M6 Reflection

Integrating technology into the classroom is certainly the way of the future. Yet, I still wonder how technology can be translated into all subjects and be effect. Take English for example. Roblyer and Doering (2013) write, “However, technologies have also brought about dramatic changes in the format and types of communications that literate people must deal with, thus presenting an array of new challenges to English and language arts teachers” (266). Other than the few exercises done in class, using technology in an English class other than in a presentation format eludes me. Yet Roblyer and Doering present several ways in which technology can be utilized in an English class.

Advantatges

Roblyer and Doering (2013) state, “Literacy begins at the word level, with fluency in decoding, reading, and understanding individual words” (272). This appears to be the obvious statement, yet its importance cannot be underestimated. Understanding words is the first step for a student to become fluent in understanding the written language. Once a student understands the meaning of words, they can move on to understanding their “jobs” in sentences and works as a whole. Brainpop is the perfect example of a strong use of technology in the classroom. As the world continually shifts to a more technology based world, the use of a traditional dictionary becomes more of a novelty. Brainpop (http://www.brainpop.com/english/) allows students to have access to an online dictionary as well as other English resources such as grammar and writing. Another advantage to using technology in an English classroom comes in the form of literature learning. It is important that students have access to works of literature. Roblyer and Doering (2013) write, “Allowing students to access these digital versions of texts promotes reading by making texts less expensive and more easily accessible” (280). One great perk to having online access to works of literature is that students can no longer say they forgot their book at school. Websites like Poets.org (http://www.poets.org/) gives universal access to many literary works. This website also allows students to see what other critics write which is important when preparing for papers.

Disadvantages

            While there certainly are advantages to using technology in the classroom, I fear that some things will be lost if the classroom were to convert to one based solely on technology. One skill that I fear would be lost if one were to rely on technology too much would be that of editing and revisions. Roblyer and Doering (2013) point out, “Word processing programs do not always offer correct “advice,” but teachers can show students how to use these prompts…” (279). My largest complaint is that often times Word will mark something as incorrect when, in actuality, it is correct. My fear is that students would become so dependent on Word processing programs to catch mistakes. Another fear I have is in regards to the revision process. Roblyer and Doering (2013) write, “Comments are typed words placed in the margins of a document to remark on specific words o sentences” (279). I have experienced the use of typed comments on works before and the problem is that this way of correcting papers does not allow students to ask questions. Sometimes, instructors do not articulate everything in such a way that a student can understand them. It would be preferable that students have an opportunity to ask a teacher what they mean in regards to particular corrections.

M6 Check out this article about mobile learning! Be sure to download the full version PDF http://t.co/HavZn3jJ91 #ED527UM
— Michael (@mfisher8akl) November 18, 2013

Interactive Wiki

Wiki Reflection-http://mfisher8.wikispaces.com/home

            I think the best part about creating this wiki is that it engages the students in a section of English that I have always had a passion for. It allowed me another opportunity to do some research on Greek mythology to find resources that my students could use. The only change I made to the wiki after reading my comments is that I added sort of a preview of what is covered in the wiki itself. I think beyond that I could add more pages. Perhaps, as the subject was studied further, I could add pages to look at Roman mythology because of its close relationship to Greek mythology. I could also add in a page or two about modern telling of the Greek myths. There are many more possibilities that I could explore to enhance this particular wiki. I am afraid I have limited myself though because Greek mythology lends itself very well to something like this. The question is how could I transfer this to another part of English study that is not necessarily as much fun? Technology is going to be what the future classroom is going to be a part of. There are going to be challenges but as teachers we must rise to the occasion to solve these problems.

