What a perfect example of one application, that can be utilized in the classroom, of our "Web 2.0" world: Digital Storytelling. As this site outlines, digital storytelling can come in a variety of formats, and is a natural evolution to more traditional approaches to creating and sharing a story. What better way to get students involved in creating a story, when you can offer them such variety through New Media?
For example: you are an English 9 teacher whose class is studying Animal Farm by George Orwell. Not only can you offer your students a digital format of the book, as opposed to worrying about hard copies going missing, but the web also opens up a great deal of possibilities as far as assignments and projects are concerned.
Perhaps your students create an image mosaic of symbols/themes using Microsoft PowerPoint, or AndreaMosaic?
Maybe they create a video that takes place several years after the events of the story? Not only would students have to utilize video technology and software such as Windows Movie Maker, but they could go on to post their finished product to such video hosting websites as Flickr, Vimeo, or YouTube.
How about using StoryJumper to have students re-tell Orwell's story in the format of a children's book?
Those are only three suggestions of ways that digital storytelling could be utilized, using a concrete example. While they all fall under the term of digital storytelling, notice how different those three choices are? Each of those will produce a unique finished product that not only can be shared within the classroom, but all over the world. These kinds of assignments/projects are also not limited to just the language arts, but could be easily adapted to other subjects such as math and science.
Shifting my attention to StoryJumper specifically, I have to say this is a fantastic website for educators and students alike. I was blown away with all the options at my disposal to create a story from scratch, not to mention the many helpful templates included on the site. Don't understand how the site works? Watch one of their tutorial videos and learn how to make your own story in moments! Even without using any tutorials, I was able to figure how to use the site and create a biography with great ease; yet another classroom activity that could be employed by a teacher.
In closing, I thought I would include a "Bio-Poem" I created for an English education class during PSI. The project itself is great to use in class, message me if you would like a copy of the instructions, and it just happened that my finished product falls under the digital storytelling umbrella. Enjoy.
Saturday, January 22, 2011
Saturday, January 15, 2011
Ed. 4763 - Article Response
It is a bit ironic to be blogging my response to John Thompson's article Is Education 1.0 Ready for Web 2.0 Students?, considering this form of communication is one aspect of the web he addresses. Much like technology in general, the internet is yet another tool which has seen its share of changes over time that present a challenge within the realm of education. As he concludes the article, whether or not we as educators like it, we have to be prepared and flexible enough to utilize what the evolution of the internet brings.
Since I would consider myself a part of this "Net Generation", I have to agree with the conclusion he presents and think it is important as a future teacher to embrace the resources we have at our disposal. That said, it is critical that we use said resources in the most effective ways possible, otherwise they run the risk of becoming gimmicks with no true purpose in the classroom. For example, while I do think Smart Boards are a wonderful addition in schools, I do not think they are something essential; especially if teachers are not provided adequate time to learn how to use them efficiently.
Thompson highlights a few ways that institutions of higher learning have already begun to use Web 2.0 tools in the classroom, and these examples could be easily adapted to teaching K-12. A quick search on Google revealed a number of practical uses for Web 2.0 tools for educators of these grade levels, and this one for example, offered some great ideas for using Blogs/RSS feeds at the high school level. Another site I found, click here, offers some more background on Blogs, but also has some examples of school-based uses of the software in various contexts. It not only provides a few examples for teacher/student applications but also uses in the library, and it also has links to many articles concerning the use of Blogs in general.
What really stood out to me was the link and "teaser trailer" for a website called Students 2.0. This is a Collaborative Blog, also known as a Group Blog, that has contributions from students located all around the world. Check out the trailer below:
I am blessed to come from the "Net Generation",with quite a bit of previous background using various Web 2.0 applications, which is going to help me be more prepared for students in the future. The beautiful thing about where the internet has been heading is the fact that, even if you are not the most tech-savvy person on the planet, it has become so easy to find examples, ideas, etc. about utilizing the web, on the web itself. There are a plethora of great sites that can be utilized in the classroom setting, as various examples above point out, and there is no discernible limit to what can be done with such resources, provided the willingness of teachers to adopt and try new things.
In closing, one of the main challenges of Web 2.0 software, tools, etc. in the face of education is finding the time to figure out meaningful ways to use them in class. Going back to my previous Smart Board example, if a teacher does not have the motivation, time, or available resources to learn how to use it effectively, then what good is it in the classroom? If it becomes nothing more than a glorified whiteboard/projection screen, it is not going to do any good for student learning. However, with some exploration and know how, the Smart Board and its software can be a great tool for classroom use. The same is true for Web 2.0 applications; as a teacher you just need the time to realize and apply the potential they hold, and the internet today offers a whole lot of potential.
