I found two wikis that were both established for 2nd grade classes. Each features multiple areas for enhanced literacy instruction. The wikis have social aspects and provide opportunities for knowledge communities and collaboration. I referred to the lecture notes and Vicki Davis's recommended components for effective wikis as I evaluated both wikis.
http://hop2wilson.wikispaces.com/
This wiki greets student contributors and visitors with a simple layout, colorful graphics, and an organized navigation side bar. Students have opportunities for collaboration throughout the wiki, with each subject area having its own page. Project-based learning and communities allow students to share, comment, and learn together. My favorite part of this wiki is the area for Student Pages. What an amazing chance for students to select projects, drawings, original stories, poems, etc. for others to view and enjoy. A few students even created their own wikis.
http://wikiwonderful.wikispaces.com/
Like the first wiki, this one also had bold colors and graphics on the home page along with a convenient side bar. I thought it lacked some depth in the area of school subjects. Unlike the first wiki, it had just four categories, Write a story, Book chat, Math story problems, and Science Rocks. Another difference is in the presentation of student work. Rather than individual student pages, student work is posted together based on the project and assignment. An advantage to this organization is the convenience of seeing all the same assignment in one location. Once again, students could even link their own wikis to the class wiki.
After viewing several other wikis, I think these two teachers did an amazing job of keeping their wikis student friendly while making them intriguing to viewers. Based on the number of student interactions, posts, and original works, the wikis are effective in promoting literacy. Students are able to be an intricate part of a learning team when using the wiki. Students are not just writers. They become authors, researchers, editors, publishers, and evaluators. All I am excited to try Wikispaces Classroom and all its features to promote student engagement and collaboration in my class.
Thursday, August 29, 2013
Saturday, August 24, 2013
EDET 573 Week 1 Reflection
This week's reading assignment was Chapter 1 in Technology to Teach Literacy and Literacy 2.0: Reading and Writing in 21st Century Classrooms. Both chapters introduce and address the change or shift that literacy is making in education. No longer should students passively read textbooks with regurgitation as a goal or complete comprehension checks at the completion of their readings. Today's students should experience much more in their 21st century classrooms.
I found the information on moving to a social-constructivism learning paradigm in Technology to Teach Literacy intriguing. It seems to align perfectly with the Common Core Standards. The idea to allow students to apply "tools" they have learned to aid in learning new concepts will naturally promote student responsibility. Focusing on students' abilities to problem solve and encouraging collaboration will keep students active in their education. Technology is constantly changing and it is necessary for educators to continue to learn and share innovative ways to incorporate it, so literacy can be promoted both in and out of the classroom.
Techno-Constructivist link: http://www.educationworld.com/a_tech/tech/tech005.shtml
Link to Common Core State Standards site: http://www.corestandards.org/
"Think of mistakes as experiments rather than failures" is my favorite quote from the first chapter in Literacy 2.0: Reading and Writing in 21st Century Classrooms. As responsibility shifts to students, this might be a quote to share! I had a fast flashback to Madeline Hunter and my beginning years of lesson planning as I read the suggested lesson framework. I was relieved to find modeling included as a part of the Focus Lessons. While my 6th graders are eager to engage with technology, I often try to show proper technique or procedure with potential problems and solutions prior to their independent attempts. I also was interested in the perception of homework in the Independent Learning step of the framework. I believe homework needs to be individualized to meet the needs of the learner. As a parent of a gifted child, nothing is more frustrating than watching your child complete assignments that are mere rote memory activities for mastered concepts. I do confess that in the past I was guilty of making absent work homework without providing many of the notes or examples completed in class. Technology is now allowing me to provide information, notes, and even modeling examples to students both in and out of the classroom. :)
Link to Updated Bloom's Taxonomy document: http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf
Anderson, R. S., Grant, M. M., & Speck, B. W. (2008). Technology to teach literacy: a resource for
K-8 teachers (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: reading and writing in 21st century
classrooms. Bloomington, IN: Solution Tree Press.
I found the information on moving to a social-constructivism learning paradigm in Technology to Teach Literacy intriguing. It seems to align perfectly with the Common Core Standards. The idea to allow students to apply "tools" they have learned to aid in learning new concepts will naturally promote student responsibility. Focusing on students' abilities to problem solve and encouraging collaboration will keep students active in their education. Technology is constantly changing and it is necessary for educators to continue to learn and share innovative ways to incorporate it, so literacy can be promoted both in and out of the classroom.
Techno-Constructivist link: http://www.educationworld.com/a_tech/tech/tech005.shtml
Link to Common Core State Standards site: http://www.corestandards.org/
"Think of mistakes as experiments rather than failures" is my favorite quote from the first chapter in Literacy 2.0: Reading and Writing in 21st Century Classrooms. As responsibility shifts to students, this might be a quote to share! I had a fast flashback to Madeline Hunter and my beginning years of lesson planning as I read the suggested lesson framework. I was relieved to find modeling included as a part of the Focus Lessons. While my 6th graders are eager to engage with technology, I often try to show proper technique or procedure with potential problems and solutions prior to their independent attempts. I also was interested in the perception of homework in the Independent Learning step of the framework. I believe homework needs to be individualized to meet the needs of the learner. As a parent of a gifted child, nothing is more frustrating than watching your child complete assignments that are mere rote memory activities for mastered concepts. I do confess that in the past I was guilty of making absent work homework without providing many of the notes or examples completed in class. Technology is now allowing me to provide information, notes, and even modeling examples to students both in and out of the classroom. :)
Link to Updated Bloom's Taxonomy document: http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf
Anderson, R. S., Grant, M. M., & Speck, B. W. (2008). Technology to teach literacy: a resource for
K-8 teachers (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: reading and writing in 21st century
classrooms. Bloomington, IN: Solution Tree Press.
Friday, August 23, 2013
Introduction Post
It's finally Friday! I've officially survived the first full week of school. :) I have opened nearly a hundred lockers and answered even more questions from our new 6th graders. After explaining emergency procedures to 207 students, flight attendants have nothing on me..."exit out the main doors to our left" or "move to the floor under your table and take cover" all accompanied by arm and hand movements. Sign me up Southwest! I am actually excited because the last two days I've actually been able to start into my curriculum. I love my position as a Computer Literacy teacher and feel blessed to be able to witness students interacting with technology daily.
That brings me to my pursuit of an MET through Missouri Baptist. I am currently enrolled in EDET573, Technology to Enhance Literacy. My expectations for this particular course are to learn about additional resources and strategies to encourage literacy through computer use. Students focus on their keyboarding and word processing skills in my class, but I hoping to incorporate additional lessons to reinforce other curricular areas and overall literacy.
That brings me to my pursuit of an MET through Missouri Baptist. I am currently enrolled in EDET573, Technology to Enhance Literacy. My expectations for this particular course are to learn about additional resources and strategies to encourage literacy through computer use. Students focus on their keyboarding and word processing skills in my class, but I hoping to incorporate additional lessons to reinforce other curricular areas and overall literacy.
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