Wiki

Wiki’s are a great resource for the twenty-first century classroom. One reason is because, “[s]tudents who usually struggle to complete a project or term paper often will tackle a hypermedia project enthusiastically” (Roblyer & Doering, 2013, p. 176). Wikis, in particular, “encourage collaboration and communication of ideas by having users contribute or modify content” (Roblyer & Doering, 2013, p. 223).

The Wiki I found is called English Place. I love this example because it has great organization. It will help give me ideas for my own wiki. For example, the tabs for grammar guide and study tips are great ideas for and English wiki. The creator of English Place also has a references tab that will help me begin my own list for social bookmarking.

 

Podcasts are a great way to demonstrate topics through video formats: “Students frequently use websites and web-based video resources and videoconferencing to gain insights into topic they are studying and to locate information for research papers and presentations” (Roblyer & Doering, 2013, p. 242). This is especially useful as a review material.

 

 

This podcast from crashcourse would be an excellent introduction to an English Literature course. It explains the very basic question of “Why we read.” I think it’s very eye-catching and that students would find it both entertaining and educational.

 

 

I love this podcast because I think it addresses a very unique aspect of English Literature: being able to hear the delivery of a poem. This speaker is amazing and hearing the poem read really helps to set up the mood of the poem. This would be a great introduction on a specific topic for a wiki.

 

Every teacher should utilize and Social Bookmarking Site. The website delicious is a great example. Online organizers “allo[w] users to access their Bookmarks at any location… they can also bookmark pages for their friends” (Roblyer & Doering, 2013, p. 218).

Shella Huggett has an excellent collection of bookmarks. Her links will help me begin my own list of literature and grammar basics. This is a great resource for both students and teachers. 1366261140 04/17/2013 11:59pm

 

Much like apps for mobile devices, which offer an “array of tools for educators and their students to build the skills, knowledge, and expertise needed,” HTML widgets are a helpful and engaging tool for websites (Roblyer & Doering, 2013, p.229)

The first widget I chose is a rhyme dictionary. This is an excellent resource for creative writing. Students will be more enthusiastic with the extra help. This widget will help me create more projects for my wiki.

The second widget I chose is a daily literary quote. I love this widget because it will expose students to numerous writers that they may not otherwise interact with. This widget will help my wiki be inspirational to students and hopefully give them unique writing prompts.

(widget's located on the side bar)

 

 

Web-based Resources

URLs: What do URLs tell you/students about web sites?       

The first thing I look at in an URL is the domain designator. These, as Roblyer and Doering state, “indicat[e] the type of content one would find at the website” (Roblyer & Doering, 2013, p. 216). For my research purposes I hope to find websites with using .gov (government) and .edu (higher education institution) domain designators. Another thing I look at in an URL is the length. Generally, a longer designator insinuates the precise location of a certain material. A shorter designator usually leads to a homepage and/or general information.

Search Engines: How can learning to use search engines help you/students find better information?

Teachers and students alike do not always know the exact URL address they need to locate information. Even when they do, there may still be better options available. Using a search engine can resolve both issues. By using keyword searches, web surfers can browse websites to find the best available resources. Users can view the listed URLs in hopes to find trustworthy domains.  In addition, knowing how to use the advanced settings in research engines helps to narrow down the numerous options available. 

Internet Tool: Choose one Internet Tool and discuss how you might use it in a classroom.

I believe that e-Portfolios are excellent tools for the English classroom. When students know that their work will be available for public view, they’re more likely to spend time perfecting it. Tools such as e-Portfolios are also a great way for students to organize their resources. I would probably use e-Portfolios to show-case a large project for the classroom; and, in doing so, let students explore their creativity and technological abilities.

Web-Based Lesson: Discuss and link to a web site where students could access or you could create a web-based lesson.

One amazing website Knowing Poe is an excellent example of a web-based lesson offered through electronic field trips. It offers tons of electronic activities that explore Edgar Allan Poe as both a man and a writer. Everything is interactive and educational. Plus, it just looks really cool! Additionally, I love the accreditation behind this program: funded by the U. S. Department of Education Star Schools and Ready to Teach programs.