Since I would consider myself a part of this "Net Generation", I have to agree with the conclusion he presents and think it is important as a future teacher to embrace the resources we have at our disposal. That said, it is critical that we use said resources in the most effective ways possible, otherwise they run the risk of becoming gimmicks with no true purpose in the classroom. For example, while I do think Smart Boards are a wonderful addition in schools, I do not think they are something essential; especially if teachers are not provided adequate time to learn how to use them efficiently.
Thompson highlights a few ways that institutions of higher learning have already begun to use Web 2.0 tools in the classroom, and these examples could be easily adapted to teaching K-12. A quick search on Google revealed a number of practical uses for Web 2.0 tools for educators of these grade levels, and this one for example, offered some great ideas for using Blogs/RSS feeds at the high school level. Another site I found, click here, offers some more background on Blogs, but also has some examples of school-based uses of the software in various contexts. It not only provides a few examples for teacher/student applications but also uses in the library, and it also has links to many articles concerning the use of Blogs in general.
What really stood out to me was the link and "teaser trailer" for a website called Students 2.0. This is a Collaborative Blog, also known as a Group Blog, that has contributions from students located all around the world. Check out the trailer below:
I am blessed to come from the "Net Generation",with quite a bit of previous background using various Web 2.0 applications, which is going to help me be more prepared for students in the future. The beautiful thing about where the internet has been heading is the fact that, even if you are not the most tech-savvy person on the planet, it has become so easy to find examples, ideas, etc. about utilizing the web, on the web itself. There are a plethora of great sites that can be utilized in the classroom setting, as various examples above point out, and there is no discernible limit to what can be done with such resources, provided the willingness of teachers to adopt and try new things.
In closing, one of the main challenges of Web 2.0 software, tools, etc. in the face of education is finding the time to figure out meaningful ways to use them in class. Going back to my previous Smart Board example, if a teacher does not have the motivation, time, or available resources to learn how to use it effectively, then what good is it in the classroom? If it becomes nothing more than a glorified whiteboard/projection screen, it is not going to do any good for student learning. However, with some exploration and know how, the Smart Board and its software can be a great tool for classroom use. The same is true for Web 2.0 applications; as a teacher you just need the time to realize and apply the potential they hold, and the internet today offers a whole lot of potential.
Friday, February 26, 2010
Ed. 3601 Class Log #13
Education 3601 - Drama
Class Log #13 – Feb. 25, 10
Unit Plan’s of Awesome!
Mark: Movement
Great because it’s broken down into mini-units and get a wide variety of different movement disciplines; Final --> good idea to let em choose their final.
Christine: Dance
Final based on culmination of all things taught --> have to come up with their own choreographed dance. Fruit basket but with dance stuff… very cool.
Taryn: Directing
Cool to include monologue written by a student but directed by another student; portfolio gooood idea.
Alexa: Readers Theatre
Based around themes, cool yo! Final presentation idea’s grrrrrreat especially if you can go and perform these to an elementary .
Angela: Puppetry
Students being puppets themselves uber sweet! Skit based on St. Paddy’s day, good call! Shadow puppets, tre cool! Final project --> make your own puppet! Then create a performance for the class… awesome-sauce.
Chantel: Improv 7
Planned improve; “Survivor Lethbridge” really cool idea.
Colleen: Puppetry
Hand puppets in particular; talk show interview very cool. Making em use a different voice, good call. Wetland/ecosystem tie-in a phenomenal idea!
Karen: Orientation/ Speech
Love, love, love, her idea! What’s in a name? Sooooo good! Cool not to only learn about students’ but teach speech at the same time.
Naomi: One-act
Limited class time cool, being marked on rehearsal also unique
Courtney: Speech
Radio show… sweet! Great for students not uber hardcore in front of an audience; like that there is peer eval AND self eval. Also very cool in our T.V./Internet age.
Michelle: Improv
Main focus on characterization; good to stress the importance of taking risks. Creating their own monologue good. Daily journal, good call.
Kate: TYA
Creating a piece to perform for other schools is soooo killer. Stressing difference between TYA audience and “regular” audience uber important. Looooove TYA, love the unit, good call on three draft writing process.
