For the past six weeks, I've been introduced to a number of technological tools to use for teaching and communicating. I would say one lesson I've learned about English studies and my responsibility as teacher, is that my job description should include teaching computer literacy too. I am (or should be) responsible for teaching technological literacy too. My job includes teaching how to read, understand, interpret, and evaluate texts and websites found on the internet. I should also teach students how to use search engines effectively, using specific wording, phrases, upper and lower case lettering, and boolean operators to help narrow their searches. I understand my responsibility is to be a 'student" as well as teacher, because in order for me to teach effectively, I need to learn as much as I can about the internet. Reading about hypertext and hypermedia has opened my eyes up to a whole new world of literacy.
As the course progressed, I felt like I was starting to understand alittle bit more about the concept of computer and hypertext literacy. In week one, I didn't know anything and didn't feel comfortable contributing to any class discussion. But, by the second and following weeks, I started working my way through wikis, blogs, discussion boards, webquests, and webpages. I began to understand just how much each tool has to offer and how they might be used in an English classroom. I can see how some will contribute to the methods of teaching English. Some can guide, some can re-direct a lesson, and others, well, I'm still working on how I'd fit them into my own teaching.
All of the week's lessons have influenced me from the very beginning. From the first week when I read and heard the frustrated voices of the teachers in class talk about time constraint, structural problems, and standardized testing, to last week when we all shared one or more resources we've found online. All the weeks have been so thought provoking and influential. I loved listening to 'real' teachers talk about how they'd incorporate these different tools into their curriculum. As I listened and learned, I imagined using the same technological tools in my imaginary classroom.
In terms of balancing traditional teaching practices and integrating new tools and materials into my teaching, I would say I'd start slow, start small, and build upon it. I would start with something I am comfortable with, meaning , something I know enough about to fix a problem or answer any questions. Although I am more than willing to experiment, I have to be comfortable or confident enough to use the tool. In discussions, I've mentioned webquests and blogs. I'd begin with one of those tools. I would see where I could add one of them to my teaching and see if it would add a new level to learning. I'd try creating a discussion outside the classroom or continuing a more indepth discussion, or even use a webquest as a guided internet research assignment.
In the last class, Sarah and Ana's presentation on their school's grading program was impressive. I thought those programs were invaluable and I would definitely like to use some kind of grading computer program if given the chance. I also liked Rubistar.com. Courtney did a great job discussing the possibilities with that website. After getting so excited about rubistar, I was let down a bit with all the negative discussions about rubrics this week. I am guessing my inexperience with teaching is not allowing me to see the whole picture with rubrics, because I thought they were a great tool.
Something I see myself doing in the future to include digital textuality as well as print textuality is, including webquests in my lessons. For our final project, Ana and I have been experimenting with a webquest. We tried to create an imaginary lesson plan using a webquest, and I've enjoyed the experiment. I see alot of potential in webquests. I like the idea of directing my students through the internet in a guided research assignment. Whether I'd use a virtual fieldtrip or some other means of adventuring through the internet, I'm not sure yet. I do see the potential. Getting students to open up on blogs, discussion boards, and emails is exciting to me. I use myself as a perfect example of how these technological tools have the ability to draw a person out of their shell or comfort zone and get them to participate in classroom discussions. I've stated earlier, I believe that is one of the strongest arguments FOR using these tools.
So, where do I want to go from here? What do I most want NOT to lose in the process? I know we've read and acknowledged the success of these different tools are dependent upon the teacher response and guided participation. I am open to the task. I see it as fun and challenging. I 'd like the opportunity to really change the use of the classroom and redefine my role as teacher, guide, researcher, and student/learner. I also see the use of technology in my future classrooms to help expand and extend the dialogue and discussions with students both in and out of class. What I don't want to lose the most is the courage to try. I've enjoyed learning so much in this class and I really don't want to stop learning about incorporating technology with teaching.
