I never would have thought that I was going to become so involved in technology when I entered the teaching profession. I seem to be drawn to it, and this course in new literacies opened up so many doors to me. It enabled me to do things that I ordinarily would never attempt. In conjunction with taking this course, my school district entered into a new realm and offered a moodle workshop to its teachers. I went to the demo and signed up for the course offered by one of our new administrators who is well versed in computer technology. I now have a moodle site for my students. Parents are emailed news items and kept up-to-date on 4th grade assignments and anything that pertains to my class. The students use this site to help with their assignments, to play learning games in various subjects, for homework, and as a reference with internet links that pertain to our studies. I decided not to use the discusion board because some of my students are not allowed on the computer during the week and can only use it on the weekend. My site is a work in progress, and I'm still in the experimental stage.
Since I planned on doing my project and paper on podcasts, I researched various podcasts on the internet and read different journal articles on the topic. This course enabled me to venture into unknown territory, and I decided I wanted to have podcasts on my moodle site that would be a new way of communicating with parents and the community. With a lot of prodding, I was able to finally talk our technology coordinator into helping me do actual podcasts with my social studies class. After we studied New Jersey explorers: Christopher Columbus, Henry Hudson, Giovanni da Verrazano, and John Cabot, the students worked in groups with a host and reporters, and we recorded their "radio show." Since it was such a positive experience for my class and well received, I want to continue podcasting and I may do it in other subjects also.
Basically, this course opened up a whole new world to me. I have a much better understanding about what children are doing on the internet than I did before. I enjoy blogging because it's kind of like a journal that's open for others to read. I also liked creating my facebook and enjoyed the reaction from my daughter and her friends. I now comprehend what web 2.0 is all about. We now are having discussions and collaborating on the internet. We are the web now. I feel more connected to my family because I now email them more and even send them photographs. I still have a lot to learn, but I am open to this new experience.
I was sometimes overwhelmed by all of the new jargon and the reading assignments, but that happens with anything new. I have a new vocabulary that I can only share with a select few. Most of my colleagues are not open to this new way of communicating and teaching as much as I am, but I think that they will be forced to accept change and have to learn eventually. I'm glad that I have had this experience, and it couldn't have come at a better time in my life. My daughter is away at school and my son is a teenager who is quite busy with school, activities, and a job. My husband is always at work or working on our house. I have a new outlet and a way to communicate in the world of technology. Reflection journaling is something that I do with my students after projects or units. It helps to take time out of our busy days to think and reflect. All in all, I had a good experience, and I am looking forward to keeping up-to-date with the every changing world of technology.
Saturday, April 14, 2007
Saturday at MSU
Here I sit in a beautiful computer lab on Saturday April 14th. I have so many things going around in my head. My daughter will be coming home from college in a month. We need to get a second car to share between my daughter and my son who is turning 17 in July. She will be going to BCC and taking a summer course and working at the pool as a life guard. My son is going to be a camp counselor and continue his part-time job at Kings. I signed up for two graduate courses this summer and one for the fall. I called financial aid and they said that I need to complete a FAFSA form--yuck! I will have to do that this weekend. Lots of things to do. Tomorrow they are predicting bad weather so I'll get to stay home and write my paper for my reading class. Hopefully, we won't have snow.
Tuesday, April 10, 2007
Buddy Needed
As per Dr. Dana's email, I'm looking for a buddy. Would anyone like to become my buddy? I'm doing my paper on podcasting in an elementary school setting.
Sunday, March 18, 2007
Comment on YouTube
I'm sorry to say that I'm not a fan of YouTube. The site has tabs so that you can search for topics that interest you and they link to other videos on the same topic. It's very diverse and if you're into that sort of thing, it can be entertaining. I liked a few of the short clips, but there weren't that many that held my attention. I have been sent some funny videos from YouTube as emails, but it's not enough to make me a frequent visitor of this site.
Understanding Meme: Hopkin Green Frog
Well here I sit learning about another new term: meme. Searching google about a lost frog on a Sunday afternoon is something that I'm not going to share with my colleagues at work. They already think that I'm strange because I'm into my Moodle workshop at work and enjoy this whole blogging experience. I'm definitely keeping this one to myself.
How are ideas spread on the internet?
After reading the sites that I found on google on this topic, I have a much better understanding of what a meme is. I read the mike whybark explanation and it's some story. Since 2004, people have left various comments on this site about the lost frog. The internet bloggers can take a lost toy frog poster and really take it to another level. I learned that certain topics are contagious for individuals. My first reaction was, "Much ado about nothing." Then after reading the reactions from the people on mike whybark's site, I learned about autism from "Love Monkey's" comments. I also changed my mind when I thought about people sharing their experiences and feelings in cyberspace. I realized how we are all connected in some way and how many of us have an experience with something "lost."
What are the potential implications for teaching and learning?
As a reading teacher, I want my students to make connections to the stories we are reading in school. For homework, I have them read for 20 minutes each night and keep a reading log. In the future, students can be part of the whole "blogosphere" and share their ideas and comments in a different way. They could be asked to do this very assignment that I am doing now. This is just another way of communicating and having a conversation on the internet. It's web 2.0.
Google at Its Best
When reading about hopkin green frog, one of the links on google was to our reading assignment this week about meme. I found myself reading Dr. Michele Knobel's paper on "Memes, Literacy & Affinity Spaces ...." It was mentioned in her article that the lost frog story is 1 of 2 successful memes. I now also understand the world of blogging and people's need to share their experiences and to reach out to others in cyberspace.
How are ideas spread on the internet?
After reading the sites that I found on google on this topic, I have a much better understanding of what a meme is. I read the mike whybark explanation and it's some story. Since 2004, people have left various comments on this site about the lost frog. The internet bloggers can take a lost toy frog poster and really take it to another level. I learned that certain topics are contagious for individuals. My first reaction was, "Much ado about nothing." Then after reading the reactions from the people on mike whybark's site, I learned about autism from "Love Monkey's" comments. I also changed my mind when I thought about people sharing their experiences and feelings in cyberspace. I realized how we are all connected in some way and how many of us have an experience with something "lost."
What are the potential implications for teaching and learning?
As a reading teacher, I want my students to make connections to the stories we are reading in school. For homework, I have them read for 20 minutes each night and keep a reading log. In the future, students can be part of the whole "blogosphere" and share their ideas and comments in a different way. They could be asked to do this very assignment that I am doing now. This is just another way of communicating and having a conversation on the internet. It's web 2.0.
Google at Its Best
When reading about hopkin green frog, one of the links on google was to our reading assignment this week about meme. I found myself reading Dr. Michele Knobel's paper on "Memes, Literacy & Affinity Spaces ...." It was mentioned in her article that the lost frog story is 1 of 2 successful memes. I now also understand the world of blogging and people's need to share their experiences and to reach out to others in cyberspace.
