Reflections: Learning Hub and Blog

     Almost seven months ago I ventured on a journey through a technology program from the University of New Haven.  Unaware of what I was getting into, my adventure started.  The first day was a bit overwhelming.  The work has not subsided but my knowledge has grown.  I have learned things in this program I was terrified to try prior to starting.  A learning hub and blog site were only a couple things I would have never started before but glad I did.
   This past assignment was to develop a learning hub.  This hub would contain my reflections, class materials, and contact information.  I have never developed a "hub" before so I thought it to be a little intimidating.  I started to use Wix as a learning hub but soon changed to Google Sites.  At first, I was against Google Sites.  It seemed as though I was greatly influenced by the graduates of ITDML program who favored Wix.  Once I started to play around with both sites I decided to stay with Google Sites.  I liked how it was easy to use but also knew a coworker who used Google Sites.  I knew if I had a question there was an expert coworker I could lean on for some advice.  Thus far I have used my hub as a place to direct my coworkers to when sharing items and lessons.  Just recently I have started to introduce it to my students and they seem to enjoy the easy access of one site.
     We were also asked to start a blog.  The blog is intended as a place where I can reflect and develop my digital identity. I chose to use blogger as my posting website.  I have really enjoyed using blogger.  My only complaint about blogger is the inconsistencies it has in regards to the layout.  On some of my blog post I needed to post the font in white print in order to show on my background and others I do not have to change a thing.  In other blog posts I have to highlight my post in white and have black print.  It has been frustrating but exciting experience but overall I am glad I chose to use blogger and am still really enjoying all of my information on the site.
     All in all, I have enjoyed my experience creating my learning hub as well as my blog.  I do not think I would have created either had it not been for this program and I am glad I did.  Just like the ever changing 21st century learning, I will be critiquing and sculpting both my blog and learning hub throughout the next year and hopefully many to come.

Learning Hub for Health and PE

Image CC by www.Wikipedia.com

Here is my under construction learning hub

Look at Me!!!

Created in DoppelMe.com

Creating an avatar was not only challenging but also very frustrating.  I  was excited to try something new and wanted to be extremely creative when it came to making my own avatar.  Unfortunately at first, my struggles were more than my enjoyment.  I tried all the programs given in the assignment.  The avatar I liked the best was with the program bitstrips character creator.  Unfortunately, I was having trouble signing on.  No matter if I used my Gmail, Facebook or an alternative Facebook account, the program was not recognizing my email.  As you can image my frustrations and therefore I went to another program.  I tried my luck with DoppelMe.  It was fun, easy and creative. Although it was not my first choice, I still had fun creating a computer version of myself.  It was interesting creating and sculpting my features.  The reason I choose to dress the way I did was because of my profession.  I am very rarely dressed in "nice" clothes.  By "nice" I mean a dress or dress pants.  I am a physical education teacher and therefore have the privilege to wear khaki's and a collared shirt almost every day of the year.  A down fall to being a physical education teacher is I do have to wear my hair up most of the time which is why I choose to do so in this avatar.  Once my avatar looked like me, I choose to create a beach background.  The beach is a place I go to get peace and quiet.  Something about sitting next to a very large ocean, listening to the waves is not only calming but also rejuvenating.  In conclusion, I really enjoyed making an avatar for this assignment.  Although frustrating at times, I finally was able to create one of my very own avatars! 

Popcorn on Mozilla-Reflection

I attempted to make my identity online using Popcorn with Mozilla and here is the result.  I enjoyed using Mozilla as a way to showcase the person I am today.  My unit plan for online content construction included Popcorn on Mozilla based on the assignment I was intended to do this week.  I was extremely excited and yet frustrated with this new technology.  I was unfamiliar with Popcorn.  Things were not working out as planned and items weren't fitting in the place I wanted them to fit.  Much like anything else we have done in this #itdml program, I played with it.  After playing with it for a couple minutes it reminded me of a shorter version of windows movie maker.  I was really interested and excited to learn something new, especially something useful to bring back to my classroom.

Online Content Construction Lesson Plan-High School Health Education

Here is my lesson plan for a high school health education class.  The class's assignment is to create a BIO poem about themselves.  Here is the worksheet I give to my students to complete the assignment.