There is just so much to think about-- It's ironic that the first five weeks of the course was spent promoting the use of these technological tools and learning to integrate them into a classroom environment. Then on the sixth week, the readings we've been reading contain alot of "beware of technology" signs. Just when I was starting to think the use of computers was the next best thing since sliced bread, I now have to understand why the authors who've tested these technological tools are a bit 'wary' of them. I guess it all goes back to Kajder when she says we need to ask ourselves if these tools will help us to teach our students something new or if not new, then teach it better....(I'm paraphrasing). I guess, like everything else in life, its all about moderation. Too much is never a good thing, but neither is not enough. The key for me is to start small. I think it will be webquests to start..........
e diel, 8 korrik 2007
e diel, 1 korrik 2007
Week 5- Reflecting on planning/thinking about my own English class website
After reading Williams and Tollett, I decided to draw a picture of my own website for teaching English, according to their instructions. I began at the top with the title of the class and my name as instructor. This writing would be larger in size and a different color than the rest of the text. In smaller writing underneath it, I would write an introduction and description of the course being covered. All of the writing would begin with a left side alignment. I really liked the look of the left side alignment compared to the other options.
after separating this top part to make it a focal point of the webpage. I would create a content portion of the site. Once again, I would have the header have the same color-but smaller size lettering as the course name above it. Under the header of Contents, I would create an outline listing a syllabus, an assignment page, a page listings quizzes and test dates as well as subject matter and a study guide, and even a link to a class blog where weekly discussions could take place. Each added page would have a description next to its link as well as the repeated color font. The page header would be larger than the text lettering to show contrast and the colors used would add repetition through out the webpage.
At the bottom of the page, again with left side alignment, I would add additional and helpful links for students to use when needed. Some of the links I would add to begin with are the MLA website, the Purdue OWL writing website, how to contact the school (phone numbers,addresses), and my personal information and how to contact me by phone or email.
Once again, the links would be all color coded the same and the wording would be smaller than the header. That is really the extent of the design I had in mind for my first webpage for teaching. I know it sounds pretty simplistic, but I am taking Williams and Tollett's advice and keeping it clean, neat, and simple to make it look professional and appealing. I referred to a couple of websites on my post on the class wiki, and I would say their use of color, alignment, and proximity, and contrast helped me to visualize a webpage for me because I definitely saw pages I liked and disliked according to their set up. I am drawn to lines and neatness, and I dislike the dark background colors and same lettering throughout the page.
As for content, I know I didn't go into much detail about how i would use the website for lessons and planning assignments, but i do know if I were to create a webpage, i would most certainly post assignments and lessons on them for the students to refer back to. I just don't have much experience planning a syllabus or lesson plan, so I can't go into much detail about how it would look on my webpage. I will say I liked using the litandwriting website and would probably refer back to that website when creating one of my own because i think it works well and has all the appropriate pages and links to be effective and professional looking.
after separating this top part to make it a focal point of the webpage. I would create a content portion of the site. Once again, I would have the header have the same color-but smaller size lettering as the course name above it. Under the header of Contents, I would create an outline listing a syllabus, an assignment page, a page listings quizzes and test dates as well as subject matter and a study guide, and even a link to a class blog where weekly discussions could take place. Each added page would have a description next to its link as well as the repeated color font. The page header would be larger than the text lettering to show contrast and the colors used would add repetition through out the webpage.
At the bottom of the page, again with left side alignment, I would add additional and helpful links for students to use when needed. Some of the links I would add to begin with are the MLA website, the Purdue OWL writing website, how to contact the school (phone numbers,addresses), and my personal information and how to contact me by phone or email.
Once again, the links would be all color coded the same and the wording would be smaller than the header. That is really the extent of the design I had in mind for my first webpage for teaching. I know it sounds pretty simplistic, but I am taking Williams and Tollett's advice and keeping it clean, neat, and simple to make it look professional and appealing. I referred to a couple of websites on my post on the class wiki, and I would say their use of color, alignment, and proximity, and contrast helped me to visualize a webpage for me because I definitely saw pages I liked and disliked according to their set up. I am drawn to lines and neatness, and I dislike the dark background colors and same lettering throughout the page.
