Edmodo

Ms. McDonald's Page

Edmodo Webpage: http://www.edmodo.com/msmcdonaldspage
Access code: f7d0l3

Edmodo was very easy to set up as a teacher and a student.  I have seen teacher web pages before and Edmodo seems very similar.  Having a class web page is a great way to keep the necessary triangle of communication between the student, students family and teacher.  I like that the program allows for student involvement and interactions between the students as well as the teacher.  Edmodo can be used in any classroom grade level and content but in the ELA classroom I think that a tool such as Edmodo has endless possibilities.  For example, the teacher can post videos and tutorials on different writing skills or novel reviews.  Students can reflect on readings or share poetry with there peers at the click of a button. The program identifies with 21st century learners due to the fact that it is very similar to social networking sites that most students are familiar with.  Edmodo allows learning to venture out of the school setting and into students the hands of students in an endless amount of settings. 

ELA Article

Preparing Tomorrow's English Language Arts Teachers Today: Principles and Practices for Infusing Technology

Dropbox Article Link:
http://dl.dropbox.com/u/64277307/Preparing%20Tomorrow%27s%20ELA%20Teachers%20Today.pdf


The title of the article first caught my eye and then I began to read the content and I found it to be very interesting, relevant and inspirational to new teachers of all levels and subjects.  The authors first discuss the evolving educational world and how technology has become a required tool that needs to be incorporated into everyday lessons to enhance learning in schools.  The article gave three creative examples on how ELA teachers have implemented the use of technology in their curriculum to create a learning environment where students were interacting and discussing the novel, The Adventures of Huckleberry Finn, with students in Russia.  This is amazing!  The authors explain that that there are seven principles of technology infusion that grow from and correlate with the National Council of Teachers of English Guidelines for the Preparation of Teachers of English Language Arts (1996) and the International Society for Technology in Education National Educational Technology Standards for Students: Connecting Curriculum and Technology (2000). 
These principles include:

1. introduce and infuse technology in context;
2. focus on the importance of technology as a literacy tool;
3. model English language arts learning and teaching while infusing technology;
4. evaluate critically when and how to use technology in English language arts classroom;
5. provide a wide range of opportunities to use technology;
6. examine and determine ways of analyzing, evaluating, and grading English language arts technology projects; and
7. emphasize issues of equity and diversity.
   
   
   I recommend reading this article because it has a clear description of the positive effects that technology can have in an ELA classroom when implemented correctly.  The descriptive guidelines or principles allow new teachers and veteran teachers to learn how to properly incorporate technology effectively in their classroom while maintaining the core curriculum.  

Gaming Literacies Simple Lesson

Grade Level: 2
Common Core Standards and Learning Outcomes:
      English LAnguage Arts: Reading: Foundation Skills
      Phonics and Word Recognition

• RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
• Distinguish long and short vowels when reading regularly spelled one-syllable words.
• Know spelling-sound correspondences for additional common vowel teams.
• Decode regularly spelled two-syllable words with long vowels.
• Decode words with common prefixes and suffixes.
• Identify words with inconsistent but common spelling-sound correspondences.
• Recognize and read grade-appropriate irregularly spelled words.

Instructional Activities:
The students will work with a partner on a computer with the interactive Super Text Twist to find as many words as possible with in a given time frame. The students will be motivated to find the most words in order to win the game for their group.  Students will have to apply prior spelling and decoding skills to be successful in the activity.  The students must take note of any words that the game accepted that they did not know was a word prior to playing the game.  They will then be asked to find the definition of the word and use it in a sentence.   Each group is encouraged to find 3-5 words.
Debriefing:
After the first round of Super Text Twist, the class will come together to discuss strategies that help them find words.  The students will potentially discuss the use of prefixes and suffixes to find more words as they play the game.  They will also discuss how they discovered new words and what strategies they used to make sure that they did not miss a word.  After the class discussion, the groups will try the game again and see if their score improved now hearing new strategies from their peers.
What cognitive skills do this game help to cultivate?
This game encourages the students to use critical thinking skills to find strategies to help them create words that maybe they were not aware of.  The also need to understand the rules and goal of the game to be successful.
What new literacies skills do this game help to cultivate?
Students need to define questions such as what is the goal of the game  and how will they approach the game they face.  Students will have to evaluate the usefulness of their word making strategies and apply them to improve their score.  They will also collaborate with their partner to be as successful as possible in finding words.