Jayme: Reader’s theatre
Research project on warm-ups cool idea; especially having students lead each day at beginning of class.
Bailey: Theatre sports
Character/story. Developing games they can play for theatre sports competition. Cool to make it cooperative and NOT competitive.
Courtney: Mystery novel study
From a picture, have to create/perform a script. Artistic/written final project great.
FACE TO FACE INTERACTION IS NEEDED!
APRIL FOOLS DRAMA SUPPORT GROUP MEETING YO!
Class Log #13 – Feb. 25, 10
Unit Plan’s of Awesome!
Mark: Movement
Great because it’s broken down into mini-units and get a wide variety of different movement disciplines; Final --> good idea to let em choose their final.
Christine: Dance
Final based on culmination of all things taught --> have to come up with their own choreographed dance. Fruit basket but with dance stuff… very cool.
Taryn: Directing
Cool to include monologue written by a student but directed by another student; portfolio gooood idea.
Alexa: Readers Theatre
Based around themes, cool yo! Final presentation idea’s grrrrrreat especially if you can go and perform these to an elementary .
Angela: Puppetry
Students being puppets themselves uber sweet! Skit based on St. Paddy’s day, good call! Shadow puppets, tre cool! Final project --> make your own puppet! Then create a performance for the class… awesome-sauce.
Chantel: Improv 7
Planned improve; “Survivor Lethbridge” really cool idea.
Colleen: Puppetry
Hand puppets in particular; talk show interview very cool. Making em use a different voice, good call. Wetland/ecosystem tie-in a phenomenal idea!
Karen: Orientation/ Speech
Love, love, love, her idea! What’s in a name? Sooooo good! Cool not to only learn about students’ but teach speech at the same time.
Naomi: One-act
Limited class time cool, being marked on rehearsal also unique
Courtney: Speech
Radio show… sweet! Great for students not uber hardcore in front of an audience; like that there is peer eval AND self eval. Also very cool in our T.V./Internet age.
Michelle: Improv
Main focus on characterization; good to stress the importance of taking risks. Creating their own monologue good. Daily journal, good call.
Kate: TYA
Creating a piece to perform for other schools is soooo killer. Stressing difference between TYA audience and “regular” audience uber important. Looooove TYA, love the unit, good call on three draft writing process.
Jayme: Reader’s theatre
Research project on warm-ups cool idea; especially having students lead each day at beginning of class.
Bailey: Theatre sports
Character/story. Developing games they can play for theatre sports competition. Cool to make it cooperative and NOT competitive.
Courtney: Mystery novel study
From a picture, have to create/perform a script. Artistic/written final project great.
FACE TO FACE INTERACTION IS NEEDED!
APRIL FOOLS DRAMA SUPPORT GROUP MEETING YO!
Ed. 3601 Class Log #12
Education 3601 - Drama
Class Log #12 – Feb. 23, 10
Reader’s Theatre
*Preamble: The following notes were pretty much chicken scratch in my notebook. Apologies if this makes little to no sense John
1) Chairs tow lines --> pat person in front move forward (connection getting in and out of chairs)
2) Faced each other --> improve; then into partners facing each other
3) Partners --> story structure; then groups of 3 chair improve thing --> taking away speech at beginning uber important
- Bunch of improv’s followed in groups; walk through circle --> got into pairs, did opposites --> telephone box acting --> only look forward; peripheral is key (like Cory and my scene in second year)
- First person stepped out was slow
- Second person was old
- Third got to pick
4) Narrate stee’s; then memorize line; then went through entrances and opposites
--> group’s of three opposites before
-Group of 3 had to over enunciate shizzle
-Explained had to get out of chair at least once
-READ OVER MARKING GUIDE YO!
-Got in groups, picked play, performed --> next step would be direct students even more; next would be them creating their own.
Class Log #12 – Feb. 23, 10
Reader’s Theatre
*Preamble: The following notes were pretty much chicken scratch in my notebook. Apologies if this makes little to no sense John
1) Chairs tow lines --> pat person in front move forward (connection getting in and out of chairs)
2) Faced each other --> improve; then into partners facing each other
3) Partners --> story structure; then groups of 3 chair improve thing --> taking away speech at beginning uber important
- Bunch of improv’s followed in groups; walk through circle --> got into pairs, did opposites --> telephone box acting --> only look forward; peripheral is key (like Cory and my scene in second year)
- First person stepped out was slow
- Second person was old
- Third got to pick
4) Narrate stee’s; then memorize line; then went through entrances and opposites
--> group’s of three opposites before
-Group of 3 had to over enunciate shizzle
-Explained had to get out of chair at least once
-READ OVER MARKING GUIDE YO!