M5 Reflection

The Interactive Classroom

            With the ever growing use of technology in the classroom, it is becoming more and more important that teacher and students become well versed in the uses of technological devices. Roblyer and Doering (2013) refer to the skills that 21^st century students and teachers need for the classroom by focusing on P21 which promotes the use of technology in the classroom as well as skills need inside and outside the classroom (21). The frame work that Roblyer and Doering (2013) describe “…focuses on skills that teachers require to bring about three different levels of human capacity development: technology literacy, knowledge deepening, and knowledge creation” (21). The interactive classroom adheres to all three of these skills. With interactive lessons like flipcharts, students are able o become familiar with technology, enhance their understanding of a topic, and create connections with what they already know. Another important aspect that is constantly question is how to engage students. With the flipcharts and interactive classroom this tasks becomes simpler. The best way to accomplish this goal is by having students relate what they learned in class to real world experiences. Roblyer and Doering (2013) state, “When students can see that high-level math and science skills have real-life applications, it is no longer just ‘school work’;…” (25). This can easily translate to other subjects, the main goal is to help students find ways to connect what they learn in class to their own lives.

Objectivists vs. Constructivists

            Perhaps one of the most hotly debated topics is what is the best way to do something, whether it be how to write, how to play a sport, or even how to teach. As far as teaching is concerned, it can the argument of how to teach can be broken down into two camps: Objectivists and Constructivists. Roblyer and Doering (2013) describe objectivists as “Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it…” (37). Basically this states that learning is something that exists completely on its own. Alternatively, Roblyer and Doering describe constructivists as “Humans construct all knowledge in their minds by participating in certain experience. Learning occurs when one constructs both mechanisms for learning and one’s own unique version of the knowledge…” (37). So this is saying that knowledge is an internal process and does not come from external sources. In regards to the interactive classroom and the use of flipcharts I think that it would fall in with the constructivists’ style of teaching. While the flipchart does require someone to give some information, it relies more on the student fitting their own knowledge into the flipchart format. Such is the case with the flipchart example below.

Flipchart http://www.prometheanplanet.com/en-us/Resources/Item/110203/introduction-to-literature-fiction#.UnRQ9fmmiSo

                This example of a flipchart is geared towards middle school aged students and focuses on the introduction of fiction literature. What I like best about this flipchart is that it allows students to see fiction writing in the real world. Roblyer and Doering state, “Students who see the application of what they are studying as authentic and part of the real world are motivated by the application to their daily lives” (25). The frame where it asks students to write down books and movies allows students to think about things they themselves know about and are more real to them than what is typically discussed in a literature class. While I stated above that flipcharts fit into the constructivism style of teaching, I think this particular flipchart is more of directed instruction which Roblyer and Doering (2013) describe “…teachers transmit a pre-defined set of information to students through teacher-organized activites…” (35). This flipchart relies heavily on the role of the teacher assigning activities as well as “feeding” information to the students instead of allowing them to construct it on their own.

M5 Here is another website where you can get flip charts for your classroom! http://t.co/S1FWvh1mpy #ED527UM
— Michael (@mfisher8akl) November 2, 2013

M4 Reflection

Wiki  https://sheehy-english.wikispaces.com/
Roblyer and Doering (2013) put it best when they say, “Web-based learning has changed greatly over the past decades. Where teachers used to foucs on intergrating one online activity…today we have numerous web-based lessons…” (238). Wikis, for example, are one tool that has allowed for more and more activities and assignments to be computer based. But is a wiki exactly? (Unfortunately embedding for this video was disabled by request according to YouTube).
http://www.youtube.com/watch?v=-dnL00TdmLY

Now that we know the basics of how a wiki works, let’s see an example of one. This link, https://sheehy-english.wikispaces.com/  takes you to a current high school level English teacher which has many useful features.  One important aspect to this wiki and other wikis is interpersonal exchanges which Roblyer and Doering (2013) define as, “Students communicating via technology with other students or with teachers/experts,” (239). I like this particular wiki because it prepares students to look for resources through this wiki, which is similar to our own Canvas, and it also allows students to submit work via the wiki. In my college experience, it is not that unusual to have professors ask for assignments to be submitted online. The use of this wiki prepares students for this. It also eliminates the amount of loose pieces of paper that have to be handed out in class. This wiki has resources uploaded already so students can print it at home or simply read them online. This allows for more discussion time in the classroom since the teacher doesn’t have to pass out the assignments.
Widgets
Widgets are basically tools that are found within wikis. Think of them like apps but on your computer or wiki. These come in the form an HTML normally which Roblyer and Doering describe as, “…the Internet standard for how web pages are formed and displayed,” (249). The importance of this is that it can be uploaded and viewed by just about anyone that has access to a computer. This first example of a widget is very helpful because it functions as a drill and practice tool. This widget creates quiz like games to practice things such as contractions, literary terms, and even SAT preparation.
With more and more students immigrating to the United States, it is becoming more of a necessity to help ESL (English as a Second Language) students. But simply having special classes to teach English to non native speakers takes a substantial amount of time, especially if their parents don’t speak English either. So, searching for translations and practice online becomes the next best option. Students should be careful of this though. Roblyer and Doering (2013) state, “It is important that students have opportunities to learn how to use web resources efficiently and effectively,” (245). But even so, combing through the Internet is not going to yield the best results because students will most likely look at the first website they find. This widget has several links to more than one website that aids in translating as you read, tongue twisters, and even writing skills.

