Week 9 - Internet workshops/projects/inquiry & webquests

Today is my Birthday!!!  I feel older, no big deal.  However, my husband surprised me by taking me out to a big breakfast with a big group of my friends, leaving my homework to be completed a little bit late today.  Whoops.

Halat's article about using WebQuests as a good teaching technique was really interesting and informative.  I did use webquests in two or three lab experiences for biology during high school.  Other than my person experience using one I hadn't really heard much about there use in the classroom setting.  I like how webquests are described as being a great influence on both students and teachers.  I think it is nice to consider tools that are educational and beneficial to both party members of the classroom.  According to the article, "A Webquest is a computer based teaching and learning model in which learners are actively involved in an activity or situation and use the Internet as a resource."  This is a really great tool for how my science teachers applied it with chemistry and biology concepts.  I also think that it could be easy generated for historical information as well as a tool in literacy.  A feature that helps this tool fit into the category of a Web 2.0 resources, is that it provides high degrees of collaboration within an engaging setting.   I also like the description of the utility of webquests in either the long or short term sense in the classroom.  The goals and level of synthesis of information is altered based on the time expected to be spent using a webquest for learning.  I really appreciated Halat's honesty by pointed out both positive and negative features of using webquests. I think that it is fair that he posses the possible weaknesses of leaving students with a set list of tasks to accomplish without the structure and control of the regular classroom setting.  It is realistic to consider that students may easily become confused or distracted by using the internet for non related surfing.

George Lipscomb's also writes about using WebQuests for a middle school classroom setting.  This article states that learning has changed little in the classroom setting regardless of the availability of new technologies. There is advice about the importance of making history more personalized for students in order for them to retain the information more beneficially.   Previously, in class I located really interesting recordings and videos from American history on a PBS website.  I think that utilizing clips and audio bites like these as part of a webquest might make history learning more interesting.  Another nice feature of this article is the advice for teachers to follow prior to and  while implementing the use of WebQuests in their classroom. 

Week 8 - Classroom Websites

Coiro, J. et. al. (2011). Using Websites Wisely: Online Resources Can Deepen Student Learning – If Teachers Design the Right Tasks and Learner Supports.  Educational Leadership, 68(2) p. 34-38

The basis of this article is offering educators information about the uses of internet web sites in educational instruction.  The key point of advice includes exploring the sites one's self first to see if it includes necessary elements to provide information.  Good websites should not remain static, including unchanging data that will not change, such as articles, but should also have interactive features for learning such as games, labs, and web-quests.   It is also important for sites to include information about how educators can utilize the sources information for the classroom.  If a websites also includes educational guides and standards for learning it helps educators be certain that the material is appropriately matched to serve the learning goals they hope to foster in their students.

This article has some really great information providing websites and actual information for teachers to utilize.  Using Websites Wisely offers practical resources and actual websites for teachers to utilize, rather than theoretical advice with no real means to assisting in the real process.

Miller, S. et, al.  (2005). Evaluating the Importance of Common Components in School-Based Websites: Frequency of Appearance and Stakeholders' Judged Value. Tech Trends, 49(6), p. 34-40

This article found in Tech Trends may be a little dated, but still held valuable research information about School-Based websites.  The first stress is how integral the need for setting goals is when planning the project for creating classroom websites. Without knowing the needs and plans for a school website the task can get out of hand or become unfocused.  The research showed what ingredients are considered the most necessary or the least important to consider including in a school website.   School themes, motto’s, mascots, and goals should be included.  General information including locations and addresses, school rules and policies, news, scores, teacher biographies and contact information should be listed.  School calendars and cafeteria menus should also be included as useful information. These details are the most useful as well as the most frequently included in average school sites. 

Being that the age of technological development is well and expanding it is hard to feel comfortable quoting information about the modern web that is over 2 years old.  Advancements in technologies and the Web 2.0 that we experience today suggest that this information may be out of date.  However, I still believe that its findings are relevant to schools needing to develop websites who may be a little behind the punch of having made them in the last decade.