Wednesday, March 7, 2007
My Reading Blog
Describe yourself as a reader. Do you like to read? Why/not?
My first experience with reading was with my mother who read to me every night before bed as a young child. It was my favorite time of the day. I always asked for one more story. My brothers thought that I was spoiled. I disagree because she opened the literacy door for me. I remember walking to the library with her every summer and enjoying reading together. When I had my children, I followed in her footsteps and read to both of my children every night.
Yes, I like to read. I love to read to children. I also like to read for pleasure. Unfortunately, I do not get to read as many novels thoughout the school year because I am so busy. I usually catch up on my reading in the summer. I find myself reading the books that my children are reading for school. I liked one author so much that I read most of her works over last summer.
I especially love picture books, and I use them as writing models to teach the six traits of writing. I such had a wonderful experience last year reading to my class and the students created such beautiful picture books.
How do you teach reading?
I've taught so many grade levels so the answer to this question is varied. I've taught pre-school and kindergarten where they learned their letters and phonics. In kindergarten, we had the Beginning to Read, Write, and Listen series where the students actually started reading short stories in the spring. I loved watching their progress as we went through each of their letter books. They only learned the short vowel sounds.
In 4th and 5th grade, I have used the Spotlight on Literature series that contains various types of short stories, poems, and writing activities. We also read popular novels with the traditional lessons that include vocabulary worksheets, comprehension questions, open-ended questions, and activities. I have also taught novels using literature circles where each student in the group has a role such as, word watcher, artist, discussion leader, quote finder, and other roles that vary with the novel. We also have workbooks for the NJASK4 in reading where they practice skills and answering different types of questions.
In 7th and 8th grade, I was the GEPA teacher and we did a lot of test prep using workbooks. Authentic literature was the focus in the spring after the test, and I taught with the traditional reading lessons on vocabulary, comprehension, and open-ended questions.
When I taught high school, we read authentic literature and had a reading textbook for the bulk of the reading lessons. I was also the HSPA teacher for one year and we used test prep books for reading to practice skills, answering multiple choice, and open-ended questions.
How might technology impact that?
I taught an 8th grade laptop program. We had reading in the traditional sense with novels, but we used the laptops for any reading assignments: vocabulary, comprehension questions, open-ended questions, and activities.
In 4th grade, we have four computers in the classroom and the tech coordinator puts special interactive sites on the computers that complement the novel we are reading in class.
I am in the process of acquiring books for my classroom and I am interested in setting up book clubs in the spring after the state test. I am going to go to a workshop and I hope to come back with some good ideas. I hope to integrate technology and work on the moodle site for my students. We will be experiencing new literacies together in the near future. I have no idea where all of this will lead, but I'm excited about the new technology.
We read in every subject area and we are reading while we are doing our assignments. We don't really think about reading because our focus is on what we are researching, but we are reading constantly on the computer. We no longer read as much in the traditional sense, but on every website we are reading for a purpose whether it be to find information or for pleasure.
My first experience with reading was with my mother who read to me every night before bed as a young child. It was my favorite time of the day. I always asked for one more story. My brothers thought that I was spoiled. I disagree because she opened the literacy door for me. I remember walking to the library with her every summer and enjoying reading together. When I had my children, I followed in her footsteps and read to both of my children every night.
Yes, I like to read. I love to read to children. I also like to read for pleasure. Unfortunately, I do not get to read as many novels thoughout the school year because I am so busy. I usually catch up on my reading in the summer. I find myself reading the books that my children are reading for school. I liked one author so much that I read most of her works over last summer.
I especially love picture books, and I use them as writing models to teach the six traits of writing. I such had a wonderful experience last year reading to my class and the students created such beautiful picture books.
How do you teach reading?
I've taught so many grade levels so the answer to this question is varied. I've taught pre-school and kindergarten where they learned their letters and phonics. In kindergarten, we had the Beginning to Read, Write, and Listen series where the students actually started reading short stories in the spring. I loved watching their progress as we went through each of their letter books. They only learned the short vowel sounds.
In 4th and 5th grade, I have used the Spotlight on Literature series that contains various types of short stories, poems, and writing activities. We also read popular novels with the traditional lessons that include vocabulary worksheets, comprehension questions, open-ended questions, and activities. I have also taught novels using literature circles where each student in the group has a role such as, word watcher, artist, discussion leader, quote finder, and other roles that vary with the novel. We also have workbooks for the NJASK4 in reading where they practice skills and answering different types of questions.
In 7th and 8th grade, I was the GEPA teacher and we did a lot of test prep using workbooks. Authentic literature was the focus in the spring after the test, and I taught with the traditional reading lessons on vocabulary, comprehension, and open-ended questions.
When I taught high school, we read authentic literature and had a reading textbook for the bulk of the reading lessons. I was also the HSPA teacher for one year and we used test prep books for reading to practice skills, answering multiple choice, and open-ended questions.
How might technology impact that?
I taught an 8th grade laptop program. We had reading in the traditional sense with novels, but we used the laptops for any reading assignments: vocabulary, comprehension questions, open-ended questions, and activities.
In 4th grade, we have four computers in the classroom and the tech coordinator puts special interactive sites on the computers that complement the novel we are reading in class.
I am in the process of acquiring books for my classroom and I am interested in setting up book clubs in the spring after the state test. I am going to go to a workshop and I hope to come back with some good ideas. I hope to integrate technology and work on the moodle site for my students. We will be experiencing new literacies together in the near future. I have no idea where all of this will lead, but I'm excited about the new technology.
We read in every subject area and we are reading while we are doing our assignments. We don't really think about reading because our focus is on what we are researching, but we are reading constantly on the computer. We no longer read as much in the traditional sense, but on every website we are reading for a purpose whether it be to find information or for pleasure.
Friday, March 2, 2007
The Matrix
My first impression of this movie The Matrix was "wow" because it was different from anything that I had seen before. My son and daughter loved it, but I wasn't a huge fan of science fiction movies and it took some getting use to. My daughter enjoyed the religious overtones, and my son enjoyed all of the action. I'd already had my fill of science fiction with my husband's Trekky days so I was not particularly happy to be sitting in the theatre once more. It kept my attention and I was exhausted from trying to figure it all out. When I first watched the movie, it was hard for me to follow, and my daughter would sigh and roll her eyes when I asked her a question about the movie. Now that I've watched the movie again, read movie reviews, and read a story summary, I have a better understanding of the movie. It is a cross between a science fiction thriller and a religious experience. I understand the meaning behind Neo being the new man or Jesus, Morpheus being the father figure, and Trinity being the spirit. Some things appeared blatant while others were not. All in all, The Matrix is a visit to the future where machines have taken over the world.