Web-Based Lesson http://teacher.scholastic.com/writewit/
As I continue to study writing I am continually faced with the difficulty of consolidating academic as well as creative writing. While I’m still undecided as to how to get creative writing into traditional English classes, it is important to educate students on both types of writing. The link above shows examples of different types of writing. The assignment that is presented is writing a piece for each variety and then submitting it online. This allows for students to not only experience creative writing as opposed to academic writing, but also allows students to see the different types of creative writing as well. What is especially useful is that it gives tips as far as writing the different pieces. This follows what Roblyer and Doering (2013) say is the tutorial instruction function for web-based learning activities, that is to say it gives actual instruction (245).

M4 Here's a short article outlining the basic perks to using a wiki in the classroom http://t.co/4ztfNREWgj #ED527UM
— Michael (@mfisher8akl) October 17, 2013

M3 Reflection

Reading URLs

            As someone with a degree with in English it is pretty safe to say that I have written a fair amount papers. Writing these papers also involved a substantial amount of research as well. While nothing can beat the feel of a book in your hand or using library data base to find articles, it is also useful to search the internet as well. But, researchers and students alike must always be cautious of the types of websites that you get information from. I think back to my high school days and my teachers always said to steer clear of websites ending in .com. It is definitely to denote the last three letters because these are what is called the domain designator, which Roblyer and Doering (2013) state indicates the type of website you are visiting (216). As a conscientious researcher, you must be aware of the type of website you are on so that you can verify that it is a reliable source. Again, during my secondary education I was told to avoid a commercial site, that is .com sites, and to focus more on .edu sites because they are more trustworthy for academic research. I still agree with this, but I do think .com sites can be referenced as long as you can verify the author of the websites credentials. The more research you perform, the better able you will be to look at a website and verify its authenticity.

How to Properly use Search Engines

            Using search engines can be very tricky, but as the world becomes more and more digital proper education in search engines is now a necessity. But as mentioned above, caution must be exhibited when using search engines. Using a search engine and looking at URLs must work hand in hand. It is not enough to simply type in a word or phrase and use the first website shown. Roblyer and Doering (2013) suggest, “Type in a combination of words that could be found in the URLs of the sites or documents you want,” (219). The problem is that even using words that would appear in the URL does not guarantee that you’ll find a reliable source, this where our caution with URLs comes into play. I remember in my high school English class being required to have a certain number of book sources as well as online sources. The online sources were difficult to find because of all the precautions that needed to be taken. As technology continues to develop I think online sources will soon be the majority of sources and I would have to require a certain number of book sources. That aside, I think it is extremely valuable to have proper instruction from the teacher or a research librarian on how to search the web for sources and how to use search engines in the best way possible.

Using Internet Tools

            Looking through the list of possible internet tools I am reminded of my struggle with the Flipped Classroom concept. Granted, technology is becoming more of a necessity in class rather than an option. I still think some things would be difficult to integrate into an English classroom. However, the use of wikis would be extremely helpful. Roblyer and Doering (2013) describe a wiki as, “…a collection of web pages located in an online community that encourage collaboration and communication of ideas by having users contribute or modify content, sometimes on a daily basis,” (223). This would be extremely helpful in an English class when it comes to research papers. Using a wiki would allow for students discuss potential paper topics and it would be a great place for them to compare sources and get hints as to where to look for research information.

