors who log on to the encyclopedia and add new helpful information as the new arises.  Thousand of people  with no connection to each other connect in the work of negotiating and creating this accurate online resource by editing, deleting, or restoring its content.(Richardson, 25)  The community of people using wiki keeps the information accurate by policing itself.  If anyone enters incorrect information or vandalizes the site, another user usually repairs the damage.  Teachers and students in classes are collaboratively building their own wikis that feature lists annotated resources and links relevant to the course curriculum that can be shared with future classes. 

Really Simple Syndication (RSS) is another new digital tool.  RSS enables people to subscribe to various feeds of information by help of a tool called an aggregator.  RSS aggregators check this information stream as regularly as every hour to see if there is anything new for RSS subscribers to read whenever time permits.  If there is something new, the aggregator copies and stores it.  The New York Times, Newsweek, and The Wall Street Journal now offer RSS feeds for their content.    So that new information about a topic is automatically collected in the aggregator, teachers and students use this new way of collecting information to expand the scope of their reading and research.  For example, a student doing a project on global warming can create RSS feeds that will research on the topic almost as soon as it is published. 

Another way to share information on the Web is podcasting which can best be described as creating amateur home radio programs and widely distributing them on the Web. (Richardson 25)Students across the US are podcasting audio tours of local museums and points of interest, weekly news programs about their classrooms, oral histories and more. 

One of the ways I plan to incorporate podcasting into my classroom is by allowing my students to choose a podcast of their liking (exa. Obama uses podcasts on a daily basis- http://obama.senate.gov/podcast/) with my approval and have the students listen to its contents daily reporting to the class every Friday about their findings and how they can use this information at a later date.  I also plan to use blogs in the classroom by posting a blog as it relates to the objective we are studying and have each student post a blog to explain what this objective means to me.  We will start out slow and gradually grow.

Posted at 12:33AM Dec 01, 2006 by dwdixon in General  |  Comments[0]

Session 8: What a Concept! Using Concept Mapping on Handheld Computers

Session 8:  What a Concept!  Using Concept Mapping on Handheld Computers

In the course of making concept maps, students share new facts to more basic understanding already held and extend fuller understandings of those basic understandings and recognize new associations between concepts.  Students connect these activities by connecting concepts to subconcepts, relating the relationship with proposition and creating crosslinks.  The more a concept is understood, the more valid subconcept, links, and cross links there will be in a students? concept map. (Royer 13)  Well designed concept mapping activities should be open-ended, there should be no wrong answers and every student?s map should be different.  In the reading Jeff (co-author of the reading) scaffolds students? creating their own maps by providing them a list of key concepts and the beginning of a map.  Then Jeff has the students create their own maps, by doing this, Jeff can decide how well his students understand the concept rather than how well they can memorize the teacher?s map.  Jeff was awarded a grant of 30 Palm handhelds and used PiCoMap, a free software application he downloaded from the Internet.  With a few days of instruction of using handhelds and PiCoMap, students were ready to begin their understanding of science content.  Throughout the semester, students created concept maps to illustrate their understanding of mollusks, worms, and simple invertebrates.  Concept mapping became a big part of Jeff?s instruction due to the easy access and always having the classroom ready for use.  Students were very positive in their reactions to using handheld computers.  Most students preferred to use handheld computers rather than desktop or paper and pencil.  Jeff?s students said it was easier to move things around on a handheld.  The students also felt their maps were better when they created them using PiCoMap.  One student replied ?I get tired writing really quick, so my concept map with the PiCoMap was longer.?  Another student explained that the PiCoMap was ?more elaborate and organized.?

We have been creating concept maps in my class at NCSU.  Our instructor did as Jeff did with his class.  We were given key words from at least nine readings and used three major headings to connect the nine. The first concept map was a disaster.  I didn?t think the software was user friendly, we are using CMap Tools.  The second got a little better with help from the instructor.  My last one seemed to be better.  I haven?t received a grade yet.  I will say that concept mapping helps to break down what the author is trying to say in a way that makes it easier for one to identify with.  Next semester when I begin teaching letters to my freshmen, I plan to let my class use concept mapping to better understand the purpose and composition of writing a great letter.  Upon using CMap for the first time, I was totally against it.  I couldn?t see the purpose.  Today I have a different attitude and will continue to experiment with the many advantages of concept mapping.