In answer to the question: why is this film so important to many people? From surfing the web, there are so many sites devoted to The Matrix and its sequels. I even remember my daughter wearing a black raincoat that was similar to Neo's and everyone called her Matrix. Movies have a great affect on the younger generation because they are so impressionable and they absorb so much because of their sponge-like nature. Children spend a great deal of time at the movies, discussing the movies, renting them, rewatching the DVDs, purchasing movie products, magazines, comics, and surfing the net. What I learned from Wikipedia is that The Matrix has so many spinoffs: video games, short Japanese films called The Animatrix, cartoons, comics, and the movie has a franchise where products related to the film can be purchased. When you google The Matrix, there are a lot of sites selling one thing or another. People are drawn to this movie because of its unique qualities, science fiction elements, religious overtones, and I think we are hoping that mankind can be saved from the machines. It's a thrilling adventure story with so many elements or motifs combined such as: philosophy, cyberspace, mythology, action films, martial arts, the mind and reality, and religion. I think there is something for everyone in this movie. It's highly creative and makes you think.
In answer to the question: why is this film so important to many people? From surfing the web, there are so many sites devoted to The Matrix and its sequels. I even remember my daughter wearing a black raincoat that was similar to Neo's and everyone called her Matrix. Movies have a great affect on the younger generation because they are so impressionable and they absorb so much because of their sponge-like nature. Children spend a great deal of time at the movies, discussing the movies, renting them, rewatching the DVDs, purchasing movie products, magazines, comics, and surfing the net. What I learned from Wikipedia is that The Matrix has so many spinoffs: video games, short Japanese films called The Animatrix, cartoons, comics, and the movie has a franchise where products related to the film can be purchased. When you google The Matrix, there are a lot of sites selling one thing or another. People are drawn to this movie because of its unique qualities, science fiction elements, religious overtones, and I think we are hoping that mankind can be saved from the machines. It's a thrilling adventure story with so many elements or motifs combined such as: philosophy, cyberspace, mythology, action films, martial arts, the mind and reality, and religion. I think there is something for everyone in this movie. It's highly creative and makes you think.
How's My Life?
I've been very busy this week with parent/teacher conferences. That always wears me out, and I usually lose my voice. Luckily, I still have somewhat of a voice. I had a hard time getting up this week.
I worked two nights this week at the learning center. I never know who I'm going to work with one-on-one. Sometimes I work with an 8th grader who is very pleasant, and sometimes I get the 2nd grade or younger crowd. The age doesn't matter that much to me, but the attention span of the students does. On Thursday, I worked with a young boy who couldn't sit still, broke pencils, said peculiar things, and repeatedly told me that he was hungry. This drove me crazy because I am on a diet, and from 4:00 to 6:00 I am also starving. I have never felt this way about a students before, and I've worked with difficult ones. I hope that I don't work with this child again or that he eats before he comes. So much for complaining.
Today was Dr. Seuss's birthday celebration. The teachers in our school swapped classes for a read aloud. I read to a 3rd grade class Oh, the Thinks You Can Think If Only You Try. I had a great time with them, and I love reading aloud to children. Each student from my class entered the Dr. Seuss contest where they wrote about their favorite Dr. Seuss story and created an illustration that represented the book. Two of my students had their artwork published in The Record newspaper, and they were thrilled. This week we had the Scholastic book fair, and quite a few students donated books to our classroom library. The PTA also gave each student a book on Friday. I feel reallly blessed to teach in a district where reading is celebrated.
On Friday I had to get my son's medical forms signed so that he can be on the hs baseball team. He has his permit and I drove to Hackensack and I asked him to drive home. Well, he almost hit a truck in front of us; we swerved to the left. After that, I decided it would be best if I drove the rest of the way home, but his feelings were hurt and we had a huge fight. Driving in this area is too stressful; there are too many people and everyone's in a big hurry. I looked up at the sky later to witness the full moon. Oh, that explains everything I thought to myself. My husband spoke to my son and later called me. He said the same thing: "It's a full moon!" I don't know if I should plan our driving lessons around the lunar calendar.
My daughter is away at college and in the process of trying to change her major. She now wants to switch from education to nursing at TCNJ. She met with the dean and he explained to her that she cannot transfer until next May and that there is no guarantee that she will be admitted into the program. Needless to say, she is upset. I don't know what to tell her. She is allowed to take the nursing courses next year, but I'm not so sure that this is going to work out. Also they want her to take two courses over the summer at Bergen Cmty. She was planning on working as a life guard and she needs the money. (Don't we all.) Well she and I are so confused. Life is not easy as a freshman. I just hope that she does not change her mind again.
On Saturday, I hope to get some fresh air and I need to regroup.
I worked two nights this week at the learning center. I never know who I'm going to work with one-on-one. Sometimes I work with an 8th grader who is very pleasant, and sometimes I get the 2nd grade or younger crowd. The age doesn't matter that much to me, but the attention span of the students does. On Thursday, I worked with a young boy who couldn't sit still, broke pencils, said peculiar things, and repeatedly told me that he was hungry. This drove me crazy because I am on a diet, and from 4:00 to 6:00 I am also starving. I have never felt this way about a students before, and I've worked with difficult ones. I hope that I don't work with this child again or that he eats before he comes. So much for complaining.
Today was Dr. Seuss's birthday celebration. The teachers in our school swapped classes for a read aloud. I read to a 3rd grade class Oh, the Thinks You Can Think If Only You Try. I had a great time with them, and I love reading aloud to children. Each student from my class entered the Dr. Seuss contest where they wrote about their favorite Dr. Seuss story and created an illustration that represented the book. Two of my students had their artwork published in The Record newspaper, and they were thrilled. This week we had the Scholastic book fair, and quite a few students donated books to our classroom library. The PTA also gave each student a book on Friday. I feel reallly blessed to teach in a district where reading is celebrated.
On Friday I had to get my son's medical forms signed so that he can be on the hs baseball team. He has his permit and I drove to Hackensack and I asked him to drive home. Well, he almost hit a truck in front of us; we swerved to the left. After that, I decided it would be best if I drove the rest of the way home, but his feelings were hurt and we had a huge fight. Driving in this area is too stressful; there are too many people and everyone's in a big hurry. I looked up at the sky later to witness the full moon. Oh, that explains everything I thought to myself. My husband spoke to my son and later called me. He said the same thing: "It's a full moon!" I don't know if I should plan our driving lessons around the lunar calendar.
My daughter is away at college and in the process of trying to change her major. She now wants to switch from education to nursing at TCNJ. She met with the dean and he explained to her that she cannot transfer until next May and that there is no guarantee that she will be admitted into the program. Needless to say, she is upset. I don't know what to tell her. She is allowed to take the nursing courses next year, but I'm not so sure that this is going to work out. Also they want her to take two courses over the summer at Bergen Cmty. She was planning on working as a life guard and she needs the money. (Don't we all.) Well she and I are so confused. Life is not easy as a freshman. I just hope that she does not change her mind again.