Favorite Websites

Google https://www.google.com/

Wikispaces http://www.wikispaces.com/

            Thinking about what my favorite websites are Facebook is the first one that comes to mind. The only problem is I do not see myself using it in a high school classroom because of the danger of potentially crossing any lines in regard to student –teacher relationship. The second website that comes to mind would have to be Google. I know this is mentioned in the chapter for this module yet it has truly been a life saver when I need a question answered quickly. Roblyer and Doering (2013) say in regards to Google, “When searching Google, you are doing a keyword search,” (219). This means that it is better to search just the word or phrase you need, the fewer the words the better. I would direct students to use Google for a preliminary search but to not let that be the only research attempt. After looking at the usefulness of wikis, I searched to find a suitable website for wikis. I came across Wikispaces which allows students to view wikis and also allows teachers to set up wikis. Roblyer and Doering (2013) state, “Many instructors use wikis both in their classes for their students to develop their own wikis or they develop wikis to communicate their own content” (223-4). Wikis are useful so that students can bounce ideas off one another and it also allows students to let their voice be heard if they choose to not speak in the classroom. I could use this as a way for students to discusses works read in class and talk about the major themes using the wiki.

M3 http://t.co/dc2GiseeMX allows you to set up your own wiki as a teacher that you can use in your classroom! #ED527UM

— Michael (@mfisher8akl) October 4, 2013

M2 Reflection

Poets.org http://www.poets.org/page.php/prmID/361

Interactive Storybook

            Roblyer and Doering (2013) state that, “Stories that can be read from a computer screen, on mobile devices, or as print books with interactive buttons are called either interactive storybooks or electronic storybooks” (175). But do they specifically mean stories? As any English class will show is that there is more to literature than stories. Poetry has a huge role in literature. This website allows for students to read the poems online as well as listening to the author read the poems aloud. When listening to the poems read aloud, the listener will notice different inflections as the author reads them. This could allow for the listener to gain a different perspective on the poem when noticing the emphasis by the reader. Another advantage to hearing the author read the poems is the use of rhythm. This last point would be particularly useful to me in my English classes when teaching poetry and the different rhythm and rhyming patterns. Although I intend to teach at the middle school or high school level, the interactive storybook lends itself more to elementary level. Roblyer and Doering (2013) state, “ Various studies have reported positive impact of interactive storybooks on children’s enjoyment of reading and development of reading skills (Grimshaw, 2007; Korat, 2010; Segal-Dori, Korat, Shamir, & Klein, 2010)” (175). I do not doubt the effectiveness of interactive storybooks, but again they seem to be geared more towards a younger audience.

M2 this website allows for students to listen to poems being read aloud with proper rhythm http://t.co/L3pmVnZbn9 #ED527UM
— Michael (@mfisher8akl) September 20, 2013

Audio or Video Aids for Discussion

Audio and Video Production and Editing Systems

            Something that has been on my since attending a lecture on the concept of the Flipped classroom is the use of instructional videos. While the concept intrigues me, I find it difficult to think of a strategy to use instructional videos instead of lecture in an English class. Roblyer and Doering (2013) cite, “Riddle (2010) notes that the original focus of audio podcasts was to deliver content” (189). But, in my experience, the content that needs to be discussed in an English class is difficult to deliver via video. However, as I think more and more on the concept and reflect on the Flipped Classroom speaker, the possibility is there. But what could make this really work in an English class? Riddle cites an elementary school that incorporates student produced videos on page 189 (Roblyer and Doering 2013). This would be extremely useful in class because students would be able to discuss not only about the concepts present in a work (rhythm, rhyme scheme, etc.) but also about the work itself. I could easily see something like this turning into an assignment in my class. Students would post videos explaining the technical aspect of a poem or work and then discussing their own interpretation of the piece. This could also be useful in ESL (English as a Second Language) classes. Roblyer and Doering (2013) write, “She also tells of a teacher in Germany who enhances both his students’ music skills and their English usage skills by combing their music podcasts with the ability to post and receive comments in English…” (189). The video below shows a teacher teaching English, but the basic concept would be for students to talk about grammar or stylistic choices. As the teacher in this video does, I could take examples and show mistakes and the proper corrections as well.