Dunn, L. S. (2011). Making the Most of: Class Websites Can Serve a Variety of Purposes. What Do You Want to Do with Yours? Educational Leadership, 68 (2), p. 60-62

Dunn's article consists of information that explains the 5 main types, or levels, of educational websites  There are static sites, semi static, supplemental resources, the forth level would be integral curricular, and the final being pedagogical memory.  As each level increases, there is a correlation to the level of teacher time, input, and management necessary to utilize these forms of websites in their classroom instruction.   The article also provides information as to internet locations where an educator may possibly look for examples of exemplar sites already in action, or places they could get started utilizing these resources in their own class.  The article also recommends that teachers take into consideration the level of technological savvy, responsiveness, as well as internet access of your community and individual students before jumping into a website project headlong.

This article is pleasantly pithy in offering information, providing one example of each topic, and offering some pointers.  One might say that the article leaves you wanting a little more depth or advice on the matter.  This article would merely be able to spark an interest about the topic or use of classroom websites, however, more research or individual digging would be needed to learn more or become an expert. 

Week 6 - Podcasting and Digital Storytelling & Week 7- Visual Literacies

 So, I had heard of Podcasts and of Flickr before doing the readings in this class.  Interestingly enough though, I had never actually listened to a podcast or looked on Flickr.  I wonder why I have knowledge that resources exist yet I choose not to utilize them, or at least check them out.  To be honest I feel a little embarrassed at my own stubbornness not to try new things.  Not that these tools are altogether that new, but I feel comfortable in my skills using the resources I already have, and they've worked fine up until now, so who's complaining right?  I empathize deeply with well experienced practicing teachers who confront the dilemma of introducing modern technologies into their classroom.  I'm young and fairly hip to the world of Web 2.0, and I'm even apprehensive about using tools which are new to me.  However, once I get over myself and do a little brushing up and test driving of my own, I usually find myself wondering, why it took me so long or what I had been worried for.  I guess what I'm saying on my soap box is, that I understand how easy it is to drag one's feet when entertaining the ideas of utilizing all of these web technologies being discussed in our course.  It is just key to try to learn and make them as available as possible in our classroom because while we may drag our feet, technology only gains momentum.  We have a responsibility to teach students about the resources and tools on the web that they'll need to use in order to be successful in "the real world". 

Chapter 8 of Richardson's text goes into depth about the use of pod-casting and live streaming for classroom teachers.  He explains the simple nature of how podcasting came to be, as well as how simple it is for anyone to use.  Recording is just as easy as rehearsing once or twice and then publishing for others to hear.  It is the perfect example of students teaching students or learners representing their learning in transparent ways.  In the article Podcasting in the Classroom: A Sound Success it speaks to a German school teacher who teachings English and music.  He utilized his interest of recording to introduce podcasting in the classroom.  This gave students more interest and time available to practice their English language skills.  Videocasting is also a popular tool for building interest in the classroom.  Youtube is extremely popular and regularly viewed by people of all ages.  What is nice is the educator spin of youtube for classroom streaming of videos called, teachertube.com.  The usefulness of the internet and live/real-time streaming puts whats happening in the world directly into the hands of students.  When late breaking news is occurring students and classrooms can have access to current events in the moment. 
Utilizing digital tools to incorporate literacy instruction in different forms of media make it possible for differently strength learners to all excel.

Chapter 7 of Richardon's text is focused on the utility of Flickr, aptly titled "Fun with Flickr." Flickr is an online location where one can upload images or videos and share them with smaller or larger communities.  What is particularly neat is the Common's feature of Flickr that many libraries around the world combine their archives together.  It is wonderful because people can make corrections about errors in achieved data, or add comments on the people or places in the photos.  Flickr can be used in the classroom in many great ways.  Field trips can be displayed, classroom events, school concerts, or plays.  Great works of all types can be displayed and shared with parents, student's relatives, the community surrounding the school, or even with the world.