Online Teaching Experience

There were so many technologies listed in the Michigan Merit Curriculum’s Online Experience Guideline that I would like to use. I think the technology tools that would work best for my students are the interactive visual activities. One of the many technologies I would love to use is the Online Virtual Fieldtrips. I have never conducted one of these myself yet, but I’ve assisted my mentor with one. We took a virtual fieldtrip with 5th grade students to a science institution. The 5th graders were studying bats or nocturnal animals as one of their science topics. So after learning more about bats, they came to the library media center prepared with well-thought out questions and were able to see real-live bats. They had a great online experience because unlike TV or educational videos, they were able to interact with the presenter and the animals. Based on their questions and comments, the students were able to direct the flow of the presentation. Needless to say, they were all very much involved and engaged throughout the entire presentation. In addition, virtual fieldtrips are ideal for a library media center because it is even more difficult to plan and budget for “real” fieldtrips in our setting than in a classroom setting.

If I were to do an online experience like this virtual field trip, I would follow the same pedagogical strategies as my mentor. She assisted and collaborated with the classroom teachers in their bat studies and research which led up to the virtual field trip. By that time, the students were well prepared with adequate information to be able to properly address an expert with their individual concerns or questions that they hadn’t found the answers to when they researched. It seemed to flow well as far as a well-rounded learning experience. Students were able to express their newly found information in a practical, real-life situation making their learning more meaningful.

My students are younger and I know this article mentioned its focus on middle school and high school students; however I could still implement many of these learning experiences but there were some that would be more difficult to do with younger students. Those would be the technologies that involved greater student independence. For example, the interactive discussions with students, communicating through a blog, Learning Management System and RSS Feeds may be difficult for a 1st student to navigate through; although not impossible. These could still be used successfully with young students, but probably wouldn’t have as great of a benefit as it would with older students. The focus might swerve away from the content to be learned and focus more on how to utilize that technology. As young students, I think they would benefit more from the exposure to these technologies and utilizing visual technologies since they haven’t yet mastered their “voice” in writing or sometimes even basic writing skills; especially not typing skills. Exposure would be great as they move forward in their educational learning experiences, so that they are prepared for the technologies that the higher grade levels are utilizing.

Part B - Storyboard and Script

Our group is moving right along on our Group Leadship Project. It took us a little to get started and get used to continually monitoring the Group Discussion Forum, but once all of were on the same page, then we became pretty productive. We used Google Docs to begin the script so that all group members could collaborate. It seems to be a great choice for us. Below is the link to our Google Doc which contains our script and storyboard, thus far. I put together the script and storyboard for the introduction, examples, additional information, etc. Dianne put together the script and some of the storyboard for the tutorial. Sarah and Andrew provided feedback and editing help. For the next half of our project, Sarah will be putting together our scripts and storyboards on VoiceThread and Andrew will complete the tutorial storyboard and record a video of the tutorial; while Dianne and I edit and offer feedback. We're getting close to our final product!

https://docs.google.com/document/d/1tt-yxc0bJkUvHeMPjqEffV_4g5ruSm61g84gHTl4slA/edit?hl=en_US#

Part C - Implementation

In the VoiceThread podcast below, I report about the implementation of the program World Book Kids as a solution to the problem of reading difficulties that students encounter, espeically when reading non-fiction.

Mobile Learning

The tools I used was Poll Everywhere.  I invited people to respond through the link and mobile phones.  I got a few responses and the links to the live charts are below.

I would like to use this surveying technique in my classroom; especially because I will be with high schoolers next year.  I think this would spark their motivation instantly.  It can be done quickly and easily and the results can be posted on the smartboard.  One of my local schools, Haverstraw Middle School, was on the video where the students used their cell phones in class.  It was very inspiring.  I also like the use of flip cams and podcasts.  So much can be done with them and students can gain valuable learning lessons by capturing footage and editing it.  Also, being in the library media center, I would like to incorporate e-Readers.  Kindles and Nooks are becoming more and more popular and I would like to have this option in my media center to encourage students to read in any format.

Some challenges I forsee with the technology I'd like to incorporate into my class are budget and usage.  These new technologies can be pricy to jumpstart and our school budgets are getting smaller.  I would hope I could find some affordable solutions.  Also, with every new change in the library media center, there needs to be a way to implement rules and regulations so that the equipment doesn't get abused or misused.  In addition, how do I make sure there's fair usage and all students have equal access to the technology?  There would definitely need to be a thought out plan of how to implement these new technologies.