On Saturday, I hope to get some fresh air and I need to regroup.
Sunday, February 25, 2007
Sunday
Today's my husband's birthday, and he wanted me to cook a pot roast dinner (his favorite). This is his first birthday where we are all not together. My daughter is in college and was already home during the week to attend her great-grandmother's funeral. She was 99 years old and the "glue" of my husband's family. My daughter called my husband on the phone, and he seems okay with that. The events of the week threw me off track and I'm trying to get my act together before I go back to school.
This week their report cards go home, and we have parent/teacher conferences for three afternoons. I'm exhausted just thinking about all that talking. This week we are having test rehearsals for the NJASK4, and I'm tired of teaching for the test. We have a faculty meeting tomorrow about the test, and I'm not too excited about that either. My principal is probably going to ask me to host a second cup of coffee for the 4th grade parents. We already have the powerpoint presentation from last year; we'll just have to do the presentation. I know that I'm wishing my life away, but I enjoy teaching after the test is over in March.
At least in social studies, we do not have a state test. This week we're doing a project that the students are excited about creating. I'm also going to look into doing a podcast with my social studies students for their next presentation. I hope to post it on the moodle site where the parents will get to hear what we're doing in school. I have to speak to the tech coordinator. I hope that we have the capability of creating several podcasts. I hope to incorporate them into my graduate project.
So much for complaining. I hear that we're going to be having some snow and I may get tomorrow off!! I'm doing the snow dance after this blog. So long for now.
This week their report cards go home, and we have parent/teacher conferences for three afternoons. I'm exhausted just thinking about all that talking. This week we are having test rehearsals for the NJASK4, and I'm tired of teaching for the test. We have a faculty meeting tomorrow about the test, and I'm not too excited about that either. My principal is probably going to ask me to host a second cup of coffee for the 4th grade parents. We already have the powerpoint presentation from last year; we'll just have to do the presentation. I know that I'm wishing my life away, but I enjoy teaching after the test is over in March.
At least in social studies, we do not have a state test. This week we're doing a project that the students are excited about creating. I'm also going to look into doing a podcast with my social studies students for their next presentation. I hope to post it on the moodle site where the parents will get to hear what we're doing in school. I have to speak to the tech coordinator. I hope that we have the capability of creating several podcasts. I hope to incorporate them into my graduate project.
So much for complaining. I hear that we're going to be having some snow and I may get tomorrow off!! I'm doing the snow dance after this blog. So long for now.
Monday, February 19, 2007
Project and Paper Questions
At first I thought that I would like to do my project on comics because I have used it in the past (the old-fashioned way with pencil and paper). I would like to try creating comics with the new software. I'm not sure how I would be able to do this with my students because we do not have the software at the school and there is a license agreement for software. I'm not allowed to install any software; it's blocked. Is this project to be done with our students or can we create it without them?
Now I think that I'll do my paper on podcasting in education. I may also create a podcast for my project. I have to speak to the tech coordinator this week and see what she thinks about podcasting.
Now I think that I'll do my paper on podcasting in education. I may also create a podcast for my project. I have to speak to the tech coordinator this week and see what she thinks about podcasting.
Reaction to Facebook
What are my thoughts about my experience creating a Facebook page?
I am familiar with Facebook because my daughter is a freshman in college and it's the rage there. Everyone writes on her wall, and she responds to her friends. She had quite a photo album on her page. I like to look at it and see if there are any new photos. I just requested her to be my friend. I wonder what her reaction will be to that? My son told me not to do that to him because he will refuse me. "Mom, no one has their mother as a friend on Facebook!!!!" He helped me tag my photos because I had never done that before. Now I understand the meaning of tagging.
It helps to apply the readings and actually be a part of the "new literacies." I never would have created this if I hadn't taken this course. I do email photos to my relatives and receive photos from them on a regular basis. I've always been interested in photography, and I love my digital camera. Now I store my photos on CDs. I even received a grant from the school district and have a digital camera to use at school including a photo printer. I display photos on my bulletin board at school that include the various social studies groups and their projects.
All in all, it was a fun experience creating a Facebook page.
I am familiar with Facebook because my daughter is a freshman in college and it's the rage there. Everyone writes on her wall, and she responds to her friends. She had quite a photo album on her page. I like to look at it and see if there are any new photos. I just requested her to be my friend. I wonder what her reaction will be to that? My son told me not to do that to him because he will refuse me. "Mom, no one has their mother as a friend on Facebook!!!!" He helped me tag my photos because I had never done that before. Now I understand the meaning of tagging.
It helps to apply the readings and actually be a part of the "new literacies." I never would have created this if I hadn't taken this course. I do email photos to my relatives and receive photos from them on a regular basis. I've always been interested in photography, and I love my digital camera. Now I store my photos on CDs. I even received a grant from the school district and have a digital camera to use at school including a photo printer. I display photos on my bulletin board at school that include the various social studies groups and their projects.
All in all, it was a fun experience creating a Facebook page.
Saturday, February 17, 2007
Reaction to an exploration of Multiliteracies
After reading this article, I was made aware that there is another literacy called "anime-inspired fantiction." (All of this new jargon is hard to keep straight in this new Web 2.0 world.)
I was excited about the author's idea of taking media as a starting point for writing especially since my students are turned on to media. This could be a great way to motivate them to write. So many of my students are great illustrators and a lot of my Asian students draw manga characters already. I wonder what type anime I could use in the classroom as a writing prompt? I may just bring in a video and have them watch it for a few minutes and ask them to predict what happens next and create their own endings. I would model this to the class first before I would expect them to do this. Another idea would be to show a video's ending and ask them to write the beginning and middle of the story. They could create a story board first and add dialogue later.
I found out this month just how much my students love comics when they created them in conjuction with our WordMasters lessons. We discussed the elements of a good comic strip, read various comic strips (which they loved doing), and they created their own comics using WordMaster words.
What surprised me about this article was that Eileen and Rhiannon had their own small fanfiction world outside of school where only a few trusted people could enter. Their drawings and stories were not part of the classroom. School was kept separate from this fanfic world. Their personal writing was much more important to them. It's sad that the two worlds couldn't come together. The article mentions that the students would have benefitted from their teacher's help because they could have been composing in Word instead of emailing their stories to save them. (I went off track here.)