Posted at 11:59PM Nov 29, 2006 by dwdixon in General  |  Comments[0]

Session 10: Filming Compassion

Session 10: Filming Compassion

The use of filming in conjunction with service learning is a concept that both enhances the experience for the students and engages their technological abilities.  First, the National Service Learning Clearinghouse defines service learning as a method of teaching, learning and reflecting that combines academic classroom curriculum with meaningful service within the community.  With this in mind, schools in the Cincinnati area decided to integrate film-making into their service projects.  The students were required to visit their community organization and film at least one hour of footage, on their own time.  They were also required to edit the faces of the people being videoed using Final Cut 4.  Prior to completing their footage, they had to return to class and develop a storyboard.  A storyboard is a series of sketches that outlines a scene sequence and highlights the major events that occur within the story.  In the end of the experience, the students felt achieved in several areas.  First, they took pride in their community involvement.  They also had done most of the work independently, since staff was not available to provide resources for the project, and they were able to go back and reflect on what happened during their visit by viewing the footage.

The article highlights how effective filming can be for students.  Self assessment is a growing part of education and this article highlights how filming can be a significant aid in developing this skill.  Not only did the students have to manage all of the equipment involved in the project, but they also had to edit their footage and go back and reflect on their involvement.  The article raises the idea that filming is rather complex and requires motivated students to successfully perform.  The service learning curriculum is a great tool for students, since community service is now an intricate part of education.  However, to gain the most from service learning one has to set goals, reflect on action, and reflect in action.  Students often lack the ability to reflect in action, but having video footage can help increase the learning curve.

My daughter did a service learning project and was surprised at the amount learned through the experience.  However, I asked her to imagine being able to film her experience.  The thought of being able to go back and present an experience through a video and watch yourself is intriguing.  As a computer teacher, I know how hard such expensive equipment can be to come by for students.  However, filming can make students feel a sense of accomplishment that they have ?produced? something.  I think it could instill self confidence in some and frustration in others.  Overall, I think the concept is unique, but not realistic in most school systems.  

Posted at 11:56PM Nov 29, 2006 by dwdixon in General  |  Comments[0]

Session 5: 1 to 1 Initiatives

The 1 to 1 computing initiative is a strategy implemented in school systems, which allows student to have a laptop or notebook available for 24/7 access.  The students are assigned a laptop or notebook for use at home and school.  The primary goal, stated by Apple, for these initiatives is to ?improve academic achievement by the use of technology.?  However, an ethical goal of this initiative involves increasing ?equity of access.?  Some states have even adopted the computing initiative as a means for competing with other states, in a race to give their students savvy for the technology working world.  Overall, each of the various 1 to 1 initiatives agrees that it will allow instruction time to be more student-centered.

In 2001, the research evidence showed little effectiveness on instruction outcomes based on 1 to 1 initiatives.  However, the current research done under Apple Computer analyzes prior studies and clarifies gaps in the knowledge concerning the initiatives.  The main objectives of the present studies include: the effects of 1 to 1 computing initiatives on students, how students use laptops and wireless connectivity, and what teaching looks like in 1 to 1 classrooms.  Though the definitive evidence supporting the strengths of 1 to 1 initiatives is weak, Apple states that there is significant evidence suggesting that particular program designs and factors affecting teacher attitudes and beliefs, influence a program?s implementation and success.  This means that teachers who are confident in their students and implement certain program designs (within the 1 to 1 initiative) for challenging their students, will better promote their students? ability to use laptops and notebooks in research, science projects, problem solving assignments, etc.  As mentioned before, the primary goal of the initiative is to make learning student-centered.  The iNtegrating Technology for inQuiry (NTeQ) model is a program that mirrors a student-centered 1 to 1 initiative.  It allows teachers to: challenge students with real world problems and resources, promote collaboration among students, and provoke problem solving using computer tools.  The model requires that teachers have a10 day training and an end-of-year follow up.  Studies of this model have shown that teachers prefer technology over non-technology learning environments for building students? strategy and critical thinking skills.  Though it seems these designs would be simply presented, it is rigorous to test the affects of 1 to 1 initiatives, therefore it is difficult to argue that laptops and notebooks for students is a cost effective implementation in school systems.

I would defend the implementation of a 1 to 1 initiative in the school system in which I teach.  I believe my biggest motive for incorporating the design would be the student focused learning approach.  Not only would this allow students to build on their classroom knowledge, but it would encourage student creativity outside the classroom.  I do not think the cost benefit for this design would be readily accepted where I work.  However, I think that applying the design to a group of random students and evaluating their end of year test results and achievements, would solidify the need to invest and implement this type of program.

Posted at 07:10PM Nov 28, 2006 by dwdixon in General  |  Comments[0]

Session 6: Hardware Part III, Classroom Response

Electronic Response Systems, often called Classroom Performance Systems, are used to stimulate students in the classroom while decreasing the burden of being embarrassed to answer aloud.  Most of the ERS come in the form of ?clickers.?  The cordless remote-like device is provided by or for the student and the instructor matches each student?s device code in her grade book.  Any classroom activity, assignment, or exam that requires the student to respond using the ?clicker? will be at the instructor?s fingertips for grading.  The devices are normally inexpensive and very straightforward to use.  The students are assigned a number that will highlight on the screen, so they will know when their clicker answer is received by the ERS port. 

