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.