second life

Here I am in the Kingdom of sand. Second life is very cool and it gives students another look at what the world is and what it could be. I like how they have the different places mapped out on a world on the second life website.

Siftables

<iframe width="425" height="349" src="http://www.youtube.com/embed/6rdvAcCazhE?hl=en&fs=1" frameborder="0" allowfullscreen></iframe>

questions

1)      How could blogging be used during summer to help students learn about subject matter when they are on such a long break?

2)      What are your opinions of using a blog over summer to help students become more engaged over their break?

week 7

The article titled Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms By Dawnene D. Hassett, and Jen Scott Curwood was an awesome article and made me think about the children’s book that I am starting to create with several 6^th grade teachers. The short story children’s are based on a super hero named Fruit dude and his girlfriend veggie girl. Fruit Dude lives a normal everyday life as a teacher, but then at night becomes fruit Dude and defends children against harmful candy bars. The milkshake assignment was the section that made me think of the connection between the short stories and the importance of students being exposed to picture books in a comic book manner. I think that these sorts of books bring out creativity in all students and focuses on modern language that they are more exposed to. As new generations are learning outside of school through experience they have to read less material and can express more through facial expression. Picture books are awesome ways of expressing personal opinions about what characters or figures represent. Creating picture books is an awesome task to expose students to and can be used for any grade level and any classroom.

The second article titled Using the ADDIE Model to Design Second Life Activities for Online Learners By Shiang-Kwei Wang and (I believe this is our professor) Hui-Yin Hsu is another great read. Many students are already involved in many video games which have or are considered a second life. Many students are already interested in second life activities so why not use them for educational purpose if this is where their motivation is. It’s an awesome way to extend class time and a great way to help students especially those who are shy gain a unique social experience. Although nothing is better than being exposed to real life experiences. I know this could never replace teaching two of my classes’ production metals and material processing. These two classes are all about hands on experience which is something you cannot do with a computer. You cannot physically earn how to weld, use an acetylene torch, lather, or milling machine (to name some of the equipment in my classroom) without actually using them. Students would never learn the skills they would need to survive in the world; however ADDIE could be used in my digital electronics class. The digital electronic class is already computer base because of the circuit design software we use. For many courses such as English and history an Avatar like program is an awesome way to extend class time or even replace it. So much can be accomplished from home saving fuel costs and many other expenses that exist in schools. Students would miss many social experiences so I hope school never come to this conclusion as a replacement to how we teach our children, but is a great way of either extending class time or replacing part of the school day.

Second life is one of the coolest tasks that we have had to do in this class. I was a bit skeptical of the program at first but after seeing the awesome characters that you could choose from I was instantly in. Of course I choose the most ridiculous character possible… The rabbit! The game is very cool and could be useful in class for tasks such as treasure hunts and problem solving activities.

Book builder

The book I created is about simple machines which are used in STEM classes in elementary and middle school. The book as examples of the simple machines and has text to explain what each of the six simple machines are. Students will use the book to help them write their paper during and 8th grade rube goldberg project. Student papers will include how simple machines work and how their rube goldberg machine uses all of the 6 simple machines. Students will go through the process from start to finish and explain how they function. I use the paper to connect learning to ELA standards. Other classes suchs as 6th grade science use simple machines can use this to inform students as well. The text in the book uses great detail to explain what each simple machine is and how it functions. The project is part of an engineering based curriculum and students will understand the importance of machines. The writing for old Rubegoldberg comics is very unique. In the past I've made students write out the process of what is happening during a rube goldberg machine. Something I plan on adding to the book later in the future is sound or voice recording so students who learn best through audio or need audio in order to learn

&book=39666&page=1http://bookbuilder.cast.org/view.php?op=view &book=39666&page=1

Week 6

Assignment 1: I really enjoyed using gamestarmechanic.com and I can imagine students would really like using the interactive games on this website. It was really cool seeing the short graphic novels that are used on the quest tab. It seems like these books are becoming very popular. As our language seems to be shifting students now need to remember less words ad phrases. Using quest mode allows students to read a story line as well as problem solving skills. Though basic the games which are part of the allow students to experience different yet still important skills. I do get sucked into games and have currently taken an interest in app building. I downloaded an app builder recently but haven’t had time to use it yet. Apps are the next step in the way we will teach our children.

