Final Report on PLN Project #9

This class has introduced me to a lot of useful resources. I positively love Symbaloo and Google Drive. The Twitter connections during this class have also been a big help in getting a Twitter account focused on education and technology going. I now have a personal Twitter account and an education inspired one. I love checking my education one and seeing the articles educators tweet and retweet, as well as the events going on inside their classroom. Another great resource, I learned about in EDM310 are blogs. I enjoy looking through teachers’ blogs and seeing what works for their classroom and what does not.

Since my last PLN post, I have added some diversity and multi-cultured education focused websites, such as TeacherVision and Teaching Tolerance. Both of these sites offer wonderful information regarding activities, lesson plans, and assignments that promote diversity. Many of the assignments can be adapted to include technology as well, which is a rather large plus.

I think a collection of resources including both professionals and tools are necessary to become a successful teacher. My PLN is still in its beginning stages, but I intend to continue to develop and add to my PLN. Thank you Dr. Strange for pointing me in the right direction.

C4T#4 Summary

Comment 1
This is the second time I have been assigned to Andrea Hernandez's blog. Her blog posts make for an interesting read. Her blog is titled Ed Tech Workshop. Her latest post is Learning is Messy... Cause Life is Messy. In the post Hernandez discusses the concept that it is okay for learning to be messy because life is messy. She claims that "Learning is messy because life is messy. And learning is life. And there's really no way around it." But she says accepting the mess does not necessarily mean liking it. She has been working with a librarian and fellow teacher to discuss research projects for second and third graders. She plans to post reflections giving tips and strategies. I told Andrea that I agree life and children are indeed messy! I also commented that I have been to several class functions with my boys’ and craft time turns into quite the mess. I am sure elementary education teachers will appreciate her research and tips on keeping elementary research projects messes to a minimum.

Comment 2
Hernandez has not posted since my last comment. I looked back through her blog and found an interesting post on blog commenting. In her post Writing Commenting Policies for Student Blogs, Hernandez explains how she encourages her students to recognize quality work, both by themselves and others. Each student makes up a rubric of guidelines and expectations for his or her own blog. She states that upon presenting the concept, her students engaged in a discussion about quality verses quantity. They discussed rather it is best to leave a bunch of "junky" comments or a few good ones. The students were provided with examples of rubrics, and then they created their own. Hernandez states that they "embraced the process." The students' products demonstrate their ability to communicate the idea of quality comments. Hernandez provides examples of her students' work in the post. I commented that I enjoyed viewing samples of her students' work. I think this is a wonderful way to help students improve their writing by examining their own writing and other students' writing. It's great that the assignment goes beyond simply evaluating but evaluating in accordance to a rubric created by the students themselves. I would like to use this concept in my classroom one day.

C4K #9-#10 Summary April

C4K#9

Dominic is a 4th grader in Nevada. His post My Best Coolest Snow Day Ever is a creative post in which he either reflects on a snow day or imagines one. He talks about playing in the backyard with his brother and sister. I told him that here in Mobile, Alabama we do not have snow days often. I told him I believe the average to be around every eight to ten years or so. I also told him that I enjoyed reading his blog. I noticed the last blog post is dated February. I encouraged him to do more blogging in the future.

C4K#10

Conner is a 4th grade student in Australia. His first, and only, blog post Welcome to My Blog details several facts about him. He says he really enjoys blogging, his classes, and the fact that he has his very own netbook. He likes his teachers and football. He poses the questions: "Do you have anything in common?" and "Do you have any tips on my blog?" I commented and told him that I too am new to blogging and enjoy it. I also told him that I have always enjoyed school as well. The biggest tip I had to offer him on blogging is to proofread, proofread, proofread. I told him my class has been trained to do so. I closed commenting on how I enjoyed reading his blog and that I hope he will continue to blog.

Project #13 Collaborative Tools Report

Alexandria and I used Google Docs, Skype, and Google Chat to collaborate for project #15. We were able to effectively and quickly share information and ideas. Through Google Docs, we were able to post an outline of our video and discuss who would speak and when. We also shared links on Google Docs. Email and Google Docs tend to be more convenient because you can reply and post at your convenience, as opposed to Skype or chat. Our Skype session was short but it is how we decided which grade and subject area our lesson would meet an objective for. Through Google chat, we set up a schedule for videoing and editing project #15. For project #16 we discussed specifics both in chat and on Google Docs. However, we also met face to face for this assignment when we videoed project #15.

Project #15 Smartboard Instruction Part 2

Final Project #16

Blog Post #14

According to the article, “Teacher Knows if You’ve Done the E-Reading” by David Streitfeld, some Texas A&M professors are now tracking their students study habits through the use of publisher provided data regarding the use of digital textbooks. The publishers offer a service which provides educators with an engagement index score. The score is believed to have demonstrate a correlation between achievement and success and is based on how often and how long a student uses his or her textbook. The service also lets instructors know passages the student has highlighted. This information is available to students; however, only if the professor chooses to share the information with them. This article was published April 8, 2013 and states that this concept is expected to go broad. Clemson, Central Carolina Technical College, and Stony Brook University are also experimenting with the data. Streitfeld states critics question how well it measures learning. The author also notes that publishers see an opportunity to dominate digital textbooks by offering this constant stream of information to educators, as well as using the information to enhance future editions of digital textbooks.

