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
Hi Michael. One way to integrate creative writing in the traditional classroom is to have students do parodies or imitations of the works they are covering. In doing so, they will be not only engaging with the technical aspects of the text (for instance, having to write a terza rima or a Spencerian sonnet) they will also be able to express themselves through their creativity. Also, I like your idea of having students learn to submit assignments online. Students must prepare themselves for an often paperless world, and, as Robyler & Doering (2013) point out, " It is important that students have opportunities to learn how to use web resources efficiently and effectively" (p. 245). Exposing students early on to different means of research and classroom enrichment will no doubt prepare them for their future college careers.
ReplyDelete"As with any technology, it is important to note that although the design and content of the online resource delineates a planned implementation, it is still up to the teacher to choose the most appropriate pedagogy for the situation." (Roblyer and Doering 239) Again we see the inherent usefulness of wikis; not only do they provide a place for students to access all classroom content simultaneously, they can also be adapted to however the teacher needs or deems necessary
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