Question 1: http://www.polleverywhere.com/multiple_choice_polls/LTU5ODAxNjc2Nw/web

Question 2: http://www.polleverywhere.com/multiple_choice_polls/LTExMDcwNTAyODk/web
Question 3: http://www.polleverywhere.com/multiple_choice_polls/LTEzNTYyNzc4MzA/web

Wiki Blog

I added a little bit of information to my new school's Wikipedia site.  It was really minimal basic information about school colors, mascot, and nickname.  I didn't want to add anything that my new employers wouldn't agree with :)  I've never added to a Wikipedia page, so I found it to be a very neat experience.  Also, it was fairly easy, so I hope they do monitor their sites well.  I also found it interesting because I teach students to find reliable sources and this gave me real insight in what I've been teaching them all along.  Below is the screen shot of what I added.

I also created wiki site using wikispaces.com.  I created a sign up sheet for my library media class to help other teachers collaborate on lesson ideas with me.  I think this will be a very valuable tool for me to use in the Fall.  I can probably edit it more when I know the new year's schedule.  Below is the link to my wikispace.

http://dnicaj.wikispaces.com/

Part A - Brainstorm Session

My group's brainstorming session was a great learning experiences. There were some aspects that went well and some that didn't. We used www.anymeeting.com for our web conference and this website offers some great resources: screen sharing, anyone can present, chat options, video/mic options, recording, etc. Therefore, some of the advantages of using a web conferencing tool was the ability to show our group members exactly what we wanted to online without having to be in the same physical location. We were able to look at an abundance of material from our own computer by sharing links or our screens. We also shared specific examples and demonstrated how to use specific tools to our group members. However there were a few disadvantages, we came across many technical issues. Some of us had a difficult time logging in or getting kicked off, switching presenters could be tough, and we spent a lot of time figuring out it before you could discuss content. If we were to meet in person, I don't believe we would have wasted so much time. Also, some equipment wasn't working for all group members, so we couldn't all communicate in the same way. Again, this wouldn't be a problem if we went in person. If we were to use it again, I think we would be better prepared. Like all technology, it was a trial and error experience.

Overall, our group had a productive afternoon and were able to meet all our meeting's goals.  All group member's were present and active participants. We chose to pursue the technology, Glogster, and will be presenting with VoiceThread. We have divvied the assignment into 4 parts: writing script (due by July 26th), develop storyboard (due by July29th), slide creations (due by Aug. 5th), and create slidecast (due by Aug. 9th) and we will all review/edit the end product. We tried to separtate it all as fairly as possible.  Below is the link to our group meeting:
http://www.anymeeting.com/msutech/E950DA80864F

UDL Guidelines

I found it interesting when completing the UDL checklist because I thought my lesson was pretty well rounded and gave students many different learning experiences.  However, there were some aspects that could be changed to better meet the needs of our learners.  I found that I needed to give students a little more structure by including sentence starters and a reflection checklist, as well as, maybe giving them a little more freedom in which technological tool they want to use to display their findings.  With these changes, I'm sure my lesson could be more successful and I could probably keep reflecting on what worked and what didn't.  Below is my checklist:

Non-Fiction Zoo Animal Research with Blabberize – Diana Nicaj

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: Able to zoom in on images and interactive maps
1.2 Provide alternatives for auditory information	Feature: Provides text to speech option
1.3 Provide alternatives for visual information	Feature: Includes images and videos
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Provides dictionary
2.2 Clarify syntax and structure	Feature: Option to hear dictionary (text to speech)
2.3 Decode text or mathematical notation	Feature: Offers text to speech
2.4 Promote cross-linguistic understanding	Feature: Research program offers world language option but must be purchased and while using Blabberize students can speak any language but probably should be monitored with a rubric
2.5 Illustrate key concepts non-linguistically	Feature: Provides many diagrams, illustrations, images, and videos
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Began lesson by drawing on students’ personal experiences with zoos
3.2 Highlight critical features, big ideas, and relationships	Feature: Books and research software bold and separate big ideas
3.3 Guide information processing	Feature: Teacher guides students throughout their research on their animal in the library
3.4 Support memory and transfer	Feature: Students take notes and decide what is most important to include on their Blabberize

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students respond interactively with SmartBoard, take notes, and share with peers
4.2 Provide varied ways to interact with materials	Feature: Students explore work independently and collaboratively
4.3 Integrate assistive technologies	Feature: Text to speech option
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Barrier: Final project was already planned out with using Blabberize
5.2 Provide appropriate tools for composition and problem solving	Barrier: Did not have sentence starter worksheets for their script
5.3 Provide ways to scaffold practice and performance	Feature:  Students moved at their own pace and tried to meet their own expectations/goals
6. Provide options for executive functions
6.1 Guide effective goal setting	Feature:  Students followed a rubric throughout the project
6.2 Support planning and strategy development	Feature:  In addition to the rubric, students were given a task checklist
6.3 Facilitate managing information and resources	Feature: Students had rubrics and checklists
6.4 Enhance capacity for monitoring progress	Barrier:  Reflections were done with me verbally, not as independent as I would have liked

