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.