I think the information could be beneficial in helping students who are trying but are still struggling. It would “prove” that a student is studying but may be falling behind as a result of a learning disability or weak study habits. I could see the idea of an engagement index making its way into the grade book as a participation grade, and I do not see that as being a good thing. Such a concept would not be fair to a student who has a busy life but manages to grasp the material in a short time frame and does well on exams. I do believe using the information to adjust instruction and material could be extremely beneficial. The data may help teachers have a better idea on what students are enjoying, what students are struggling with, and what students seem to grasp easily. As a teacher, I feel the student should have access to any of the tracked information.

As a student, I guess my biggest concern is with what the teacher will do with the received data. Will he or she simply adjust instruction or requirements? For example, I would struggle to understand why a student who makes a “B” but has a higher engagement index than I while I make an “A” is theoretically learning more than I am. I’ve completed several classes in which I never opened the textbook. I took notes, and I searched for other resources. I suppose for the average student, the engagement index and success may have a correlation, but as a student I see a lot of variables in the mix. As the article pointed out, what if I just simply open the book and not read? And whose business is it if I highlight a passage or not? If the gathered information wouldn’t affect me but would serve as information for the teacher to use, then I would be comfortable with it. However, if my study habits are criticized due to an engagement index score based on my textbook usage, while I am clearly demonstrating that I am grasping the material, I would have issues with it. I don’t study out of a textbook. My study habits, which have proved to be extremely efficient for me, include note taking and review. And my notes must be in my own handwriting. I’m sure my engagement index would be low for all of my classes, and I am a 4.0 student.

If I were to talk with a teacher of the class I would ask:
1. What do you do with the data received? Adjust instruction? Additional assignments?
2. How accurate do you find the index to success correlation?
3. Will you factor this information into students’ grades?
4. How does this information affect students?


If I were to talk to students of the class I would ask:
1. Do you feel the pressure to use your textbook more often?
2. Do you benefit from this data? How?
3. Do you actively use your textbook in order to increase your index?
4. Do you study or simply leave your book open?


I personally believe this whole concept is based on sales for the publishers. I don’t believe it will enhance education in a manifest way. I can see how teachers may use it to get an idea of which students struggle or have to work really hard to receive a good grade, but I also believe such information is available without tracking students’ study skills. I feel the information received may prove a correlation between those at severe ends of the spectrum, failing and aceing, but for those in the middle, who are less obvious anyway, I feel the data will not have a direct relation to the students’ achievement. Personally, I don’t believe it is any of my instructor’s business if I opened my book or not. I’m there to learn. If I choose not to, I don’t need an instructor hunting me down, especially at the college level. However, if the instructor wants to use the information to try and adjust the presentation of material, then so be it if it can help him or her.

Progress report on Final Project #16

Final Project #16 Progress Report:
Alexandria Higdon and I had already planned and laid out our ideas. Today, we met and videoed sections for our iMovie. We have pieced it together and have only a few minor adjustments and additions to do. We are well on our way to wrapping it up. We have already completed Project #15 and plan to be finished and have Project 16 posted by the end of next week.

Blog Post #13

Brian Crosby
I found it interesting that Brian Crosby referred to learning as being "messy" in his Back to the Future video post. My assigned C4T4, Andrea Hernandaz, blogged about learning being messy in her post Learning is Messy. Interesting coincidence.

I find Crosby's ideas interesting. I like how he begins at point A and expands to many different approaches and viewpoints. This approach helps students apply their own knowledge and experience to learning and allows them to relate to the material while learning. He stated that we have been teaching students to be taught by teaching them to sit quietly and raise their hand when they have a question; now, it's time to teach students to learn through doing.

It is heart touching that technology has allowed students with health issues to stay at home while taking part in the classroom such as Celeste in Crosby's video. This allows a child to experience something he or she would not be able to without technology. It also can show students inside the classroom the value of having the ability to be there.


Paul Anderson
In his video Blended Learning Cycle, Paul Anderson explains how he flipped his classroom into a student centered learning environment through a blended learning cycle. He details an interesting concept that he refers to as QUIVERS. During each lesson or unit he follows this outline:

QUESTION: Anderson begins each unit with an intriguing question in order to capture his students' attention. He is creative in the way he presents the question.
INVESTIGATION: This is the stage in which students begin to check into the question. They begin forming questions of their own.
VIDEO: Videos can provide students with knowledge and information to begin researching.
ELABORATION: This is when students actively research their questions and learn through doing.
REVIEW: Anderson works with small groups to check their understanding. Students are not allowed to move on to the quiz until they can demonstrate that they fully understand the lesson and unit.
SUMMARY QUIZ: Students take a brief quiz on what they have accomplished.
After several learning cycles, students take a comprehensive exam as well.