Professional Development Day

Today we had a technology PD day.  We had two sessions in the morning allowing our teachers to pick the technology based program they want to learn more about.  There were Google docs, assessments, flipped classrooms and much more.  I was in charge of running the Google drive room as well as a "how to use your tablet" session.  It was fun and hopefully beneficial to all.  If you asked me back in July if I would be running a PD day I would have said no way!  Thanks  and   for helping prepare me (and now my colleagues) for the ever changing digital world.

Online Content Construction-Participatory Culture

Participatory culture has many different meanings.  I feel participatory culture associates to those who have an active role in their civic and social responsibilities in the community.  I feel this week’s videos seemed to have a common theme.  Mimi states, with some guidance, technology can play an active and significant role in student’s behavior both in school and the community.  Mimi also stated whether it is “interest driven” or ‘friendship driven” the students are learning.  Ultimately isn’t that our overall goal?

I remember our first day in the technology program at University of New Haven.  The first words I heard were welcome and you need to play with the technology in order to grasp the ideas. At first, it seemed a little unorthodox from all the other lesson plans, essays and research papers; however, I started to “play” and now that is how I teach.  For example, our school has developed communities for each teacher to be on.  I am on the blended learning community.  My community is in charge of our professional development day this coming Tuesday.  We are talking about digital assessments, blended learning, flipped classrooms and much more.  After introducing a skill, I feel it is important for all the teachers to then create their own lessons based on what we talked about.  Playing, creating, and discovering are ways in which we learn.  When we were younger this stemmed from outside games and discovering pathways.  Now, the trail is slightly different but the meanings are the same.

Students now are capable of creating, socializing and developing creations on the internet.  Technology has been in these students lives for a lengthy amount of time.  They already know how to blog, tweet, friend, and share items with their peers.  As teachers, we need to teach the students how to harsh their knowledge and direct them to reach out to the community.  Henry Jenkins discusses the internet as a source to create positive situations to create students who are “passionate about the future of society.”  So how can we guide students to expand on the online skills and interests that they have developed in their personal lives in order to create individuals who become productive, contributing members of a larger “participatory culture?”  I think the answer lies in the word “create”.  I am both a physical education and health teacher.  One way I can help incorporate participatory culture in my classroom is through engagements with the community.  My physical education classes can help promote wellness in the community.  One example my students could do is, set up a blog.  It would be a place where both students and community members can communicate and share inspirational workouts.  This could not only benefit the students but the community as well.

My health classes could do a similar activity.  Another way my health class could become involved in a participatory culture is through developing health quizzes using quizzlet or socrative.  These quizzes can be posted to the community in hopes to create a thoughtful questions and raise awareness about health education.

In conclusion, our students can use technology to play an active role in the community.  There are various ways our students can become connected with the community.  Technology lays a safe and easy way to reach out to the community and connect with a large number of people.  With technology, not only will the students be able to research topics they can also create educational programs to help make the community a healthier place.

 

Reflection of Module 3 and Storify

Image CC from Wikipedia

     Storify...although very fun, it was extremely frustrating.  I unfortunately tried to complete the storify assignment on an older Microsoft computer.  The computer was not compatible with the storify website.  Once I worked out the glitches, now I had to rethink my journey in the technology program.  In conclusion, it took me a little time to compile my thoughts but ultimately I thought storify was a fun and great idea to showcase our journey through the technology program. 
     When I first started this journey, I was terrified.  As described in storify, I felt as though I was in quicksand and sinking quickly.  What are all these terms?  How am I going to learn a new language while learning how to use the technology? Not only was I fearful but also embarrassed.  It seemed as though my students knew more about the technology out there then I did.  So...scared, hesitant and definitely reluctant I decided to take this journey head on.  I thought, one can never learn to swim if they never get into the water. 
     Thus far my journey has been both memorable and useful.  The reading comprehension Module made me think of different ways I can use technology in my classrooms.  But what is reading comprehension? Is it the same as reading a paperback book? Do our students need to be equipped with different types of reading comprehension skills when using technology compared to using a hard cover?  This module brought a whole new meaning to critical thinking.  Before module 3, reading was reading. The difference between text and hard copy was solely preference.  Module 3 made me think about the different skills and strategies one must understand when reading the two different types of text. 
     As a whole, all modules have provided me with extremely great questions and have opened by eyes to online learning.  Although the material may be similar the strategies and skills have to be adjusted.