Super Text Twist

1. What gaming elements provide users the learning content and how?

• Text: In Super Text Twist, players need to be able to understand the instructions for the game in order to be successful.  Prior gaming knowledge also needs to be applied and prior vocabulary knowledge is helpful.
• Visual-graphic elements: The game is visually appealing and the player has control over the objects in the game.  In order to formulate words, the player must place the round letter into the square box.  Once a word has been made the word is placed in the list to the left of the screen.  Each word that has been found has a dictionary icon next to it to look up the definition.
• Audio elements: When a correct word is created by the player, a distinct bell goes off.  When a text does not spell a word or the word has already been used, then a distinct buzzer goes off.

2. What is the goal of the game?

The object of the game is to form as many words as possible from the letters provided.  Find at least one word that uses all of the letters to continue playing.  Find all the words for bonus points.

3. What are rules of playing this game?

The player must click the balls with letters on them to form a word and press the enter button.  If the letter is in the text twist dictionary, it will appear as a dictionary icon on the left hand side of the game.  

4. Does this game have any scenario design? If yes, is this a fabricated or embedded in curriculum-related content?

I believe that the game does have a scenario design even though it is a type of puzzle game.  The game is designed around vocabulary and spelling of words which I interrupt to be embedded in the curriculum related content. 

Kurzweil 3000 in the ELA classroom

Kurzweil 3000 is a software program that is currently in the process of being brought to the Beacon City School district to support students with disabilities in the areas of reading and writing.  The hope is to be able to implement the system in conjunction with E-text obtained with Bookshare to enhance individual students needs.  The ELA teacher that I interviewed is eager to have the Kurzweil training this Spring.  We discussed possible lessons that could be created using the system and she suggested the novel her class is currently reading, Raisin in the Sun. 

Grade Level: 10

Topic: Raisin in the Sun

Standards Addressed:

            Reading: Text complexity and the growth of comprehension

Learning Outcomes:

            Reading

·      Vocabulary: instant access to word meanings

·      Fluency: customize rate, voice and presentation

·      Comprehension: tools to embed questions

·       

Technology Needed:

·      Kurzweil 3000 Software

·      One (1) computer per student

·      Head phones

·      E-text

·      Bookshare

Timeline for Implementation: About 6-8, 46 minute class periods

How can it be integrated into the lesson: The students will individually be set up with a computer and the text read to them at there pace and voice that they prefer. The students will use the E-text obtained with Bookshare with Kurzweil 3000. The e-text version allows highlighting and extraction of key passages or terminology to make an outline or vocabulary list. When completing homework, the e-text versions allow the students to easily look up words and have the definition read. This helps increase vocabulary. With e-text books and Kurzweil 3000, the students can add additional electronic sticky notes or recorded voice notes regarding assignment’s due dates – which helps the students stay organized.

The teacher or students can make mp3 audio files out of e-text files obtained from Bookshare using Kurzweil 3000 -- which converts only selected text to an mp3 audio file using synthesized text-to-speech. This mp3 file can then be easily downloaded into a portable mp3 player or cell phone memory card.

Assessment: Kurzweil 3000 offers a test that can be given to the students to evaluate there understanding of the novel.  This will evaluate the students vocabulary, fluency and comprehension.

New Literacies Definitions & Components

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

The teacher I interviewed does not implement any of the new literacies discussed in the video.  She said that is it difficult to integrate technology in the classroom due to lack of resources as well as lack of student motivation.  When the students were given an essay assignment that had to be type, 9 out of 28 students did not have access to a computer and refused to stay after school to use the schools.  This is an on going problem in her classroom. 

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

I am going to suggest approaching the use of technology in a more exciting way that will make the students feel as if they are getting a reward.  For example, if the teachers allow students to work in pairs and create a blog to discuss the current book they are reading in class.  The teacher can explain to the students that blogging is just like Facebook in the fact that they will just write down what they think about the book or a character.  I think that if we give the students the importunity to express their opinions and ideas in a setting such as the blog rather than a classroom discussion, they may be more willing to participate.  

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

 The teachers will just need to watch a quick video like we did for this course explaining what a blog is and how to set it up so they they can explain it to the students.  I had the idea for partners to create the blog so that if one student did not have a computer at home, they could communicate in school so talk about what should go on the blog and hopefully this will eliminate the fact that some students don't have internet access at home. I would suggest that the teacher book the computer lab for the class period to demonstrate how the blog works and for the students to create their individual blogs. 

