Saturday, December 5, 2009
Point of No Return Reached!
The past month has been crazy in terms of changes in the classroom as a result of the netbooks. I was talking to Sara Russo about the improvement of my students' behavior (6th period in particular), interest in learning activities, and the retention of the "TAKS facts". I told her "I can't go back" , and that I fear not having a 1-1 netbook/laptop classroom.
What I have been doing?
My personal philosophy of teaching is that whole group instruction is usually a waste of time. It seems that whole group instruction is most, if not only, necessary/beneficial to every different kind of learner when a skill is being taught. Almost every professional development class that I have attended proposes differentiation/flexible learning/individualized learning (wisely so), but, this is very difficult to do without technology (especially in large academic classes). For the past 1 1/2 years I have participated in Lynette. Breedlove's, Ph.D. GT book studies via blog and these have been priceless in terms of learning strategies on providing differentiated instruction and learning (through experience) the value of participating in discussions via blog. This experience gave be the confidence and know how to implement blogging in my classroom.
That being said, my original goals for PTL have changed a bit. Initially, especially immediately after the acquisition of the technologies, I was determined to use as many Web2.O tools and other web resources as possible to "update or 21st Century-ize" my lessons from previous years. My students were quick to show me that I was doing nothing more than putting a new coat of paint on a junked car. No matter how good it looks on the outside the car still does not work. These students are way more perceptive than I give them credit for....WAIT...what did I just realize? Yeah, that last statement was the moment in November that I realized I was the problem. I was the rock....hmmm...boulder in road between my students and them actually learning. I needed to get of the way in the classroom or...wait...let's get techy and say..I had to minimize myself on the desktop. Technically, I am still there, working, accessible in a click (or a "Hey, Miss"), but not blocking the view (learning) of the user (student).
So, the past 2 weeks I experimented a bit with minimizing myself on the desktop, and sadly, my suspicions seem to be correct. Most of my students don't need me to talk (lecture) or explain everything. Ouch...you did not hear that? My heart just cracked a bit and my ego shattered.
So what was the experiment you wonder?
I forced myself to not lecture. I uploaded all the notes for the chapter on to a Ning® site, and allowed the students access all the notes, videos, assignments, resources that I would normally present to the whole group on their own using the netbooks. If they needed me to explain or preferred traditional style teaching the option was available to them. So while I worked with students who did not want to use the netbooks, the rest of the students controlled their own learning (pace, order, and style) by using the netbooks. Every day of this was torture for me because I truly felt a tremendous amount of guilt and fear. Fear that we were going to lose all this time experimenting, and that none of my students were learning anything because I was not overtly teaching. However, on review day, most of my students, regardless of ability level knew most of the facts. I know knowing the facts is the base level of Bloom's, but let me tell you...this is huge in my experience at my school with my students this early in the year. Even my 2nd language learners, who typically struggle with learning history in a foreign language had managed to acquire the facts without me talking/explaining/overtly teaching.
What about the research?
The research I used to support my decision to take the plunge and minimize myself on the desktop in the academic inclusion classroom, and allow students to "self-pace", "freedom to choose" how/what they learn, and accelerate when the ability/interest level call for it:
From the book A Love for Learning: Motivation and the Gifted Child by Carol Strip Whitney, Ph.D., with Gretchen Hirsch
"As the world becomes more wired, technology skills will be required in every aspect of adult lives. For gifted girls, self-paced computer programs allow them to move quickly through material they understand and repeat lessons that may be more abstract and difficult for them. Computers allow them considerable control over their learning and invite them to become more technologically competent." (Page 192-193)
"In many classrooms, technology had revolutionized instruction." (Page 98)
"Educational fit means that classroom instruction challenges students in their 'zone of proximal development'--that is, just far enough above their comfort level to ensure that they are neither bored nor inordinately frustrated. Finding the best match between the child and the learning challenge is essential if the student is to be motivated to learn and achieve in school." (Page 99)
"Asking such children [gifted] to spend an entire school year learning what they already know puts them on a treadmill to nowhere, and equally important, it requires them to underachieve." (Page 100) It seems that this is particularly true for the most able students who have failed/opted out of Pre AP/AP classes and are (choosing to hide) in the academic classroom.
"In a differentiated classroom, a teacher must take care to ensure that each student's work is interesting and appealing. No student should perceive his work as dull and humdrum while others are involved in tasks that he believes to be more exciting and fun." (Page 102) This is TOUGH to do without technology. Especially 1 to 1 computers/laptops/netbooks. The 1 to 1 ratio makes differentiation less challenging to implement. Why? One, the student has something with which to interact with that is multi dimensional (not so true with pen/paper/textbook). Two, the Internet is literally an endless source of info/learning tools. So regardless of the students "zone of proximal development" their learning task can be made appealing and appears to be as technologically advanced as everyone else's in the classroom. Three, our professional/educational culture is fast/real time/NOW, and the 1 to 1 netbooks in the classroom cause the classroom to mirror the real world. The students do not have to "power down" when in the classroom (quote from Superintendent’s Convocation speech in 2008.)