As for content, I know I didn't go into much detail about how i would use the website for lessons and planning assignments, but i do know if I were to create a webpage, i would most certainly post assignments and lessons on them for the students to refer back to. I just don't have much experience planning a syllabus or lesson plan, so I can't go into much detail about how it would look on my webpage. I will say I liked using the litandwriting website and would probably refer back to that website when creating one of my own because i think it works well and has all the appropriate pages and links to be effective and professional looking.
e shtunë, 23 qershor 2007
Week 4-- Thoughts on Student Research and the Web
The first question in the reflective journal discussion prompt is What do we want our students and ourselves to know in order to access information effectively on the web. To me, the most important thing I learned this week was the proper use of search engines using the right keywords, boolean operators, upper and lower case letters and specific phrases or quotations to narrow down and get a more precise search. Just learning these simple steps eliminates so much endless sifting and searching. I think the knowledge of the different search engines is just as important as well as learning to recognize credible, legitimate websites. I guess another important lesson learned is never assume students and teachers are at the same level of knowledge in terms of technological use.
We need to learn and teach students(and ourselves) about the issues of credibility and accuracy when researching and using web-based resources. Realizing there is no "web president" or "web police" to set rules, regulations, and guide lines awakens us as readers, to not believe everything we read or see on the internet. Checking credentials and tracing authorship are two important steps students and teachers need to take in order to prove legitimacy of a website.
After reading Kajder, K&L, Grabe and Grabe,.. etc, I saw a few main topics and themes running through all of their writings. They all address the issue of hypertext or hypermedia literacy and the importance of teaching, preparing, and providing the skills needed to sort through all the information on the internet. Some of their answers and solutions were similar too, such as limiting websites use to what is already approved, guiding students in their search, using webquests as a teaching, learning, and researching tool, linking previously researched and approved websites for use. Throughout all the readings, the one subject that seemed to be a continuous problem was how to teach students to "sort" through the ever-changing, always growing, fast-moving, world wide web when their is no realistic way to set guidelines or a" safety net" to prevent students/children from encountering "undesirable" and harmful websites. There is just no way to ensure it doesn't happen and that poses a huge problem for teachers, schools, and parents.
As for the McEneaney article, I had a little problem and couldn't experience what the author wanted his readers to see first hand, "the learner's path". Instead, I had to read the traditional version and click on the links added to the article. McEneaney writes and links together the 'path' he wants his readers to follow, allowing a flowing argument and and specific direction. He eliminates reader 'choices' by blue-printing his writing in the order or level of importance. That way, by the reader won't be jumping from one idea to the next, losing focus on the main idea. McEneaney's "learner's path" encourages coherency and fluency in reading, learning, and researching. I, however, lost focus, my train of thought, and got more frustrated the more pages and links I had to click on to read McEneaney 's article the "traditional" way because I couldn't get to his path-version, so I really don't have the full comprehension of his path-version. I am just imagining how it would work by the way he describes it.
We need to learn and teach students(and ourselves) about the issues of credibility and accuracy when researching and using web-based resources. Realizing there is no "web president" or "web police" to set rules, regulations, and guide lines awakens us as readers, to not believe everything we read or see on the internet. Checking credentials and tracing authorship are two important steps students and teachers need to take in order to prove legitimacy of a website.
After reading Kajder, K&L, Grabe and Grabe,.. etc, I saw a few main topics and themes running through all of their writings. They all address the issue of hypertext or hypermedia literacy and the importance of teaching, preparing, and providing the skills needed to sort through all the information on the internet. Some of their answers and solutions were similar too, such as limiting websites use to what is already approved, guiding students in their search, using webquests as a teaching, learning, and researching tool, linking previously researched and approved websites for use. Throughout all the readings, the one subject that seemed to be a continuous problem was how to teach students to "sort" through the ever-changing, always growing, fast-moving, world wide web when their is no realistic way to set guidelines or a" safety net" to prevent students/children from encountering "undesirable" and harmful websites. There is just no way to ensure it doesn't happen and that poses a huge problem for teachers, schools, and parents.
