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