-Got in groups, picked play, performed --> next step would be direct students even more; next would be them creating their own.
Ed. 3601 Class Log #11
Education 3601 - Drama
Class Log #11 – WestCAST 2010
Unlike the other journal responses I’ve read, that have painted a rather positive picture of WestCAST, and while I realize this entry is meant to highlight how these sessions were going to better me as a teacher, I have to be honest and say I was fairly disappointed with my experience. On the first day when I arrived for the “Welcome/Keynote speaker” I was actually looking forward to the day ahead of me and the opening that took place in the theatre affirmed my spirits. I listened with great interest at what was said and once we were released to start hitting up sessions, I was off to the first session that caught my eye, after a quick coffee of course.
The first session I went to was “Che, King, and Riel: Historic Icons for Critical Literacy”, which over-all had some pretty cool information and ideas, not to mention it was centered around the use of graphic novels in the classroom. Definitely a plus for me since I had been thinking about trying to incorporate graphic novels out in the field, the session was worth checking out.
Considering this response is only supposed to be about half a page in length, I am not going to bother outlining each and every session I subsequently attended, but I will say this: it would have been nice to have gotten something a bit sooner that had the session descriptions contained. Maybe I was not looking hard enough on the website, but the fact we only got a booklet of the WestCAST sessions with descriptions the first day, I found the sessions I did attend really did not do anything for me. Even after having a night to plan for the next day’s sessions, I still felt a bit underwhelmed with what I was presented.
Now do not get me wrong here, I am not trying to bad mouth the presenters or anything personal, and there were a few positive tidbits I took away from the two days, but as a whole I felt a bit lacking. I quite frankly would have preferred to have been able to get out to some sessions pertaining more to drama, but with my confusion with SWATCA and figuring out about those sessions after the fact, I seem to have missed out a bit. Granted I probably should have done more investigating on both WestCAST and SWATCA sessions prior, but with all the other work that was looming I really did not have a chance.
Suffice to say, what I mostly gained from my WestCAST experience is I really need to sit down and look to see EVERYTHING that is being offered at these kinds of events. Had I been more prepared, and frankly if things were just a touch more organized, I am sure I could have come away with this in a much more positive light. Again this is not to say I got nothing out of attending, but what I did get out of it I just wish it was a bit more.
Class Log #11 – WestCAST 2010
Unlike the other journal responses I’ve read, that have painted a rather positive picture of WestCAST, and while I realize this entry is meant to highlight how these sessions were going to better me as a teacher, I have to be honest and say I was fairly disappointed with my experience. On the first day when I arrived for the “Welcome/Keynote speaker” I was actually looking forward to the day ahead of me and the opening that took place in the theatre affirmed my spirits. I listened with great interest at what was said and once we were released to start hitting up sessions, I was off to the first session that caught my eye, after a quick coffee of course.
The first session I went to was “Che, King, and Riel: Historic Icons for Critical Literacy”, which over-all had some pretty cool information and ideas, not to mention it was centered around the use of graphic novels in the classroom. Definitely a plus for me since I had been thinking about trying to incorporate graphic novels out in the field, the session was worth checking out.
Considering this response is only supposed to be about half a page in length, I am not going to bother outlining each and every session I subsequently attended, but I will say this: it would have been nice to have gotten something a bit sooner that had the session descriptions contained. Maybe I was not looking hard enough on the website, but the fact we only got a booklet of the WestCAST sessions with descriptions the first day, I found the sessions I did attend really did not do anything for me. Even after having a night to plan for the next day’s sessions, I still felt a bit underwhelmed with what I was presented.
Now do not get me wrong here, I am not trying to bad mouth the presenters or anything personal, and there were a few positive tidbits I took away from the two days, but as a whole I felt a bit lacking. I quite frankly would have preferred to have been able to get out to some sessions pertaining more to drama, but with my confusion with SWATCA and figuring out about those sessions after the fact, I seem to have missed out a bit. Granted I probably should have done more investigating on both WestCAST and SWATCA sessions prior, but with all the other work that was looming I really did not have a chance.