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

The students will be in pairs or small groups that will be arranged by the teacher to sort the students by their strengths and weaknesses. The laptop cart typically has 14-18 working computers so they will have at least one computer per group. 

Theory in Practice

New literacies are emerging rapidly as the world of technology advances constantly.  New literacies allow students to explore reading, writing and communicating through digital and media technologies.  These technologies support innovative formats, new reader expectations and new activities that teachers can bring into any subject area classroom to engage students in effective learning.  New literacics combine put a twist on traditional literacy by including comprehension of information on the internet.  Students will develop skills that will be valuable in their future such as discovering the effective use of search engines to locate information, evaluation of internet sources and communication using e-mail, text and chats.  Student will also become familiar with word processing programs.  In Todd's classroom, each student received a personal laptop and the class was centered around communicating through a class web page.  I think that this is an amazing way to bring students together but it most districts it is unrealistic.  One huge plus to this teaching program is that the differentiated instruction.  The fact that each student is able to read material that it is their current reading level is such an advantage to each individual student.  New literacies and other ICT's require new social practices, skills, and strategies to be effective used.  Teachers will need to be trained in order to insure students are gaining as much as they possibly can.  New literacies is a step in the right direction in the new education system.

Interview with ELA teacher

I interviewed a Special Education English teacher at Beacon High School.  The challenges that she faces as she and her co teacher try to incorporate technology into their lessons mainly resolve around the lack of resources available.  The school only has one computer lab and scheduling time for the classes to use the room is difficult.  Laptop carts are available but more often that not half of the computers are not working.  Another problem is that some students never completed and turned in there permission technology form which means that they do not have the ability to log on to a computer.  For those students that do have the permission to use the equipment, many students forget their passwords which delays the instructional time. 
When all these kinks are worked out, the sensitive filter on the computer often dose not allow for the needed resources to access the needed websites. When students are able to access the appropriate website, it also becomes a challenge to make sure all the students are remaining focused on the activity and not trying to play games are look up other information not regarding the assignment. 
One tool that the ELA teacher really enjoys using in her English classroom is Video Streaming on Demand or YouTube to show movies and listen to poetry.  The English department is looking forward to being trained in the Kurzweil 3000 Educational System to help bring technology into the ELA curriculum and individualize learning for each student.

ELA Technology Tool: Kurzweil 3000

 Kurzweil 3000 is an educational assistive technology tool designed to support each individual student throughout a school system to attain academic success. For struggling readers, English Language Learners, as well as students with physical challenges, Kurzweil 3000 provides critical features for active and independent learning, participation in the integrated classroom, and more importantly, for keeping up with peers.

Features

• Support for fluency, vocabulary, comprehension, writing, study skills, and test taking.
• A single user interface containing all the tools necessary for academic success.
• Access to all major digital file formats and printed materials.
• Allows for individualized instruction as learners can move at their own pace with materials that serve their individual needs.
• Easy-to-use tools for teachers to customize and implement instructional supports.
• Support for all Response to Intervention (RtI) tiers of instruction, special education and multi-tiered classrooms.
• A program anchored upon the principles of Universal Design for Learning (UDL).

In my school district, the ELA teachers will be going through Kurzweil training in the Spring.


Resource: http://www.kurzweiledu.com/k12.html

ELA Instruction

There are five components of Language Arts.  These components include reading, writing, speaking, listening and language.  The ELA curriculum is divided into two categories; k-5 and 6-12.  There are two content areas in the 6-12 grade levels.  ELA standards are to be taught in the ELA curriculum as well as in history/social studies, science and technical subjects. 
With each of the five learning standards there is a main skill that is to be the focus of that particular component.  These include:
     Reading: Text complexity and Growth of comprehension-focus on growing abilities and increasing the number of components between text.
    Writing: Text types, responding to reading in research- this area focuses on writing skills such as the ability to plan, revise, edit and publish.  It also emphasizes on reading connections.
    Speaking and Listening: Flexible communications and collaboration- this area focuses on formal presentations and students working together to express ideas and be active listeners.
    Lanugauage: Conventions, effective use and vocabulary- focuses on using tools to enhance vocabulary in the classroom.
By integrating these five components into both the ELA curriculum and across other subject areas, students will be exposed to the appropriate skills that will allow them to be proficient in Language Arts.