Reading Comprehension in Health Education

Health Education

Lesson Plan: Reading Comprehension in Health Education

Unit: Nutrition

Purpose(s) : The purpose of this activity is to research a fad diet.  The students must provide a complete report on the diet. Based on what the students read, they must take a stance on if they believe the diet is healthy or not.

Materials/Resource:

Digital technology tool

Writing utensil

Newsela

Standards Addressed:

ELA: craft and structure

“Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.”

Essential Questions:·         

·         Why do people believe fad diets are healthy?

·        What evidence shows the fad diet to be healthy or not healthy?

·        How can we provide our research to the community?

   

Focused Instruction (“I Do It”)

How will you: Make lesson purposes(content-language-social) clear to your students? Connect to prior learning? Ensure relevance and interest in the content? Model and Demonstrate? Notice what students are learning and still need to learn? Allow for student interaction?

-Clear outlined objectives aligned with the  curriculum and state standards and overview before assignment starts -Students will recall research skills discussed previously to find relevant and recent articles. Students will use skills to sift through relevant information. Provide previously completed work for examples. Based on student arguments, we will continue to discuss the importance of researching fad diets before we try them. Students will use the researched evidence to compile a debate stance and affecting argue why they believe their fad diet is healthy or not. Students must, create, compare, interact, and evaluate their peers.

Guided Instruction (“We Do It”)

How will you: Know that each student thought through and formulated a response to questions? Prompt and cue as needed? Allow students a variety of methods and modalitites in which to respond? Assist students in processing information?

-Through daily checks and monitoring of student progress. Students must provide evidence of their research. -We will discuss the key concepts of healthy eating when paired with exercising. -Students can use various sources to research articles (tablet, desktop, smart phone).  Students can also present their information in various ways (virtual newspaper, written) -Provide daily instruction, guidance, and feedback on their self evaluation.

Collaborative Learning (“You Do It Together”)

How will you: Determine the complexity of the task? Provide students with hands-on experiences and practice? Determine grouping (pairs, groups) for this activity? Ensure that students have sufficient language support to be successful in collaborative tasks? Hold students accountable for their learning?

-Based on student self assessment. -Students will have the ability to assess the facts researched by their peers.   -Groups can be formed based on a “mentor” student paired with a student who is struggling. -Students will use their previous knowledge and packet to apply the information taught before the lesson. -Students are assessed by the teacher, self, and peer assessments based on their research provided.

 

Online Reading Comprehension Response-7720

     Many people read for different reasons.  We read for pleasure in some cases and in other cases, we read for information.  We all learn in different ways and therefore we all read differently.  When I first started to think about Module 3, I couldn't help but think of a professional development day last year.  The professional development day involved speed reading.  For those who do not know what speed reading is, it is having the ability to group words together and skim the material in hopes to understand it.  Although skipping words, speed reading allows people to look quickly at work and skim the responses.  If speed reading involves skimming the words is it truly reading? Should teachers consider this a tool? However, like various other types of reading, speed reading is a type of reading.  Many of professionals at our school argued, can speed reading give us the ability to comprehend what we were reading?  My answer would be, it depends on what I am reading.  If I am reading for information or critiquing a student's work, speed reading would not be an option for me.  If I was flipping through my monthly magazine of Bon Appetit I could use speed reading.  The reading is for pleasure and not required to critically analyze the information.
     This brings me to my next point, does what I am reading influence how I should read it?  I agree with this statement.  I believe depending on what your purpose for reading is depends on your reading style and skills.  For example, on the SAT's, a student will read more critically then a homework assignment.  Why?  The purpose of the reading is different.  In one situation the student has a certain amount of time to read the information.  Based on the information presented they need to recall facts and materials presented.  In contrast, with a homework assignment the student has time after school to be able to read the material and use it to answer questions.  They also might have the ability to talk with their classmates if they do not understand a section of the homework.
     Education now is starting to make a strong transition to digital text.  I will have to admit, I am the type of person who would rather read a printed item then a digital texts.  It is familiar and I have the ability to hold the material in my hand.  To me, there is a big difference in holding a piece of material and looking at it online.  I feel my ability to comprehend the material is easier when it is in print.  I can take notes on the side, highlight sections, put sticky notes on the side and various other strategies my teacher taught us when I was younger.  But these strategies are just that, strategies.  Ways to enhance our reading comprehension.  Would reading online be the same if we were taught similar tools and strategies?
    To my students I do believe there is a difference in reading material perception.  To them a book is not as desirable as a computer based print.  They are capable of this because I feel they have grown up with technology as an essential piece to function in society.  Think about it, what would we do if we didn't have instant access to infinite games, magazines, movies, games, articles and much more from our devices.  Our lives stem around digital text but for some reason to me, the paperback written word is easier to comprehend and read deeper.