Research from the 1960s and 70s were not as forward in supporting that learning was improved by ERS.  However, as Judson and Sawada suggest, with the current boom of technology and students that are familiar with ?video games,? implementing these systems will further enhance the way students learn in the classroom.  Judson and Sawada also suggest that it isn?t the emergence of such a system that is remarkable, but the effects of the device in the classroom are what make the difference.  They make the argument that these devices could have an operant conditioning affect, which allow students to receive immediate feedback and promote them to further gauge what they know.  Judson and Sawada point out that this tool could also help the instructor pace the lecture, which is what I must admit, sounds the most appealing for my classroom.  While giving lectures, this tool would allow me to incorporate ?up to this point? questions, which will allow me to know whether more time is needed in specific areas.  Most teachers do not have much time to evaluate one-on-one with students, until the course examinations.  However, I believe that implementing such a tool would encourage teachers in my high school to seek out students whom are not where they should be, when they should be.  Much of the research done regarding ERS shows most of the affects on learning in science related courses.  After speaking with my own daughter, whom graduated from North Carolina State, she gave me her own opinion from experience with the ERS.  She said the ERS were used in Chemistry, Physics, and Statistics.  However, she most valued the ability to solve problems using the ?clickers.?  So, for the purposes of my classroom, I still think the ERS could be useful in a Computer Applications of digital media course.  I would support that they are probably very useful for measuring students? abilities to critically think and solve problems.  Judson and Sawada also found that the learning was only significantly beneficial when students were allowed to communicate with each other, which is another reason I would support the tool.  Student interaction is something high school students in my setting seem to lack.  When students who understand the material interact with others who don?t, I have noticed there is a tremendous amount of peer learning both ways.  The main affects of the ERS are vague from the research, but I think for my purpose I would be interested in using it for giving my tests.  I hope such a tool would reduce the risk of cheating and anxiety during testing.

Posted at 09:58PM Nov 06, 2006 by dwdixon in General  |  Comments[0]

Session 4: Hardware Part I, Handheld Tools

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Session 4: Hardware Part I, Handheld Tools

PDAs, or Personal Digital Assistants, were originally created under the Apple Computer CEO, John Sculley, in 1992.  The initial intention of these devices was to serve as personal organizers.   Currently, PDA uses are notorious and include features such as: web surfing, sending/receiving emails, GPS, word processing, and various other tasks.  Most PDAs have audio and video capabilities and may include portable keyboards.  Undoubtedly, the most significant convenience that the PDAs have introduced is its compact style and convenient touch screen.  The touch screen is operated using a stylus, which is a pen-like apparatus that detaches from the side of the device; the stylus serves the same purpose as the mouse of a PC.  The stylus is used for word and letter recognition by the virtual keyboard.  This virtual keyboard lets the user write on the screen in specified fields, and the writing is then translated to typed characters.  Additionally, the device has the ability to synchronize with PC operating systems, which means the PDA can be kept up to date and the amount of time spent putting data in is reduced.  Since data input is normally easier to translate on a bigger screen, having the ability to just ?Hotsync? the data to a PDA is a time-saver and convenient option for on the go tasks. 

I will begin by saying that the support of handheld computers in the classroom has increased tremendously just within the past ten years.  According to the Palm Education Pioneers Program, 90% of teachers stated that handhelds are effective instructional tools and 85% stated handheld computers could improve the quality of learning activities[1].  First, finding something that has a universal improvement is an obstacle where I teach, thus providing a tool that has supporting evidence of educational enhancement across the globe (like handheld computers), will be worth seeking the resources for in my classroom.  Finding the funding, support, and cooperation of new ideas is a difficult task that educators often face.  However, the handheld era looks promising.  Though there were drawbacks that were reported by these teachers at the beginning of the PEP Program, much of them were due to being novice as an operator.  So, to integrate such a tool in the classroom, I would say teachers and students would have to complete training modules about how to use the handheld device.

I think integrating this tool in middle and high school keyboarding classrooms would be phenomenal.  Overall, I would say the PDA is a more convenient tool than the tablet because it can fit in most pockets and students will be given a sense of responsibility while keeping up with the small devices.  As Pete Just suggested in his article, integrating handheld computers that could be issued to the student would bridge the gap between students whom have computers in their home, which means they are able to practice their skills, and those who only have access to computers at school[2].  Bridging this gap would significantly improve the learning curve in my classroom.  As with any class, keyboarding practice has to be done outside the classroom.  I think the integration of PDAs in the school system should be a global initiative for all subjects of learning.

Posted at 09:54PM Nov 06, 2006 by dwdixon in General  |  Comments[0]