I'm starting to see a common theme in these articles that we are reading for our graduate course. We seem to have two separate worlds: school and home use of technology. I'm hoping that by our district using Moodle (similar to Blackboard) that the two shall become one. Students should be able to communicate with various types of technology and opportunities for "literacy learning." I agree with the author that teachers need to think about fanfiction. I liked the idea about bringing an example of your best personal writing at the beginning of the school year. It's a good ice breaker and a way to get to know your students. I think I'm going to discuss this with my colleagues and ask for a writing sample for the first day of school with an illustration. This course definitely has me thinking about new methods of literacy instruction.
I was excited about the author's idea of taking media as a starting point for writing especially since my students are turned on to media. This could be a great way to motivate them to write. So many of my students are great illustrators and a lot of my Asian students draw manga characters already. I wonder what type anime I could use in the classroom as a writing prompt? I may just bring in a video and have them watch it for a few minutes and ask them to predict what happens next and create their own endings. I would model this to the class first before I would expect them to do this. Another idea would be to show a video's ending and ask them to write the beginning and middle of the story. They could create a story board first and add dialogue later.
I found out this month just how much my students love comics when they created them in conjuction with our WordMasters lessons. We discussed the elements of a good comic strip, read various comic strips (which they loved doing), and they created their own comics using WordMaster words.
What surprised me about this article was that Eileen and Rhiannon had their own small fanfiction world outside of school where only a few trusted people could enter. Their drawings and stories were not part of the classroom. School was kept separate from this fanfic world. Their personal writing was much more important to them. It's sad that the two worlds couldn't come together. The article mentions that the students would have benefitted from their teacher's help because they could have been composing in Word instead of emailing their stories to save them. (I went off track here.)
I'm starting to see a common theme in these articles that we are reading for our graduate course. We seem to have two separate worlds: school and home use of technology. I'm hoping that by our district using Moodle (similar to Blackboard) that the two shall become one. Students should be able to communicate with various types of technology and opportunities for "literacy learning." I agree with the author that teachers need to think about fanfiction. I liked the idea about bringing an example of your best personal writing at the beginning of the school year. It's a good ice breaker and a way to get to know your students. I think I'm going to discuss this with my colleagues and ask for a writing sample for the first day of school with an illustration. This course definitely has me thinking about new methods of literacy instruction.
Wednesday, February 14, 2007
Creations with Technology
I read my email from Dr. D. and she was interested in finding out what I create with technology. Here's a sampling of some of the things that I have created with technology. When I was in my twenties, I worked for six years for a software company where I worked in the publishing department. I was trained as a typesetter on an AM Varityper system, and I also learned word processing on a PC. I created various collateral material for the company to help market their products, and I also was the editor of their international company newspaper.
I stayed home for six years to be a full time mother of two children. We purchased our first Gateway PC and had so much fun creating cards and other projects with Greetings Workshop. I ended up teaching pre-school and kindergarten where I typed parent letters, newsletters, and school papers. I changed jobs and became an instructor for the 8th grade laptop class in an urban district and learned how to use the various software programs in 1999-2000. I created slide shows and helped the children with their various projects using the internet.
In graduate school, I have researched papers using the internet, and also used Microsoft Office. I have used Blackboard in the past for assignments and to participate in online discussions.
In my present position, I use email, moodle, provide students with links for projects, create webquests with the tech teacher, help children use the computer and internet, and create banners for my bulletin board. In the future, I will be using moodle to communicate with parents and students on a regular basis. I know that this is just touching the surface after reading about Web 2.0, but it's a start. I'm hopeful that this course will help me have new "conversations" in cyberspace. I realize that I have so much to learn.
I stayed home for six years to be a full time mother of two children. We purchased our first Gateway PC and had so much fun creating cards and other projects with Greetings Workshop. I ended up teaching pre-school and kindergarten where I typed parent letters, newsletters, and school papers. I changed jobs and became an instructor for the 8th grade laptop class in an urban district and learned how to use the various software programs in 1999-2000. I created slide shows and helped the children with their various projects using the internet.
In graduate school, I have researched papers using the internet, and also used Microsoft Office. I have used Blackboard in the past for assignments and to participate in online discussions.
In my present position, I use email, moodle, provide students with links for projects, create webquests with the tech teacher, help children use the computer and internet, and create banners for my bulletin board. In the future, I will be using moodle to communicate with parents and students on a regular basis. I know that this is just touching the surface after reading about Web 2.0, but it's a start. I'm hopeful that this course will help me have new "conversations" in cyberspace. I realize that I have so much to learn.
Snow Day
Well, we finally have an official snow day. I was looking forward to sleeping in today, but the phone rang at 5:30 and I've been up since then. My body's clock did not cooperate and let me fall back to sleep. I ended up going through a lot of paperwork all day long. I will now be ready for the accountant, and I'm learning about Web 2.o today. It feels good to catch up on some things.
My students wanted snow, but they wanted to celebrate St. Valentine's Day at school. I guess we'll do it tomorrow. I'll wear red and hand out treats. I heard that next year we will no longer be infultrated with cupcakes. There's a new law about eating only healthy foods in schools. May be I'll lose weight.
My son and husband are doing the snow shoveling while I stay warm inside. They've done it twice already. My son's happy because he's making extra cash by shoveling the neighbors' properties. Now they're off to Home Depot. I can't believe that they are driving in this mess.
Yesterday was my 30th anniversary of the day my husband and I met. I can't believe how time flies. We ended up staying home due to the weather forecast. We'll celebrate Saturday night. My daughter is away at school and sent us a handmade card. She also created a CD of love songs from the past 30 years. I was so touched by her thoughtfulness.
I'm not sure what to make for dinner tonight to celebrate. It feels like a soup night to me, but I don't know if anyone else will feel this way. I'll make brownies and that should cheer everyone up a bit. It's a day for chocolate, and I didn't buy any because of my diet. I was afraid to have it in the house, and I usually get so much of it at school. My son is upset because I didn't give him any. I told him that I bought him a coat on sale at Kohl's instead. His mood improved greatly. My husband is aware of my diet and gave me 12 red balloons. They will probably be floating around the house until spring. Well I have to start dinner now. So much for my snow day.
My students wanted snow, but they wanted to celebrate St. Valentine's Day at school. I guess we'll do it tomorrow. I'll wear red and hand out treats. I heard that next year we will no longer be infultrated with cupcakes. There's a new law about eating only healthy foods in schools. May be I'll lose weight.
My son and husband are doing the snow shoveling while I stay warm inside. They've done it twice already. My son's happy because he's making extra cash by shoveling the neighbors' properties. Now they're off to Home Depot. I can't believe that they are driving in this mess.
Yesterday was my 30th anniversary of the day my husband and I met. I can't believe how time flies. We ended up staying home due to the weather forecast. We'll celebrate Saturday night. My daughter is away at school and sent us a handmade card. She also created a CD of love songs from the past 30 years. I was so touched by her thoughtfulness.