As for the McEneaney article, I had a little problem and couldn't experience what the author wanted his readers to see first hand, "the learner's path". Instead, I had to read the traditional version and click on the links added to the article. McEneaney writes and links together the 'path' he wants his readers to follow, allowing a flowing argument and and specific direction. He eliminates reader 'choices' by blue-printing his writing in the order or level of importance. That way, by the reader won't be jumping from one idea to the next, losing focus on the main idea. McEneaney's "learner's path" encourages coherency and fluency in reading, learning, and researching. I, however, lost focus, my train of thought, and got more frustrated the more pages and links I had to click on to read McEneaney 's article the "traditional" way because I couldn't get to his path-version, so I really don't have the full comprehension of his path-version. I am just imagining how it would work by the way he describes it.
e martë, 19 qershor 2007
Thoughts on Week #3 --blogs, wikis...
I have been experimenting with wikis (only once) blogs, and discussion boards this past week for the first time. I have to say I've come along way since the first week in gaining confidence using the computer, though I still have a long, long, way to go. I can definitely see the possibilities of using these technological tools in the classroom and how they can benefit and add to classroom assignments. But I do think some would help more than others, for example, emails and discussion boards would help in posting assignments and generating class discussions outside of the classroom. Blogs, if created individually, would be an exciting addition to any writing or critical thinking process, and I agree with so many of the readers this week who say having a larger audience besides just the teacher reading and responding, would change and create "authenticity, uniqueness, thoughtfulness,..." in the student writers.
I also agree with Kajder that "supreme patience" is required for utilizing these tools. I have been frustrated and confused many times in the last few weeks. Having voiced my complaint, I also have to say that Kajder is right in saying it "pushes" people to be thinkers, users, techies,etc...because I've had to use trial and error to find out how things work myself when I've had no one else to ask, forcing me out of my "comfort"level with computers.
As for taking an online course, I am still undecided about whether or not I would do it. I don't think I would be completely comfortable taking one at this point;however, maybe after this class I'll think differently because I am learning so much and its making me feel less anxious about computers and technology. And yes, I know I've got soooooo much more to learn. I see the benefits and usefulness in both face to face and online classrooms, but I think both have to be linked together to work most efficiently. I do think one of the most important possibilities these online tools offer is to open up the discussion to quiet, shy, and less involved students in the classroom. As someone who feels like I have nothing to contribute in classroom discussion because of my lack of expertise in what is being discussed, I certainly find something to say online when I read what others say and I can respond back without any self-consciousness to stop me. Opening up discussions to all and creating a postive, less intimidating format is, to me, the strongest point for using the computer with classrooms.
I also agree with Kajder that "supreme patience" is required for utilizing these tools. I have been frustrated and confused many times in the last few weeks. Having voiced my complaint, I also have to say that Kajder is right in saying it "pushes" people to be thinkers, users, techies,etc...because I've had to use trial and error to find out how things work myself when I've had no one else to ask, forcing me out of my "comfort"level with computers.
As for taking an online course, I am still undecided about whether or not I would do it. I don't think I would be completely comfortable taking one at this point;however, maybe after this class I'll think differently because I am learning so much and its making me feel less anxious about computers and technology. And yes, I know I've got soooooo much more to learn. I see the benefits and usefulness in both face to face and online classrooms, but I think both have to be linked together to work most efficiently. I do think one of the most important possibilities these online tools offer is to open up the discussion to quiet, shy, and less involved students in the classroom. As someone who feels like I have nothing to contribute in classroom discussion because of my lack of expertise in what is being discussed, I certainly find something to say online when I read what others say and I can respond back without any self-consciousness to stop me. Opening up discussions to all and creating a postive, less intimidating format is, to me, the strongest point for using the computer with classrooms.
e mërkurë, 13 qershor 2007
Day two of the Blogging Experiment
Oh my gosh, after trying unsuccessfully for almost two hours, I finally found my way back here. First I couldn't remember what I used for a username, then I forgot my password, then I tried to remember what email address I used....what a nightmare. I don't have much to say except I learned where "blog" came from. I read it was adapted from "web log", and that most "mainstream internet users" would know this already. Guess that pretty much describes what I am NOT. I have to go get a cup of coffee...
e martë, 12 qershor 2007
First Time blogging
Today is June 12, 2007. Mark it down on the calendar. This is my first time blogging
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