I don't use journals in my English classroom. The reason is very simple: I hate grading them.
Still, I know that there is value in asking students to write about what they've read. In keeping with my goal of incorporating technology into the classroom, I created the English I blog.
Click here to see my English I blog.
This is the first time I have invited the students to join me in using technology to enhance their learning experience.
I chose Edublogs.org again, because it is accessible at school; this is important because some students do not have internet access at home.
I post a question every day that we have class, and students are expected to post a comment that answers that question before the next class period.
Here are the advantages of using a blog instead of a journal:
1. It's easy to grade; I just read the comments and give credit to the students who have posted.
2. Students are excited, because they like using the computer.
3. Students don't have to carry any extra materials, and I don't have to keep any extra materials in my room.
4. Students are gaining experience in using technology for work-related tasks.
There are disadvantages as well:
1. Students who don't have internet access find it harder to complete the assignment. (To solve this problem, I have offered my classroom computer after school for those students who need it; in addition, they can use the library computers before and after school.)
2. Students disregard the blog page entirely. (I have found that the same students who do not complete their paper homework also do not complete their blog homework.)
Over the semester, the number of students who post has increased. I have--during class--stressed the importance of answering the blog questions, and I have sent a note to parents about the blog. I now make students write the blog assignment in their agendas every day. In truth, I've found that the ones who do the assignment don't need my reminders, and the ones who don't do the assignment wouldn't do it even if I held their hands on the mouse and typed their answers for them.
One thing I did have to do was model the kind of answer I wanted. Previously, students would respond with one or two word answers, and they either didn't express themselves fully or they created an answer that had little to do with the question. I began to give examples both of the types of answers I did want and didn't want. After a few weeks of this, I noticed a vast improvement in students' comments. I decided then that I would only give examples of what I don't want from now on, and this seems to work well with my students.
I was very excited about the blog when I first began using it; I was sure that the students would embrace it and that they would be excited about using the computer as an extension of the classroom. I have been discouraged from time to time because of the lack of involvement on the students' part, and I've often wondered if it adds anything to their learning experience.
However, I recently had a parent visit my room and tell me how much she appreciated my using the blog as a journal. She stressed the importance of teenagers gaining experience in using the internet, since they will almost certainly have to know something about it in order to succeed in the business world. She really validated my own reasons for introducing the blog, and that has made me more determined to find how I can best use it as a learning tool in my classroom.
Friday, November 30, 2007
Wednesday, November 28, 2007
Step Five: Interactive PowerPoint Quiz
To further increase students’ personal interaction with technology, I created an internet quiz using PowerPoint. I learned several new skills while creating the quiz, such as how to create and manage hyperlinks in a logical sequence. I uploaded it to the school’s server and gave my students the web address.
The quiz was created for my Theater Arts II class. I used this quiz as in introduction to a unit on Greek Theatre. It tests students’ prior knowledge and provides them with new information. After taking the quiz, students had an idea what we would be talking about during the unit.
The quiz was a great success in my class. The students enjoyed working on the computer, and since there was no grade attached, they were able to answer honestly, without fear of losing points. Later, students could use the quiz to test their knowledge, and to remind them of what they had learned, from any computer.
I was very happy with how the quiz worked with my class. I often give pre-tests before a unit, but this was a new and—to my students—more fun way to achieve the same goals that a pre-test does.
The quiz was created for my Theater Arts II class. I used this quiz as in introduction to a unit on Greek Theatre. It tests students’ prior knowledge and provides them with new information. After taking the quiz, students had an idea what we would be talking about during the unit.
The quiz was a great success in my class. The students enjoyed working on the computer, and since there was no grade attached, they were able to answer honestly, without fear of losing points. Later, students could use the quiz to test their knowledge, and to remind them of what they had learned, from any computer.
I was very happy with how the quiz worked with my class. I often give pre-tests before a unit, but this was a new and—to my students—more fun way to achieve the same goals that a pre-test does.
Sunday, November 25, 2007
Step Six: Internet Scavenger Hunt/WebQuest
Sometimes I don’t want to teach through a lecture; at these times, it’s a good idea to give students an internet scavenger hunt or webquest. These tools require the student to take full responsibility for his learning experience; he must find the information, absorb it, paraphrase it, and demonstrate his comprehension of it.
To introduce O. Henry to my English I class, I created this internet scavenger hunt. It requires students to collect information, then share what they have learned in a group. The group must then categorize the information and present it in a graphic organizer.
For my own part, I had to use all of the technological skills I had gained during the semester. I also stretched myself by incorporating other resources that I hadn’t used in class before: rubrics and graphic organizers. Finding a way to put all of these elements together proved to be somewhat challenging, but I am very proud of the end product.
In creating the scavenger hunt, I first had to do the research myself. I found this useful because it showed me how my students might search for answers, and I was able to choose appropriate websites with a discerning eye. I selected six websites and asked questions that would require the learner to go through all of the websites in order to complete the task. I made sure that each question could be sorted into one of four categories. I divided the questions into three separate lists, which I would use later to divide students into groups.
Once the students answer, share, and sort the information, they need to find a way to present it. Because my purpose was to avoid a lecture, I decided that a graphic organizer would be the perfect method to display the information the students had gathered. I had to find some that would be appropriate for the project, and I included links so that students would have some guidance in creating their presentations.