I'm not sure what to make for dinner tonight to celebrate. It feels like a soup night to me, but I don't know if anyone else will feel this way. I'll make brownies and that should cheer everyone up a bit. It's a day for chocolate, and I didn't buy any because of my diet. I was afraid to have it in the house, and I usually get so much of it at school. My son is upset because I didn't give him any. I told him that I bought him a coat on sale at Kohl's instead. His mood improved greatly. My husband is aware of my diet and gave me 12 red balloons. They will probably be floating around the house until spring. Well I have to start dinner now. So much for my snow day.
Saturday, February 10, 2007
Challenge of Mindsets
I agree with the authors that we don't know how to deal with "new literacies educationally." The teachers at our school have been offered a moodle workshop and only a handful of teachers are willing to become moodlers. I was so excited about the prospect of having a laptop and a laptop program in my classroom that I jumped at the chance. I found that so many teacher are afraid of technology and don't feel up to the challenge of learning something new. Even though I am welcome to the idea I still feel like I will need further training in order to use the technology to its fullest.
There is a large gap between how we use technology in school and how we use it at home. My son does most of his communication online or through text messaging. He rarely uses our home telephone. He's also busy gaming online with his friends. They hardly get together physically but they are in tune with each other electronically.
In response to the reflection question in chapter 2: To what extent do you see yourself as a newcomer or an insider with respect to Barlow's classificationand to new technology practices?
I see myself as a newcomer and not just because of my over 35 classification. I see myself as a newcomer because I do not fully utilize all of technology and feel completely confident teaching with the new technology. Luckily, I am able to collaborate with out technology coordinator and I am willing to learn as I go along. I am not sure that I will ever feel like an insider the way I view my son, but I am at least giving it a try. Compared to other people in my school, I am viewed as proficient in using technology, but I feel like I am just touching the surface of this enormous iceberg. I hope that this course will enable me to approach the insider status.
There is a large gap between how we use technology in school and how we use it at home. My son does most of his communication online or through text messaging. He rarely uses our home telephone. He's also busy gaming online with his friends. They hardly get together physically but they are in tune with each other electronically.
In response to the reflection question in chapter 2: To what extent do you see yourself as a newcomer or an insider with respect to Barlow's classificationand to new technology practices?
I see myself as a newcomer and not just because of my over 35 classification. I see myself as a newcomer because I do not fully utilize all of technology and feel completely confident teaching with the new technology. Luckily, I am able to collaborate with out technology coordinator and I am willing to learn as I go along. I am not sure that I will ever feel like an insider the way I view my son, but I am at least giving it a try. Compared to other people in my school, I am viewed as proficient in using technology, but I feel like I am just touching the surface of this enormous iceberg. I hope that this course will enable me to approach the insider status.
Reaction to Podcast
It was fascinating listening to my first podcast from home today. It was very informative and helpful to get my professor's perspective on the readings for this week. I now have a different viewpoint of the term literacy(cies). I understand how it would be very difficult to be completely illiterate today.
I can relate to my professor's experience with the Hispanic culture in Denver; I taught 8th grade in a school system in Hudson County and was immersed in their culture. Multiculturalism was a common theme in our classroom and it was part of the educational experience. They also taught me a lot about their culture and food was important to them. We ended up having our own International Day where we learned about each other's holidays and sampled various types of foods. They were very proud of their heritage, and it impacted on how they perceived the world and on their education. They loved telling stories and sharing information about their country of origin. Even though they were mostly all Spanish, other cultural groups were represented such as students from India and I had one Russian student. This was a unique group of children because they had been selected to be in the self-contained laptop program at their school. We were on the cutting edge of the latest technology at that time. This district promoted learning cooperatively with technology.
Everyone I taught had English as their second language and I was required to take ESL classes by the district. I learned a lot about different learning styles in my coursework.
I realize now how much impact new literacies and technology affects our students and also myself as a new graduate student. I never thought that I would be a blogger or a moodler. Here I sit reacting to new and exiting ways of learning from my home computer. We are never too old to learn something new. I am very motivated to learn in this new and exciting way.
I can relate to my professor's experience with the Hispanic culture in Denver; I taught 8th grade in a school system in Hudson County and was immersed in their culture. Multiculturalism was a common theme in our classroom and it was part of the educational experience. They also taught me a lot about their culture and food was important to them. We ended up having our own International Day where we learned about each other's holidays and sampled various types of foods. They were very proud of their heritage, and it impacted on how they perceived the world and on their education. They loved telling stories and sharing information about their country of origin. Even though they were mostly all Spanish, other cultural groups were represented such as students from India and I had one Russian student. This was a unique group of children because they had been selected to be in the self-contained laptop program at their school. We were on the cutting edge of the latest technology at that time. This district promoted learning cooperatively with technology.
Everyone I taught had English as their second language and I was required to take ESL classes by the district. I learned a lot about different learning styles in my coursework.
I realize now how much impact new literacies and technology affects our students and also myself as a new graduate student. I never thought that I would be a blogger or a moodler. Here I sit reacting to new and exiting ways of learning from my home computer. We are never too old to learn something new. I am very motivated to learn in this new and exciting way.
Friday, February 9, 2007
New Experiences
Well you never know what one day will bring. Last night something happened to my home computer and I am now sitting typing in my daughter's dorm room at TCNJ. It took us 2 hours to get here and thank goodness her internet is working and her laptop is so cool. I feel like a college freshman sitting at her desk. I commuted to college myself and never experienced college life. Her room is decorated with artwork and photos. It's actually quite homey. She's coming home for the weekend and will be working on an art project. She's decided to change her major to nursing. I just want her to be happy. Well her roommate just appeared and I guess it's time for me to leave. I really like blogging. I think of it as my "new" diary. So long for now.
From "Reading" to "New" Literacies
The readings from the text have hightened my awareness of the changes in jargon that goes along with the changes in our culture and technological advances as it pertains to our thinking about education. The term literacy has different meanings today then it did in the past when I was growing up. Reading and Writing have been replaced with the new label, Literacy, in the school where I teach. Also our principal is interested in balanced literacy and uses that term quite frequently. The sad part is that not everyone is exactly sure what she wants. It seems that all of the teachers have their own philosophy about teaching literacy and the administration is trying to make our school more uniform in its educational practices.
The chapter referred to the "No Child Left Behind Act" that has placed more focus on education and literacy (both meanings of the word apply here). Our school as well as many schools are working on basic skills and having our students test well on the state tests. The term proficient was mentioned in the chapter and my students take the NJ ASK 4 this March. We just met with our administration about test prep and went over our students' scores from last year. A lot of emphasis is placed on being proficient on these tests.
I also have seen how literacy is a big industry because I am constantly bombarded with advertisements for products and workshops. My folder for professional development in the last ten years is overflowing. I met my 100 hours in the first year of it inception.