     So how can I apply this reading comprehension to my students?  To answer this question I would like to take a look at the New Literacies literature article.  The article discussed various ways reading comprehension has changed when looking at the traditional reading and digital text. The article stated the following:

• The Internet is this generation’s defining technology for literacy and learning within our global community.
• The Internet and related technologies require additional new literacies to fully access their potential.
• New literacies are deictic
• New literacies are multiple, multimodal, and multifaceted
• Critical literacies are central to new literacies
• New forms of strategic knowledge are required with new literacies
• New social practices are a central element of New Literacies
• Teachers become more important, though their role changes, within new literacy classrooms

     One section that struck me was the third to last and the last bullet.  New forms of strategic knowledge need to be required.  Although the text may be the same, reading from a paperback and reading on the computer may seem like two different types of reading. To some the words may blur together when reading on the internet.  I believe this is so because we do so many things using the internet so our distraction is higher.  We use the devices to look up material, play games, talk with friends and various other things therefore even though we may not use these sources when reading, the subconscious thought is still present.  Also, if it isn't on our mind I am sure there is a pop up or advertisement that can help a student or myself get off track from the material itself.  In contrast, when reading a book we specifically need to concentrate on the book itself. There is no other use for the book or reading material other than the comprehension of the words.
    The second article I would like to glance at is the chart from Strategies of Online Reading Comprehension.  The chart is seen below:

Traditional reading (in school)	Online reading
Texts are mostly narrative (e.g. novels, short stories, plays, poems).	Texts are mostly informational.
Reading takes place mostly in whole-class or small group reading activities; readers can be grouped together by level.	Reading is more individualized, often with one student at one computer.
Writers/sources are typically deemed authoritative by virtue of being published.	Because it’s easy for anyone to publish online, authority of information typically merits more evaluation.
Information typically consists only of text, sometimes with images.	Hyperlinks, images, audio, and video are usually part of the reading experience.
Information typically flows sequentially (from the first word of the book to the last).	Information can flow non-sequentially (one word might lead via hyperlink to an entire new piece of reading).
Reading is focused on one page at a time — choice of the reader is limited.	Reading can be interactive (reader response possibilities, potentially limitless decisions about where to go with the text, etc.).

Chart CC from New Literacies

     This chart is an outstanding outline of what traditional school like reading is compared to those on the internet.  As you can see there are many differences in the two forms of reading.  I believe it is our responsibility as teachers to introduce more reading comprehension to students as digital text.  The article also talked about readability. I have not used readability but from what I have read it seems like a great tool to help close the gap between traditional reading and digital text.  I have used Newsela a great deal in my class.  Newsela is has digital text where students cannot only research various topics but can answer questions on the article they read.  I also enjoy Newsela because I can develop or research articles myself based on a specific topic and correlate the reading based on each students comprehension level.  This means I will be able to have my lower learners read the same article as my higher order thinking students.
     I believe there are various ways teachers can incorporate reading comprehension in our classrooms. I believe the most important piece of teaching reading comprehension to our students is give them a clear objective.  It is important the students understand what and why they are reading an article.  I also believe teaching students to properly take notes based on the material is an essential piece of reading comprehension.  The SBAC is a new test allowing student's to take an assessment online with the use of digital tools.  They have the ability to use digital sticky notes, dictionary, highlighting and other tools to help the students comprehend the material easier.  Even though the strategic methods used are old, because they are digital it is essential for teachers to help students adjust.  Once the strategies are taught to the students their ability to read, comprehend and distinguish between the important and less important information will only increase and in turn making each student more successful when reading.  

Resources:

• Alvermann, D. (n.d.). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. In Theoretical models and processes of reading (Sixth ed., p. Chapter 42, page 1158).
• Hodgson, K. (n.d.). Strategies for online reading comprehension. Retrieved October 15, 2014, from http://www.learnnc.org/lp/pages/6958

Module 2-Collaborative Learning in Health Education

This past week in health education class, my students worked in groups of six and needed to develop a newspaper of bullying articles recently found in the news.  The purpose of the activity was to rise awareness of bullying throughout the United States in hopes to decrease the amount of bullying that takes place both in school and over digital media.  Here is my lesson plan.