Suffice to say, what I mostly gained from my WestCAST experience is I really need to sit down and look to see EVERYTHING that is being offered at these kinds of events. Had I been more prepared, and frankly if things were just a touch more organized, I am sure I could have come away with this in a much more positive light. Again this is not to say I got nothing out of attending, but what I did get out of it I just wish it was a bit more.
Wednesday, February 17, 2010
Ed. 3601 Class Log #10
Education 3601 - Drama
Class Log #10 – Feb. 11, 10
Lesson 1:
1) Circle --> walking; into break apart, return to circle
2) Warm-up --> step to side, then center, then grapevine, then all together
3) Circle holding hands --> broke into partners --> into improvisation stuff
Improv: Blocking and accepting --> into blocking in groups/accepting in groups
Lesson 2:
1) Walk --> into walk and greet --> into walk with attitude
2) Circle --> into pair wimping, pair building --> into group wimping/building --> if a person blocked or wimped in group activity they were “out” and placed into a new group
3) Then paired non-verbal scenes (accepting)
Pair --> attitudes (ie. smelly, really smart, funny)
Group --> attitudes
*** Would need more steps for lower grades, ie. Grade 8
In between all our activities we discussed what went down ie. discussing (in regards to attitudes) it’s just putting on a character, not something you actually think --> flossed the benefits of this
Class Log #10 – Feb. 11, 10
Lesson 1:
1) Circle --> walking; into break apart, return to circle
2) Warm-up --> step to side, then center, then grapevine, then all together
3) Circle holding hands --> broke into partners --> into improvisation stuff
Improv: Blocking and accepting --> into blocking in groups/accepting in groups
Lesson 2:
1) Walk --> into walk and greet --> into walk with attitude
2) Circle --> into pair wimping, pair building --> into group wimping/building --> if a person blocked or wimped in group activity they were “out” and placed into a new group
3) Then paired non-verbal scenes (accepting)
Pair --> attitudes (ie. smelly, really smart, funny)
Group --> attitudes
*** Would need more steps for lower grades, ie. Grade 8
In between all our activities we discussed what went down ie. discussing (in regards to attitudes) it’s just putting on a character, not something you actually think --> flossed the benefits of this
Ed. 3601 Class Log #9
Education 3601 - Drama
Class Log #9 – Feb. 9, 10
Trust Exercises:
- Walking in circle --> got partners --> then had to label A + B --> A had to help B vice versa
- Rocking/Falling Exercise --> rhythm important
- Group of 4 walk --> A, B, C, D; A helped by the rest, then B, and so on --> morphed into falling
Games to play in your class if you got to go/talk to another student:
- Duck, duck, goose
- Telephone --> whisper game
- Walking tag
- “21” (from the first day)
- Fruit basket
- Human knots
- Word at a time
March. 8 --> Unit plans; lesson plans. *Look into Lethbridge One-Act Festival
Part of classroom management assignment: One page --> what am I going to do to gain an interpersonal relationship with my students
Why the role play?
PREPARE! Star, wish, star --> great to get constructive criticism; different perspectives --> really beneficial; super extreme role plays prepares me very well for real life
What did I learn? Try to nip things in the bud even SOONER rather than later. CALM IS KEY! DO NOT lose composure
Classroom management plan due in portfolio Tuesday the 23rd!
Unit plan 25th --> unit plan presentation (also gets emailed to class)
Class Log #9 – Feb. 9, 10
Trust Exercises:
- Walking in circle --> got partners --> then had to label A + B --> A had to help B vice versa
- Rocking/Falling Exercise --> rhythm important
- Group of 4 walk --> A, B, C, D; A helped by the rest, then B, and so on --> morphed into falling
Games to play in your class if you got to go/talk to another student:
- Duck, duck, goose
- Telephone --> whisper game
- Walking tag
- “21” (from the first day)
- Fruit basket
- Human knots
- Word at a time
March. 8 --> Unit plans; lesson plans. *Look into Lethbridge One-Act Festival
Part of classroom management assignment: One page --> what am I going to do to gain an interpersonal relationship with my students
Why the role play?
PREPARE! Star, wish, star --> great to get constructive criticism; different perspectives --> really beneficial; super extreme role plays prepares me very well for real life
What did I learn? Try to nip things in the bud even SOONER rather than later. CALM IS KEY! DO NOT lose composure
Classroom management plan due in portfolio Tuesday the 23rd!
Unit plan 25th --> unit plan presentation (also gets emailed to class)
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