Favorite Web Sites: Finally, pick two web sites that you feel are your favorite. Post the web sites and talk about why they will be beneficial to teachers and/or students.

The Purdue Online Writing Lab is an excellent resource for students and teachers on common grammatical, research, and composition topics. To help users access this wealth of information, The Purdue Online Writing Lab provides “good structure and organization” and “easy navigation” (Roblyer & Doering, 2013, p. 255). It also comes with an .edu domain designator, standing for “higher education institutions,” which give me an added comfort level for trusting the website (Roblyer & Doering, 2013, p. 216).

The Poetry Foundation website is another excellent resource for the English classroom. The wealth of information provided here, both a vast collection of poetry as well as research information on and connecting to their authors, offers students and teachers a way “to search for materials and information to support their research and production work” (Roblyer & Doering, 2013, p. 207). The easy navigation of this site is also an excellent to “practice for information literacy skills” by “locating and using information from Internet sources” (Roblyer & Doering, 2013, p. 245).

 

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed.). Boston: Pearson Education.

Hypermedia

Commercial Hypermedia Products

In the modern age, hypermedia products play an important role in the education. Their extreme diversity and widespread availability makes them beneficial to all ages from pre-school to college.

But what is hypermedia? M. D. Roblyer and Aaron H. Doering, in their book Integrating Educational Technology into Teaching, describe hypermedia as “[t]he combination of media such as video and audio” with “the ability to get from one media/information element to another” (Roblyer & Doering, 2013, p. 174). Furthermore, recent advancements of the internet, in addition to previous DVD and CD-ROM formats, has greatly expanded the realm of hypermedia, making it even more available, easy to use, and effective.

One type of a hypermedia product is interactive or electronic storybooks: “Stories that can be read from a computer screen, on mobile devices, or as print books with interactive buttons” (Roblyer & Doering, 2013, p. 175). Some such storybooks allow students to read at their own pace, highlight words and passages, have words/passages read to them, offer embedded links to additional information, as well as, utilize learning techniques such as tutorials, drill and practice, simulations, and instructional games (Roblyer & Doering, 2013, pgs. 174-175). Perhaps the greatest achievement of interactive storybooks is the level of engagement and enthusiasm they encourage with students. When learning is fun, students are likely to stay focused and be receptive.

The Amanda Project is a great example of an interactive storybook. Not only does this website offer the digital format of The Amada Project series but it also allows the student to become a part of the story. They can create their own characters and write themselves into the storyline. They also offer online polling, which the authors use to make plotline decisions of future stories.

Multimedia Authoring Tools

To help create hypermedia products, teachers and students alike depend on multimedia authoring tools. One type of an authoring tool is audio and video production and editing systems. Video editing, for example, allows “movies to be edited and combined with special effects, such as titles, screen fades, transitions, and voice-over audio/sound effects (Roblyer & Doering, 2013, p. 189). Many schools use such tools to produce news programs, digitized video lectures, documenting school activities, and problem-solving simulations (Roblyer & Doering, 2013, pgs. 188-189). In an English/Language Arts classroom, students can use such tools to record, animate, and practice oral presentations. This will also allow students to share their presentations with their parents and with other students outside the classroom.

As an example of how students use authoring tools to create hypermedia, check out Craig High School students and their parody of The Crocodile Hunter on an English Literature adventure:

 

 

 

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed.). Boston: Pearson Education.



Instructional and Supportive Software

                        Instructional Software


1) Drill and Practice: Software that allows students to work through example problems one at a time and receive immediate feedback (Roblyer & Doering, 2013, p. 106).

           Language Arts Games - an online resource that provides drills in the subject of Language Art.


 

2) Tutorial: Software that mimics classroom instruction by providing a sequence of computer based instructional material on a given topic (Roblyer & Doering, 2013, p. 106).

         Math Lessons- an online resource that provides tutorials on elementary arithmetic operations.
 

3) Simulation: Software that teaches systematic functions and compositions by providing computer based simulations representing the real structure (Roblyer & Doering, 2013, p. 106).

        Virtual Lab Simulation- an online resource that provides virtual simulations for students to partake in chemistry experiments.