8Tracks: T.E.A.M. Together everyone achieves more-reflection

Photo CC by Wikipedia.com

     I would like to say using 8tracks was a great way to interact with our peers.  I really enjoyed the assignment and finding music.  I also think my students would love to be able to collaborate with their peers developing a play list based around a certain topic.  For example, in health we have a stress unit and I believe using 8tracks would be a fun, great way to collaborate! Thank you for introducing me to this. 
     The two songs I added was "I Turn to You" by Christina Aguilera.  The second song I posted was "Lean on Me" by Bill Withers.  The reason I choose both these songs is I feel they discuss an important piece of collaboration.  Leaning on one another and turning to your peers for advice are the heart of what collaboration really is.  A soccer team for example wouldn't be as successful if they didn't have different parts to their team.  They also wouldn't be as successful if they felt they couldn't count on one another. 
   Christina Aguilera's song, "I Turn to You" states,

"For a shield from the storm;
For a friend; for a love
To keep me safe and warm,
I turn to you.
For the strength to be strong;
For the will to carry on;
For everything you do;
For everything that's true,
I turn to you."

     The songs is based around a person who completely relies on her partner to help when the road gets tough.  It is important when working with others not only do you allow someone else to take the lead but also you trust them to do so.
    In the song "Lean on Me" Bill Withers discusses just that.

"Lean on me, when you're not strong

And I'll be your friend

I'll help you carry on

For it won't be long

'Til I'm gonna need

Somebody to lean on"

 

     When working with others it is important to lean on them for help, guidance and advice. We are all in this together and it is important to remember the motto T.E.A.M. because together everyone achieves more.

8tracks Posting

Using 8tracks I added two songs to the playlist.  The first song I added was "I Turn to You" by Christina Aguilera.  The second song I posted was "Lean on Me" by Bill Withers.  I believe these two songs showcase what collaboration is really about.  Both songs discuss the importance of counting on someone else which is the heart of collaboration.

Digital Footprints in our Classrooms

What are digital footprints and how can we ensure both promotion of technology in our classrooms but also a safe place for our students.  I believe there is a lot we can do as teachers to prepare our students on what is “out there” in the digital world.  At the high school level, I believe a starting block is a need to understand the severity of poor digital footprints.  Slander on facebook, restricted sites and other acts that can taint a students image.  When I first started the IDTML program I was terrified of technology mainly because I was afraid of it. I was afraid of putting information where students can see it may not be the best idea.  As an adult and a professional I had my reserves, as I should.  Two of my students did get into my Twitter account and post a comment posed as myself. Likely it was not bad but it was

enough for me to be scared on what could happen.  I think this is how many of our students feel.  The internet, although helpful, has a big scary world out there.  What if I post something others don't agree with? What if I press the wrong button.  It isn’t like pen and paper when we can erase our thoughts.  For all these reasons, I believe it is the teacher's job to help the students learn what is appropriate online and not but more importantly, create a level of fear so they are conscious but not too much where they completely stay away from technology. Below I listed steps I would take in my classroom to help students deteriorate the stigma around digital footprints.

Step 1: Look at things real life stories that can happen on the internet if you are not careful.  For example, putting pictures onto the internet or sending them to friends you don't want others to see.

Step 2: Provide examples of the great opportunities the internet provides us both individually at school and personal life.

Step 3: Practice a positive post/tweet each week to build confidence and a positive digital footprint.

Step 4: Provide students with guidance on how to shape their digital identity.

The digital world is the educational classroom of the 21st century. Much like classroom rules there should be digital rules. They should be discussed in full to the class.  The internet provides students with a new world.  Some students unfortunately can get lost in this world.   Much like Ferriter’s article discusses about “students who—because of psychosocial factors—are at higher risk in online spaces receive more targeted instruction”.  Just as in a classroom setting I believe we need to teach the students not only what to look at on the internet but also how to do so. When using the digital media one must hold themselves in a responsible manner.  The scary thing about the internet it the digital footprints students develop now can follow them for the rest of their life.

Image CC by www.tagxedo.com