Assignment 2: I think it is important to use games in the classroom when found effective. If students are playing a game in the classroom they are more likely to be interested because they have a bigger role in their own education. Although if at home I ask my students to play an educational game for homework, they are probably going to play the game Call of Duty “Black ops” instead. I have used a game to help students learn how to read rulers. http://www.rsinnovative.com/rulergame/

Games are very helpful when students are supervised. It seems to be the new hands on experience. Students are likely to become even more dependent on electronic devices where they will gather information and write about it even more frequently then we are now doing.

Assignment 4: Edmodo is an excellent tool for education. It allows students to check on homework assignments online rather then wasting class time writing down the information. I like how the site uses the same layout as Thefacebook. ELA teachers can use the site as a post for blogs or even links to information students need to read for homework. Students can post writing assignments and while teachers can post grade for assignments rather then receiving them in class. Instead of having students use search engines information can be narrowed down by posting a list of links. I like that teachers can even quiz students while they aren’t even in class.. Because they have used a similar design and layout as facebook has students may really like posting their information onto the blog area. It also allows students to ask questions they may have been to shy to aks in class.

Article

utThis article is about Gender, Identity, and language teenagers use in blogs. The articles an overveiw of the importance of blog and what happens to language wen students use blogs

https://www.dropbox.com/home/Technical%20Article#:::72616961

Assignment 4

·         Assignment#1 Answer the following questions:

Text Twist is a game that allows users to think of words they may already know and learn about words that they may have not known. http://www.shockwave.com/gamelanding/texttwist.jsp. During the game you have two minutes to spell as many words as possible with different letters during each two minute section. After getting words correct or advancing to the next round a few sounds right but other than that all aids are visual and graphic. On the left hand side of the screen a list appears with the amount of letters in all words that are left. During the game if you don’t get a certain amount of words spelled correctly then you cannot advance to the next level. The goal of the game is to spell all of the possible words with the letters provided. The game could be easily linked to New York State curriculum.

Assignment#2 Create a simple ELA lesson plan addressing the following components:           

Grade level 8^th grade

Common core standards and learning outcomes:

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Craft and Structure

RI.8.4. 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.

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Integration of Knowledge and Ideas

RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use

·         L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Instructional activities:

During this activity students can test their knowledge and ability to spell words. After every two minute round students will write down words they didn’t find. If they know the meaning of the words but just didn’t find them they can fill in the definitions. As for the words they didn’t know students can use www.dictionary.com to research the meaning of the words. After they have 12 words that they didn’t previously know the meanings for they can use their list as a vocabulary list which they can later be tested in.

Assessment:

Students will be assessed using a quiz that they have developed. Students will learn about new words that they personally didn’t know of by using the game Text Twist.

Debriefing

In order to debrief students is to first show them how the game text twist functions then have students write down words that they don’t know. Students will later find out that those words will become a vocabulary test in one week.

What cognitive skills do this game help to cultivate?

The will learn skills that will increase speed of recall and memory. They may also recognize the words that they didn’t know if they play using the same letters again.

What new literacies skills do this game help to cultivate?  

The game helps students learn new vocabulary words and at the same time test their spelling skills and words they may already know.

ELA lesson

Learning Task # 3 Hands-on Helping ELA teachers practice new literacies in their classrooms

Grade level: 8

Topic: electronic communication with a keypal

Standards:

RI.8.4. 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.

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Learning outcomes: Students will be able to write an email using informal style with less then 2 spelling and grammatical errors.

Technologies needed: Internet access, web browser, and email software

Timeline for implementation: Class time depends upon the group the lesson is intended for. The time frame is between 4-5 days  The activity will be useful to use after the students are introduced to a technical writing unit where they write formal and informal letters. Targeting format as well as writing techniques. Students should know how to write letters properly. The teacher can provide students with a list of possible students who are looking for keypals then the students can search and find someone they would like to start an email contact with. Students can use the provided link http://www.sabine.k12.la.us/vrschool/keypals.htm and research people of similar age they would like to write to. Some of the site includes name, age, area they live, and likes as well as dislike. Students will use word possessor first to write the letter then after proofreading transfer the information into email software. When finished the student will send the message and wait for a reply.