One of my teaching experiences was in an urban district which required that I take ESL graduate courses in order to teach there. Their philosophy of education was based on studies that showed how Hispanic students learn best by working coooperatively with their peers. In this case literacy was part of their social experiences and it was definitely "embedded" within their learning environment. I was immersed in their culture and way of viewing the world that was much different from my experience in suburbia.
Lanham defines literacy as "the ability to understand information however presented." I think that this sums up the intent of the chapter best because we now have so many different ways to communicate information. Our world has changed and the way we view the world has changed rapidly in the last 10 years. We no longer view literacy as being able to read and write. Technological advances have changed they way we communicate in our society.
One final note is that I agree with Gilster that we need to "teach and learn how to use the internet properly." My experience in different districts is that children are not always taught how to use it properly. Even in my 8th grade laptop class where they had been in the same program for three years, the students would be lazy and cut and paste directly into their documents. I had a great deal of trouble teaching these ESL students how to summarize and synthesize information. New lessons are needed to accompany the use of technology in the classroom. Most teachers are not experienced in this area and need assistance with these types of lessons. The role of a teacher needs to be redefined and we need to be open to new ideas as we explore new avenues in education and "new" literacies.
The chapter referred to the "No Child Left Behind Act" that has placed more focus on education and literacy (both meanings of the word apply here). Our school as well as many schools are working on basic skills and having our students test well on the state tests. The term proficient was mentioned in the chapter and my students take the NJ ASK 4 this March. We just met with our administration about test prep and went over our students' scores from last year. A lot of emphasis is placed on being proficient on these tests.
I also have seen how literacy is a big industry because I am constantly bombarded with advertisements for products and workshops. My folder for professional development in the last ten years is overflowing. I met my 100 hours in the first year of it inception.
One of my teaching experiences was in an urban district which required that I take ESL graduate courses in order to teach there. Their philosophy of education was based on studies that showed how Hispanic students learn best by working coooperatively with their peers. In this case literacy was part of their social experiences and it was definitely "embedded" within their learning environment. I was immersed in their culture and way of viewing the world that was much different from my experience in suburbia.
Lanham defines literacy as "the ability to understand information however presented." I think that this sums up the intent of the chapter best because we now have so many different ways to communicate information. Our world has changed and the way we view the world has changed rapidly in the last 10 years. We no longer view literacy as being able to read and write. Technological advances have changed they way we communicate in our society.
One final note is that I agree with Gilster that we need to "teach and learn how to use the internet properly." My experience in different districts is that children are not always taught how to use it properly. Even in my 8th grade laptop class where they had been in the same program for three years, the students would be lazy and cut and paste directly into their documents. I had a great deal of trouble teaching these ESL students how to summarize and synthesize information. New lessons are needed to accompany the use of technology in the classroom. Most teachers are not experienced in this area and need assistance with these types of lessons. The role of a teacher needs to be redefined and we need to be open to new ideas as we explore new avenues in education and "new" literacies.
Thursday, February 8, 2007
Social Studies Project Nears Completion
Tomorrow we are finally finishing our social studies region project. This is my second year doing this project on New Jersey's regions. We have tried to improve on the project, and if we do it next year, I would still change a few things.
Our district is embracing the UbD and DI philosophy, and I am trying to create units in social studies that comply with this plan. My attempt to have the students answer the essential questions about this unit was a lesson in patience. I learned that higher level thinking needs to be fostered in this grade level. We have also been working on answering open-ended questions in reading. It has been a difficult week. I need to recharge my batteries. I also need to have a break from group work. Certain groups do not work well together and I'm tired of being the facilitator. I really need the winter break.
Our district is embracing the UbD and DI philosophy, and I am trying to create units in social studies that comply with this plan. My attempt to have the students answer the essential questions about this unit was a lesson in patience. I learned that higher level thinking needs to be fostered in this grade level. We have also been working on answering open-ended questions in reading. It has been a difficult week. I need to recharge my batteries. I also need to have a break from group work. Certain groups do not work well together and I'm tired of being the facilitator. I really need the winter break.
Saturday, February 3, 2007
Writing Workshop
Does anyone have experience teaching Writing Workshop from Columbia Teacher's College? I attended a workshop this week, and I'm not sure if I'll be able to use this method in my classroom. It takes at lest 45 minutes a day and my writing period is also jammed with grammar, spelling, and wordmasters. I can see the benefits, but I have had a lot of success with the six trait writing program. We also do a lot of NJ ASK prep and have an established curriculum in that area. Any thoughts???
Wednesday, January 31, 2007
Open-ended Dilemma
Well today I met with Dr. K. and I'm officially in the Masters Reading Program. She helped me plan out the next two years. I'm really excited and this is my first class.
I was happy that the weather cooperated and I was able to make the trek to college. Luckily my son felt like driving (he got his permit this summer) and I was just a passenger. It's tiring to drive after working with children all day.
We're in the midst of test prep, and it's not my favorite time of the year. I can't wait for the spring when I feel like I can teach again without worrying about the NJ ASK4. Does anyone have a good lesson or suggestions for teaching open-ended reading questions? I'm struggling with this particular class. They are really having a hard time; I could use a few suggestions. Thanks!
I was happy that the weather cooperated and I was able to make the trek to college. Luckily my son felt like driving (he got his permit this summer) and I was just a passenger. It's tiring to drive after working with children all day.
We're in the midst of test prep, and it's not my favorite time of the year. I can't wait for the spring when I feel like I can teach again without worrying about the NJ ASK4. Does anyone have a good lesson or suggestions for teaching open-ended reading questions? I'm struggling with this particular class. They are really having a hard time; I could use a few suggestions. Thanks!
Sunday, January 28, 2007
Weekend Blues
I spent most of my weekend doing chores and errands. My husband is remodeling our den, my daughter is away at college, and I hardly saw my son. He helped my husband, worked at his part-time job, and played computer games. I found myself feeling overly sorry for myself. Does anyone have any ideas on how to have a good time on a budget? I want to plan something for next weekend so that I can at least go back to work and have something to contribute to the lunchtime conversation. Everyone at work always seems to make the most of their weekends. I hope that next weekend I will have a better time.
Book Clubs
I'm in the process of trying to establish book clubs for my fourth grade students. My goal is to incorporate what I learned at a book club workshop and have students read on their level. I have a limited classroom library. I have been using my Scholastic points to aquire books, and one of our PTA grants was very helpful. I want to be successful, but I have only taught literature circles where the students have special roles. I was wondering if anyone enrolled in READ 525 has had experience teaching reading with book clubs. I would welcome any input or suggestions. I'm curious to find out what would make this experience successful.