M1 Reflection

Quizlet-- http://quizlet.com/

Drill and Practice

Roblyer and Doering (2013) state that drill and practice “allows learners to work problems or answer questions and get feedback on correctness.”  The website above allows students to create their own flash cards with words and meanings. Flash cards are an easy way for students to prepare for vocabulary tests mainly. In other language art classes, such as Spanish, the flashcards can be made to practice translations.

            I would personally use this website for vocabulary as well as reviewing key concepts both in literature and grammar. Many students can be bogged down by reviewing in this manner; however, flash cards are a simple review strategy and allow for immediate responses. This could be converted into a game as well, but for this purpose the typical drill and practice method is the main goal. By constantly reviewing the terms or other information on the flash cards, students would be able to retain the information by learning by rote.

Alison-- http://alison.com/courses/Diploma-in-English-Language-and-Literature

Tutorial

            While tutorial software may seems to replace teachers in a way, Roblyer and Doering (2013) state that “self-instructional tutorials should in no way threaten teachers, since few conceivable situations make a computer preferable to an expert teacher.” What this website provides is several different tutorials in both English as a language and also literature. The website does require a person to sign up to access the tutorials but signing up is free. If using an online tutorial is not the preference of a teacher, one could create their own tutorial using Word processor. Word processor is very versatile and therefore can be used for many different things and is free to be used in whichever type of instructional approach the teacher prefers (Roblyer and Doering, 2013).

            Again, most teachers may steer clear of computer based tutorials because it bypasses the teacher. However, the teacher should embrace them and use them as a spring board. I would personally use these to lead into a lesson on a particular topic in English. I would also suggest the website to my students for extra practice outside of the classroom.

Super Teacher Tools-- http://www.superteachertools.com/index.php#games

Instructional games

                While worksheets do have their place in the classroom, these activities can become tedious to students. Instructional games should be considered as an alternative to worksheets and also as a motivational way to educate students in a fun way (Roblyer and Doering, 2013). Super Teacher Tools offers a variety of games for the classroom such as Jeopardy and Who Wants to Be a Millionaire.

            I would gravitate towards the use of Jeopardy. This game would allow me to combine different topics such as grammar, vocabulary, and literature. This would work well with groups and also would lend itself to offering a reward such as bonus points.

Wikipedia-- http://www.wikipedia.org/

Research and Reference Tools

            Research and reference tools are basically electronic encyclopedias, atlas, and similar resources (Roblyer and Doering, 2013). While there are many ways to go about research, Wikipedia is a good starting point. It allows users to do a basic search of a topic and provides information on the topic.

            I do not personally advocate Wikipedia because in practically all of my English classes the teacher has said not to use Wikipedia. That opinion has changed it seems because I have found teachers and professors saying to use it as a starting point for research. I would use Wikipedia as a quick reference for topics in class and show students how to start research for assignments.

Test Maker-http://www.easytestmaker.com/

Materials Generator

            Because testing is such an integral part of education, many websites have been established to streamline the creation of documents for teachers. Test Maker is one example of those types of cites. The basic aspects of such generators include test creation, revision procedures, random question generation, question selection, answer key, and test banking (Roblyer and Doering, 2013).

            While these types of generators can be useful, there can be an element of danger in my opinion. Should a teacher rely too heavily on a test generator, teachers lose a bit of originality. The trend of material being online is becoming more and more common. Yet who is to say that students, who typically have more technological knowledge than some teachers, would not be able to go to the test generating website and obtain the test before it is administered? While I will undoubtedly be a part of the technological infused classroom, it is still important to be wary of the dangers of relying too heavily on tools like test generators.

Below is another example of a material generator. 

#ED527UM M1 http://t.co/XhCKYtGXRU Here is an awesome website to create puzzles for reviewing vocabulary terms.
— Michael (@mfisher8akl) September 4, 2013