The lesson can be implemented by having the students hand write the letter for homework first then hand type the letter in class.

Assessment: The best method for evaluating what students have accomplished would be by using a rubric. The rubric should be designed with the state standards in minds. The ELA teacher can take a printed copy of the email and evaluate the work using a rubric

video related questions

Learning Task #2 Minds-on “New Literacies Definition and Components”

Which ideas from the video reflect what the ELA teachers you interviewed are currently doing to integrate technology with their literacy instruction?

Currently the ELA teachers I interviewed are curriculum mapping and they are trying to enforce more writing. One of the topics they are trying to include is using quotes from the internet and allowing students to evaluate its meaning.

Can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum?

Yes I can in fact I didn’t realize that a few teachers in the English department didn’t know how to use a smart board. I recently helped two teachers use a smart board. I showed them how to recalibrate and tools used for writing. I just recently got a smart board in my electronics lab. The smart board wasn’t working correctly but after working with the IT worker in my building I understood how to use the tool much better

What professional development and/or resources will they need in order to make these changes?

Our school offers professional development for the use of smart boards but I also showed them a website with links. http://www.teacherslovesmartboards.com/games_for_smart_boards/

What ideas do you have for grouping students so they will have equal access to technology in the classroom?

 Students can share a laptop so less technology is needed and research as a team to develop ideas.

new literacies

Assignment#1 Write a brief summary of the above three articles (one paragraph) to demonstrate your understanding of the concept and the importance of new literacies

At first while reading the three articles informing me on how and why we need to teach reading and writing on computers I felt very heated almost as though I needed classroom to debate the topics discussed in the three articles. The first article gave me the impression that all forms of literacies need to be done using computers. I feel that using paper and pen is still just as if not more important. The internet is an amazing tool and being able to email information as if it is instantaneous makes the internet even better yet. When email was invented in the early 70s many thought that it would make mailing letters none existent. The fact of the matter is that it has done the complete opposite only creating more mail. As important as being able to us a computer is students still need to draw and write using pencils and paper. In two of the course I teach students have to draw plans out in order to turn materials into three dimensional products. When plans are using a computer students do not understand the actuality of the project as well as they would have if they draw out plans using hand drawing skills. I know a few architects and industrial designers who can draw faster using drafting tools then things can be done using a computer. When you are faster than a computer you are a real value in the social work forces of today. I recognize the importance of 21^st century technology tools but every article I read seems to always push in only one direction and take no consideration of the importance of both. I liked the third article the best out of the three articles provided in task 1. I thought the article looked at technology and the use of them for literacy purposes very effectively.

ELA standards assignment 1

Reflection: ELA is without a question the most important field to understand in NYS public education. I know that without a good foundation of how to read, write, listen, and speak then students cannot visualize projects as well as those students who can. Most districts are asking for even more reading and writing in all areas. Two ways that I have incorporated writing into my class room over the past few years is by using an engineering note book which students use as a journal to write thoughts and opinion in. Another way was by creating a technical writing assignment in which students write to a company asking for a sample product or material to display in the classroom. As language is continuing to shift and change almost from year to year it is still extremely important for students to realize the importance of ELA even if students have to remember less, write less, and read less because of advances in technology.

Technology tool: reading writing listening and speaking, and language… A technology tool that could help to assist the five components reading, writing, listening, speaking, and language is an interactive white board. Also known as a smart board the interactive whiteboard can be used to enhance learning for all types off students creating a better acknowledgment to language arts. Students can easily write examples on the board when asked, teacher can easily access the internet to enhance student appreciation of ELA by using quality examples of literature that the class may be more interested in.

Teacher Interview: Lack of training and use of the devices such as smart boards in the classroom. Too often items such as a smart board are put into classrooms without training teachers how to use them.