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: Students chose the animal of their choice
7.2 Enhance relevance, value and authenticity	Feature: Students related topic to personal lives
7.3 Reduce threats and distractions	Feature: Students were aware of what tasks needed to be completed during each visit and how much time we had
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: Because of topic and computer tools being used students were motivated and engaged
8.2 Vary levels of challenge and support	Feature: Rubric served to challenge and motivate students as well as teacher feedback
8.3 Foster collaboration and communication	Feature: Students had opportunities to collaborate and communicate with peers when brainstorming and researching
8.4 Increase mastery-oriented feedback	Feature: Students were given valuable and timely feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Teacher provided feedback and assisted with use of rubric
9.2 Scaffold coping skills and strategies	Feature: Teacher modeled and gave examples individually and as a whole class of how to overcome possibly ‘bumps in the road’
9.3 Develop self-assessment and reflection	Barrier: Reflections were done verbally rather than written

Part B - Application of TPACK

After reviewing many of the wonderful and abundant sources that support struggling readers with non-fiction sources, I have chosen to pursue World Books Online as a solution for my problem.

What is the TP knowledge for the solution? 

This technology helps support my teaching strategies and methods because it allows for students independent study.  When students come to my library media program, I initially introduce the tools they’ll need for their exploration/research.  I, then, urge them to explore these tools independently.  This can be a struggle or nearly impossible for students who cannot read the difficult text that non-fiction items usually contain.  Therefore, this software, specifically World Book Kids Online, offers a few features that will allow students to be successful in their independent search.  One of the features that I was most impressed with was the “Hear Text” option.  Students can have the online encyclopedia article read to them.  This is great for struggling readers, as well as, practicing readers because they can follow along as the computer reads each sentence to them.  In addition to this feature, the articles are written for an intended audience and are age appropriate.  World Books has different levels of difficulty in online encyclopedias depending on the age of students in your school.  This is a great way to hopefully implement this program district wide.  Moreover, in all the levels of World Books, videos and images are included for student research.  This is a great tool for visual learners.  Overall, this software meets my pedagogical belief that students are offered multiple ways to learn information and can do so independently because it’s very easy to navigate.

What is the TC knowledge for the solution?

This technology makes the content more intellectually accessible because the information provided is very up-to-date, which is one of the perks of being an online resource.  As most people know, World Book Encyclopedias are a very well-known series.  They update their volumes yearly, but are fairly expensive to repurchase.  Therefore, some libraries wait a few years before they purchase the updated version of their encyclopedias, which in turn can sometimes offer students older material when doing research.  With World Books Online, their encyclopedias are continually updated and you don’t have to purchase the new volumes yearly.  It’s included in your subscription.  I found out from a local representative that subscriptions vary from approximately $695.00 for small districts to $0.55/student for larger districts.  This price can change depending on your school size or whether you’re purchasing for an individual school or the entire district.  In comparison to the $1000+ for print copies of World Book Encyclopedias per year, this is a good deal.  Therefore, with the online subscription students will gain much easier access to information rich articles that contain updated and factual information with images and videos to help them research. 

What is the PC knowledge for the solution?        

My pedagogical choices make the content more intellectually accessible by making it a priority and acknowledging that students learn differently.  The content is introduced to students in various formats.  Students can listen to audio to help them follow along or help them through difficult words, videos and images are provided for visual learners, and there are features that allow students to compare subjects by content.  For instance, students can choose two animals of their choice and compare them by looking at numerical charts, facts, photos, and the other various charted information provided.  The content within the World Books Online Encyclopedias is very rich and provides information within a variety of formats.  Students’ uniqueness is recognized with this program and they have options of how they would like to acquire or view that information.  It is ideal for as a library’s resource where independent research is a desired outcome.

Part A: Description of Need or Opportunity

The educational need that I plan on addressing in my WICKED project is providing students with access to non-fiction materials/resources for struggling readers.  This is an issue that I see almost every day.  I am the library media specialist in a K-1 building and the students are at all different levels of reading abilities.  However, this issue remains true throughout students’ educational years.  There are always some students who don’t have an equal opportunity to score or learn as well as others because of this difficulty.  It can set them back and I would like to find a solution or tools that can help me address this issue to hopefully give students a more equal opportunity to engage in learning.

What I propose to do for my WICKED project is find educational tools that will help aide and support our struggling readers.  With the various Web 2.0 Tools that are available to us, there may be many free or cost-efficient solutions.  Also, I want to look into affordable software and leveled reading books that addresses this issue.  By attempting to meet this need, our schools will benefit as a whole, and hopefully, students will have a higher success rate throughout their educational years.