4) Instructional Games: Software that allows students to partake in game-like activities that reinforce instructional material (Roblyer & Doering, 2013, p. 106).

         iCivics- an online resource that provides instructional games on diverse topics of Civics. 

5) Problem Solving: Software that emphasizes and strengthens problem solving skills by engaging students with teaching components (Roblyer & Doering, 2013, p. 106).

        Open-Source- an online resource that provides downloadable and customizable analysis tools that promote a problem solving environment.

 

 

6) Integrated Learning Systems: Networked software that both provides computer-based instruction and keeps track of student progress (Roblyer & Doering, 2013, p. 106).

         Compass Learning- A networked software that promotes personalized learning for primary and secondary students by offering web-based curriculum, activities, and assessments.

                  Software Support Tools


1) Word Processing: Software that allows teachers and students to generate typed documents of texts and graphics such as compositions, poetry, reports, and flyers (Roblyer & Doering, 2013, p. 114).

        Google Docs WP - an online resource that allows users to create, edit, and store typed documents.



2) Materials Generators: Software that allows teachers and students to create paper and online documents, web pages, tests, lessons, and exercises for instructional purposes and skill practice (Roblyer & Doering, 2013, pp. 141-142).

        Puzzle Maker- an online resource that allows users to input review materials in order to generate words puzzles, math puzzles, mazes and more.

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed.). Boston: Pearson Education.

Utilizing Distance Education

Utilizing Distance Education

Distance education is a thriving industry that aspires to fulfill the needs of a diverse collection of students. Whether a person is a single parent working two jobs, a student looking to expand his or her knowledge on a subject not offered in his or her local school system, or other countless possibilities, distance learning provides greater educational opportunities for them all. Distance education allows students to learn at their own convenience, whether that be in time or location. Furthermore, as distance education already requires computer access, it becomes easier to integrate further technological advantages and utilize unique learning theories. The constructionist theory of scaffolding, for example, asserts, “Technology can support multiple paths to studying the same material and can provide ‘visual scaffolds’ to help students understand complex concepts” (Roblyer & Doering, 2013, pg. 44). Doing so allows distance education students to customize their experience to their own personal needs and goals.  

Despite its many advantages, distance education is not perfect. Many students are not able to participate in distance learning. This is because, as Roblyer and Doering (2013) state, “[V]irtual learning takes special skills not all students have, and dropout rates from distance courses are higher than rates for physical schools” (pg. 17).  Distance education requires a working knowledge of microcomputers as well as several types of application software. When students lack “enough prior knowledge to be self-guided”, distance education becomes difficult and, as many followers of directed instruction and objectivism fear, such education becomes inefficient (Roblyer & Doering, 2013, pg.40). In an attempt to correct this technological issue, some states, including Alabama, require students to complete an on-line learning course as a graduation requirement (Roblyer & Doering, 2013, pg. 17). This method is beneficial because it introduces high school students to the new territory of technology but does so in a controlled environment allowing students to seek the help of an instructor when necessary.

Such current technological issues are similar to ones of the past when technologies were new and unfamiliar. Pre-microcomputers, for example, were “complex to operate and maintain” and required “instructional applications” (Roblyer & Doering, 2013, pg. 7). It entailed an adjustment period for students and teachers alike to acquaint themselves to the operating systems and programs. Even with the latter invention and distribution of microcomputers, users needed further cognitive adjustments. As a result, the microcomputers encouraged school systems to create computer literacy curricula; but, unfortunately, left them without proper guidelines of “defining and measuring” such computer skills (Roblyer & Doering, 2013, pg. 7). Requiring high school students to participate in a distance education course is an excellent way to for them to exercise their previously acquired technology skills.

For further information on distance education:

Roblyer, M. D., & Doering, A. H. (2013). Intergrating educational technology into teaching. (6th ed.). Boston: Pearson Education.

Gunadie, A. (Director) (2008, April 19). Distance learning online: A new media presentation. Youtube. [Video podcast]. Retrieved from http://www.youtube.com/watch?v=uZk-WdYHkoc

Woo Hoo for the first blog! :-)