I like the concept of QUIVERS. I think it is a great way to flip the classroom and give students some control in a structured environment. As Anderson explains, QUIVERS is easily worked into a science classroom; an interesting concept of science is a great way to capture students' interest and give them something to expand on. However, it can be worked into any subject area. It will take some creativity, but I could adapt QUIVERS to fit into my English classroom. The most difficult part would be presenting a "question" that is intriguing to the students and motivates them to want to learn. I really like that the flipped classroom is more doing and less lecture. I think this is the best way to learn. Doing leads to experience, and it is through experience that we truly learn.

Blog Post #12

Part 1) Create Assignment

Blog Post #12: Create an iMovie trailer for future students in your classroom.
School starts back in a few weeks, and you have a list of emails to the students enrolled in your classroom for the upcoming year. Create an iMovie trailer depicting your teaching philosophy, values, interests, special class assignments, or just general information you care to share with your future students in order to offer them a glimpse of the upcoming year in your classroom.

This should be fun and creative!

Be sure you tell us what grade and subject matter you are addressing and credit your sources. Also, how could this assigment further benefit your classroom?

Part 2) Do it

I will be teaching English at the high school level. In the future this trailer could be composed of pictures and videos from prior years. And could serve as an example assignment for having students utilize media writing. For example: Students could make a video welcoming the next class.

Blog Post #11

Ms. Cassidy

Ms. Cassidy offers some inspiring tips in her video Little Kids...Big Potential, as well as in the Skype video between her and EDM310. I love that in the video, her students pointed out that they enjoy blogging because other people see it. Blogging provides students with an audience, and allows students to share their work with friends and family who otherwise may not get to see it. Writing for an audience gives students a purpose, even if the writers are first graders.

I really like the idea of a classroom webpage and blog. This is a great way to relay information to parents and guardians as well. I will be teaching English and language arts at the high school level. I really want to incorporate blogging into my curriculum. I believe being able to share your ideas and thoughts with a world full of diversity is a learning experience in itself. Teaming up with other classrooms across the world and allowing the students to communicate with one another will promote diversity and acceptance of people who are different as well as enhance their learning experience.

I also love her idea of using a Wiki. A Wiki would be a great way to have students research and understand assigned literature readings. Many students are bored with literature assignments. However, allowing students to create a Wiki and communicate with other students in a different school may encourage students to be more involved in discussing elements of literature. For instance, students could make a Wiki for plot or symbolism.

I have heard from several teachers that Mobile County is pushing small group instruction for the teacher to get more one on one time with the students. Technology can be used to enhance this activity. While the teacher is working with one group other students can be at centers. Students can work with a smart board, computers, iPads, and their own devices. A common way to teach grammar is through worksheets as it calls for repetition. There are many grammar quiz apps available for tablets. This would be a great alternative to the worksheet. In an attempt to engage students, a teacher can make a grammar game and have students play it on the smart board.

A big obstacle in using technology in the classroom is funding and access. But with a focus on small group instruction, every student in the classroom does not have to have a tablet or computer. Students can rotate and work with one another in cases where lack of access is an issue. Another obstacle will be those students who do not wish to share their work publically and those parents who do not want their students work to be shared. This can create a great issue. Informing and educating both students and parents on the advantages and the safety measures in place can help alleviate this issue.

C4K#5 thru #8 Summary March

C4K5
Sam is second grader in Miss Mac’s class in Birmingham. His blog posts are exceptionally well written in my opinion for a 2nd grader. I have a 2nd grader of my own, and I would love for his class to do such an assignment. Sam’s latest post is about Minecraft. He incorporated some neat images in his blog. I told him he has been doing a wonderful job on his blogs. I also told him that I am not familiar with Minecraft. I also told him that I really enjoyed his post and his images, and Minecraft looks like something that would interest my 8 year old also.

C4K6
Reilly is a 6th grader who posted a creative writing post. He posted a picture of a hissing cat. From the picture, he came up with many ideas to write about. He gave reasons why the cat may be mad, and he also mentioned that if he was the photographer he would not stand so close. I told Reilly I really enjoyed reading his post. And so far, it has been my favorite post. I enjoy reading students’ creative posts. I can remember being assigned a picture and having to write a story about it when I was in school. I told him he done a wonderful job and that I enjoyed his creativity. I also asked if he enjoyed blogging, and he replied saying blogging is fun and he enjoys it very much.

C4K7 In Rebecca's post Autism, she blogged about a few questions she has pertaining to Autism. I commented and told her I do not personally know anyone with Autism, but I do find the disorder interesting. I suggested she check out the website Autism Speaks because it has some really interesting information on it.

C4K8 Jordan's class blog has been my favorite so far. It seems to be well maintained and put together. His post Nunavut, shows that his teacher tries to have an innovative classroom. He said his teacher had them Skype with another teacher. The students asked yes or no questions in order to figure out where the teacher was located. His Skype teacher was from Nunavut. He learned about the population, the capital, hunting habits, and the surprising fact that there are no trees there. I told Jordan I think it is great that his teacher is leading an innovative classroom. A technological learning game of clue sounds like fun learning time. I also complimented his class blog, as well as his post.