The scope of this solution will expectantly be district wide, so that students of all ages know that the options they have to receive support.  Some software programs have district wide packages that are still age appropriate for the different grade levels.  In my specific area of interest I would like to find programs that would be appropriate for the entire library media program so that all of our library media specialists have these tools accessible to their information seeking skills lessons.  If we incorporate and introduce these tools in our typical researching units, students will expectantly know when and where to access them.  It is my intention that by introducing these useful tools and teaching students how to use them, they’ll be able to view these resources as lifelong learning tools not only in school, but also in their future endeavors.

There are a few software programs and websites that focus on this same issue.  One of which is Reading Rockets.  One of their beliefs are, “However, it is important for teachers to take on that challenge.  It is up to us to provide Charles and his buddies with accessible reading materials in school, so that they may build the attitude and strategies necessary to become readers for life.” (Reading Rockets, 2011).  This website offers a wealth of videos, audio books, and leveled reading books to support their cause.  In addition, there are some encyclopedias that have gone online and offer an abundance of information.  They have many features that may help with my cause.  That is what I hope to do.  Give students the reading skills and opportunities needed to improve their reading, as well as, to know how to access supporting resources when they’re having difficulty.  It will help make their time in the library more enjoyable rather feeling like they have a problem to tackle.  “One of the keys to help struggling readers is to provide them with books that they can and want to read” (Reading Rockets, 2011).  I hope to help develop students with confidence in reading and a desire to read for information or pleasure through our library media program.

Through this course, I plan to choose one resource to begin implementing within my building and to address this issue. I prefer a program that addresses researching and non-fiction material because that type of reading usually consists of more difficult vocabulary. Also, I would like to find a resource that is suitable for young students, as well as, older students. I want to organize the information I find about this resource to help me weigh my options and know its strengths. I believe gathering this information and classifying it will help me in the fall when I begin my new job placement. I will be moving from the elementary to the high school, so I would like to evaluate our subscriptions and resources to make sure that I include resources that will cater to struggling readers as well.

To be sure that my WICKED project is successful I will be able to look at our school’s resources and see a balanced program that offers equal opportunities for all.  In addition, I hope to see students utilizing these resources with comfort and their needs being addressed.

Works Cited

Reading Rockets.  “Hooking struggling readers: using books they can and want to read.” 

Reading Rockets,2011.

MERLOT Evaluation

I chose to evaluate the resource found in MERLOT at: http://www.merlot.org/merlot/viewMaterial.htm?id=337199.  Or you can directly access the resource by visiting: http://www.wordle.net/

Quality of Content:

The quality of the content of Wordle is valid.  What I like about it, is that it’s open-ended.  It allows the user to utilize its features in many creative ways that can address various educational concepts or skills.

Potential Effectiveness as a Teaching-Learning Tool:

One of the best features this site offers is that it is very open-ended; therefore, it can be used in different stages of the learning process.  In my content area of library media, I see it most easily used in the “Applying” stage.  Students can create “Wordles” to display what they’ve learned or what they want others to take back from their work.  It helps sum up information learned and points out important key aspects of a topic by making that word larger than the rest or taking the shape of the main idea.  Some examples of using this program with the library media learning goals would be for summing up encyclopedia articles, book reviews, describing literary characters, having peers guess what a given topic may be with descriptive words as clues, poetry, etc.  There are numerous options of how to use this program to fit your teaching-learning goals; however, a common learning objective would be for students to be able to use various descriptive words to convey a message, which is a common language arts standard.  The characteristics of the learner are having the ability to summarize content, recognizing the main ideas, and using descriptive text to express the information.  I believe this program gives students and teachers a perfect opportunity to develop and utilize these skills and does so in an entertaining manner.  It’s engaging software that will gain students’ interest and can be molded to fit many curricular areas and learning goals.  In addition, this software is free and user friendly.  I believe teaching-learning goals are easily identified and are versatile to many needed goals.  The software also allows room for advancement.  If students are fairly strong users of the program, they have the option to explore advance features which give them more control over their World creations.

Ease of Use:

This site is very aesthetically pleasing and extremely user friendly.  It allows various ways to input your information and your options are clearly stated.  The content is light so the user does not get trapped or lost in material because the user is the one who will be inputting in the majority of the content themselves.     The user has the option of getting feedback either by visiting the FAQs or by submitting concerns in the discussion forums.   From what I can tell, the site is fairly free of technical issues and the support offered enables you to overcome any obstacles you may face.  Wordle is a very attractive site for students to use because it displays their own words in a fun, creative way.  Learning how to use the site should be quick but for students who want to explore further, advanced features are readily available as well.

Personal Intro Podcast