I used this lesson in my English class yesterday, and here are the things I would do if I decided to use another web-based lesson:
1. Set aside at least thirty minutes to explain to students how to use the internet. Teach difficult terminology such as keyword search, sidebar, and double-click.
2. Remind students every three minutes that they will have to search the websites; the answers will not be written word-for-word or in the order in which I asked the questions.
3. Remind students that a question that cannot be answered on website might be answered on another.
4. Explain—in detail—the concept of categories.
5. Explain—in detail—the concept of sharing answers within a group.
6. Define graphic organizer.
In short, a complete lesson that takes students through the process step-by-step would be very useful.
Here are the things I liked about the lesson:
1. It does force students take an active role in the learning process; they are too eager to absorb and regurgitate the information I give them. Having them do the research themselves gives them practice in critical thinking, and having them sort and present the information exercises their higher-order thinking skills.
2. The lesson can be adapted to almost any unit. It can definitely be used to introduce authors (I want to re-use it—-with some revisions—-when students study Shakespeare’s Romeo and Juliet).
3. Frankly, the assignment itself is awesome. I am so proud of it, from the conception of the idea to its completion. I not only used skills I already had, but I had to acquire new ones that will be useful in the future.
To introduce O. Henry to my English I class, I created this internet scavenger hunt. It requires students to collect information, then share what they have learned in a group. The group must then categorize the information and present it in a graphic organizer.
For my own part, I had to use all of the technological skills I had gained during the semester. I also stretched myself by incorporating other resources that I hadn’t used in class before: rubrics and graphic organizers. Finding a way to put all of these elements together proved to be somewhat challenging, but I am very proud of the end product.
In creating the scavenger hunt, I first had to do the research myself. I found this useful because it showed me how my students might search for answers, and I was able to choose appropriate websites with a discerning eye. I selected six websites and asked questions that would require the learner to go through all of the websites in order to complete the task. I made sure that each question could be sorted into one of four categories. I divided the questions into three separate lists, which I would use later to divide students into groups.
Once the students answer, share, and sort the information, they need to find a way to present it. Because my purpose was to avoid a lecture, I decided that a graphic organizer would be the perfect method to display the information the students had gathered. I had to find some that would be appropriate for the project, and I included links so that students would have some guidance in creating their presentations.
I used this lesson in my English class yesterday, and here are the things I would do if I decided to use another web-based lesson:
1. Set aside at least thirty minutes to explain to students how to use the internet. Teach difficult terminology such as keyword search, sidebar, and double-click.
2. Remind students every three minutes that they will have to search the websites; the answers will not be written word-for-word or in the order in which I asked the questions.
3. Remind students that a question that cannot be answered on website might be answered on another.
4. Explain—in detail—the concept of categories.
5. Explain—in detail—the concept of sharing answers within a group.
6. Define graphic organizer.
In short, a complete lesson that takes students through the process step-by-step would be very useful.
Here are the things I liked about the lesson:
1. It does force students take an active role in the learning process; they are too eager to absorb and regurgitate the information I give them. Having them do the research themselves gives them practice in critical thinking, and having them sort and present the information exercises their higher-order thinking skills.
2. The lesson can be adapted to almost any unit. It can definitely be used to introduce authors (I want to re-use it—-with some revisions—-when students study Shakespeare’s Romeo and Juliet).
3. Frankly, the assignment itself is awesome. I am so proud of it, from the conception of the idea to its completion. I not only used skills I already had, but I had to acquire new ones that will be useful in the future.
Thursday, November 22, 2007
Conclusion
Though I feel that I have at least managed to increase my use of technology in the classroom, I know that there are so many more resources that I have not yet used, and that these resources may make a difference in a student's comprehension, or even his perception of school in general.
I also need to remember that students, though they may use their own computers on a daily basis, do not have the same knowledge I do, and that they may need explicit instructions and demonstrations in order to successfully make use of the technology themselves. I've been reminded that students are often reluctant to make use of new and unfamiliar learning opportunities. Still, I'm even more certain of the importance of helping students use technology to enhance their education.
I feel that I have moved beyond the traditional lecture-review-test method of teaching, but my students are not as eager to move past these boundaries as I am. I am more determined than ever to help students become more active participants in their schooling, and I am excited about all of the opportunities that technology in the classroom offers.
On the whole, I am glad that I made an effort to learn how to incorporate technology into my classes. I think that this decision has helped me to become a better teacher, and it has helped my students to become better learners.
I also need to remember that students, though they may use their own computers on a daily basis, do not have the same knowledge I do, and that they may need explicit instructions and demonstrations in order to successfully make use of the technology themselves. I've been reminded that students are often reluctant to make use of new and unfamiliar learning opportunities. Still, I'm even more certain of the importance of helping students use technology to enhance their education.
I feel that I have moved beyond the traditional lecture-review-test method of teaching, but my students are not as eager to move past these boundaries as I am. I am more determined than ever to help students become more active participants in their schooling, and I am excited about all of the opportunities that technology in the classroom offers.
On the whole, I am glad that I made an effort to learn how to incorporate technology into my classes. I think that this decision has helped me to become a better teacher, and it has helped my students to become better learners.
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