Reaction to "What Next? Toddler Netizens, Playstation Thumb, Techno-literacies"
I agree with the author Carmen Luke that new technologies have changed children's experiences over the years. He discusses the history of communication from books to movies and TV and MTV to home computers and playstation. Throughout history people have worried about the effects of the latest technology. In the last ten years, so much has changed and we now have seen a new family structure with young children becoming well-versed in computer technology. The article explained that new technologies will create new jobs and we need to prepare our young for a world with unfamiliar technologies.
This article discusses four major issues. First, children's experiences are being shaped by technology. Children's developmental stages are no longer traditional. They are processing various types of information when they acess multimedia text. They have different literacy skills today. Second, parents and educators need to be informed prior to purchasing software and gender stereotypes exist today in popular software. Third, children need to apply analytical skills to the new technology. Fourth, socioeconomics affect acess to the new technologies, and this needs to be addressed so that all children are equally able to use new technology.
My own children grew up in the 1990s and watched TV as entertainment. They grew up watching Sesame Street and Barney. Their childhood was much different from my childhood because of computers. They played various games on the computer such as Math Blaster and American Girls CD-ROMs. They were able to use the computer also as a tool to help them do their research for their assignments. My son in particular graduated from Playstation2 to playing games in cyberspace. He knows so much about the computer, and I can't figure out how he taught himself how to do the things he does.
My daughter now has her own laptop and it is constantly on. She's either emailing someone, watching a video, listening to music, downloading music, or surfing the web. My daughter's education is dependent on this laptop. She communicates with her classmates, professors, does her research, and writes her papers with it. It's hard to imagine the world without all of this technology.
Technology has changed the way we live and has changed family dynamics. I remember watching TV together with my parents and having limited choices before cable TV. Now we have so many more choices and my family of four rarely watches TV together. Everyone is so busy. My children are dependent on technology: cell phones, computers, Ipods, and other devices.
I realize that we are fortunate to be able to have the latest technology. Having taught in different school districts throughout my career, I am aware that not everyone has access to technology at home. Where I live and teach now everyone has a home computer and they are computer literate.
I agree with the author that educators will need to "reshape curriculum." I'm in the process of trying to figure out how to best use technology in my classroom. I realize that I have a lot to learn, and I welcome your suggestions and input.
This article discusses four major issues. First, children's experiences are being shaped by technology. Children's developmental stages are no longer traditional. They are processing various types of information when they acess multimedia text. They have different literacy skills today. Second, parents and educators need to be informed prior to purchasing software and gender stereotypes exist today in popular software. Third, children need to apply analytical skills to the new technology. Fourth, socioeconomics affect acess to the new technologies, and this needs to be addressed so that all children are equally able to use new technology.
My own children grew up in the 1990s and watched TV as entertainment. They grew up watching Sesame Street and Barney. Their childhood was much different from my childhood because of computers. They played various games on the computer such as Math Blaster and American Girls CD-ROMs. They were able to use the computer also as a tool to help them do their research for their assignments. My son in particular graduated from Playstation2 to playing games in cyberspace. He knows so much about the computer, and I can't figure out how he taught himself how to do the things he does.
My daughter now has her own laptop and it is constantly on. She's either emailing someone, watching a video, listening to music, downloading music, or surfing the web. My daughter's education is dependent on this laptop. She communicates with her classmates, professors, does her research, and writes her papers with it. It's hard to imagine the world without all of this technology.
Technology has changed the way we live and has changed family dynamics. I remember watching TV together with my parents and having limited choices before cable TV. Now we have so many more choices and my family of four rarely watches TV together. Everyone is so busy. My children are dependent on technology: cell phones, computers, Ipods, and other devices.
I realize that we are fortunate to be able to have the latest technology. Having taught in different school districts throughout my career, I am aware that not everyone has access to technology at home. Where I live and teach now everyone has a home computer and they are computer literate.
I agree with the author that educators will need to "reshape curriculum." I'm in the process of trying to figure out how to best use technology in my classroom. I realize that I have a lot to learn, and I welcome your suggestions and input.
Sunday, January 21, 2007
READ 525: Hopes, Concerns, and Purpose
I was pleasantly surprised to find out that my graduate reading course was going to focus on new literacies and techology. I want to discover new ways to teach reading and writing that will appeal to my students. My goal is to have all of my students excited and motivated to learn by using technology in our classroom. We will be getting laptops for each of my students and myself, and I want to learn how to integrate technology into my literacy period. I hope that I will be successful in fulfilling my goal.
One concern that I have is being able to keep everyone on task while I work with individual students on the laptops. Young children are not patient and do not like to wait. I'm also nervous about them using the equipment appropriately, computers crashing, and children going to sites that are not suitable for young children. Good classroom management of the new technology will need to be established. I have experience teaching older students in this manner, but I am concerned about teaching young children.
My original purpose for taking the graduate reading course was because I want to become more proficient in creating powerful literacy lessons. I have attended various reading/writing workshops and I have yet to find what fits my teaching style. I'm hoping to grow and develop in this area. My school principal is very interested in setting up leveled libraries and having the students read on their own level. We are in the process of creating the libraries and I'm interested in starting book clubs in the spring. It's similar to literature circles, but the students do not have specific jobs. I have taught literature circles and I am excited about this new adventure in reading.
My new purpose with READ 525 is to be confident in exploring new ways to teach reading that will help me reach all of my students. Differentiation is a key approach that our school administration wants us to implement in our classrooms. I want my students to love reading, and I want my classroom to be a place that is conducive to learning. I also want to integrate new literacies and technology in my classroom. I'm very excited about this new graduate course. It's exactly what I need to meet my personal development plan.
One concern that I have is being able to keep everyone on task while I work with individual students on the laptops. Young children are not patient and do not like to wait. I'm also nervous about them using the equipment appropriately, computers crashing, and children going to sites that are not suitable for young children. Good classroom management of the new technology will need to be established. I have experience teaching older students in this manner, but I am concerned about teaching young children.
My original purpose for taking the graduate reading course was because I want to become more proficient in creating powerful literacy lessons. I have attended various reading/writing workshops and I have yet to find what fits my teaching style. I'm hoping to grow and develop in this area. My school principal is very interested in setting up leveled libraries and having the students read on their own level. We are in the process of creating the libraries and I'm interested in starting book clubs in the spring. It's similar to literature circles, but the students do not have specific jobs. I have taught literature circles and I am excited about this new adventure in reading.
My new purpose with READ 525 is to be confident in exploring new ways to teach reading that will help me reach all of my students. Differentiation is a key approach that our school administration wants us to implement in our classrooms. I want my students to love reading, and I want my classroom to be a place that is conducive to learning. I also want to integrate new literacies and technology in my classroom. I'm very excited about this new graduate course. It's exactly what I need to meet my personal development plan.
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