"In the differentiated classroom, teachers are not simple reciters of facts ("sage on the stage"); they are facilitators who work with individual students on various aspects of their learning ("guide on the side"). They ask questions; listen to the students' answers; provide immediate, relevant, and understandable feedback; and measure progress toward stated goals." (Page 104) Multiple times this semester, I have been asked about my vision in regards to the PTL grant. And, each time I have had to respond to that, I thank my lucky stars that I am answering that question online because I was not sure what my vision was exactly and, if asked in person, my answer would have definitely seemed wishy washy. However, I know that the description in the quote above is 85% of my vision. My vision/goal is to successfully manage a constructivist classroom. I know that there are numerous risks involved especially in terms of TAKS and end of course exams, but, in my short career, I have come to believe that there are far more risks involved in not doing so, i.e., our most able students never being challenged, losing their abilities, and becoming disinterested in school/learning.---thought from the book Intelligent Life in the Classroom: Smart Kids and Their Teacher by Karen Isaacson.
Personal Reflection and Next Step:
I have to accept that if my classroom is going to become the classroom of my vision, I am going to change my behavior and accept that I am going to be more of a diagnostician than instructor. This is going to require that I make myself let go and relinquish my constant need to be in control and overtly direct classroom activities.
It seems that boys are benefiting significantly more than girls from the use of the netbooks. 3 boys received perfect scores on the last unit exam (this was the first unit in which I only lectured one time). Rarely, does anyone get a perfect score on a unit exam without the aid of bonus points/questions. Score for the netbooks/loss for Mrs. Acevedo's lecture :/. Support for this hypothesis: "With boys, show, don't tell. Keep instruction short and to the point." (Page 193 in A Love for Learning Motivation and the Gifted Child).
My next step in to implement the use of menus to allow the students to choose how they show what they have learned. I anticipate that, initially, there will be a significant amount of guidance necessary for some of my students, but there are quite a few that I suspect will be willing to take complete control of their learning and use me when they need me.
On to the next step.
Wednesday, December 2, 2009
Blogs, Movie Guides, and the Election
It has been a little while since I have been able to sit down and post since I have now jumped into the technology with both feet. With everything else going on, I was a little behind the curve on fully incorporating the technology until the middle of October. However, the netbooks have made everything in my classroom go much smoother. This is my synopsis of my 2 different classes and their exposure to the grant.
US History: After setting up the Ning network, my US History students began working on blogging full time. They first would go to the Ning to get a pdf of their notes for the day and where able to fill in their notes on their pace. With some of my classes being almost 30% Special Ed. this was an AMAZING transformation. The information was in a condensed version right in front of them, and they did not have to tell me to slow down so they could get all the notes. They were able to do it and ask in depth questions. Once they were finished with the notes, they had to answer questions on the blog that asked them to analyze the notes and what they had learned. They were then able to use their netbooks and notes to create sensory characters of the Jazz Age where they drew a person from the Jazz Age depending on who they drew from the cup (i.e Charles Lindbergh, Clarence Darrow) and show what that person would see, hear, or feel. I feel like in this lesson we incorporated both the tecnology and the tactile learning that students enjoy so much. I had several students tell me it was the best class they had ever had. I also had a student that can be a trouble maker in general, that never asks questions, ask pointed questions about the lesson and was able to make inferences, asking "What effect does illegal money (i.e. bootleggers) have on everyone else?" It honestly took me a moment to answer because I was so surprised :)
AP Government: My AP students have also done their notes on the Ning, but my favorite activity with them has been a twist on the traditional movie guide. I only show one movie in my AP class, so they were all ready to watch. When they came in to class, they got the netbooks and logged onto the Ning. As they watched, during key moments, I would post a question on the blog that they had to answer. It was an interesting experience to get real-time feedback on the pressing issues of the movie. In one class I had over 150 responses.
*The other activity that we did, was internet based. When studying the election process, students participated in an election simulation from http://broadband.ciconline.org/elections/ where they had to choose which party they were running from, where to campaign, how much money to spend, etc. After winning or losing the election, they had to blog about their decisions and how it affected the outcome. It was interesting to see the students get active information that they could then incorporate to their learning style.
The best thing about the grant aside from seeing the students constantly being actively engaged, is the ease of differentiation. We try to differentiate as much as possible but there are certain things that it becomes difficult to do without separating the students. With this, there is an ease and every student is able to do and learn the best way for them.
Next up for me is learning how to work the Wii games for the classroom, as we start World War II in January so with both me and the students being excited about the prospect, it should be a great Spring semester.
US History: After setting up the Ning network, my US History students began working on blogging full time. They first would go to the Ning to get a pdf of their notes for the day and where able to fill in their notes on their pace. With some of my classes being almost 30% Special Ed. this was an AMAZING transformation. The information was in a condensed version right in front of them, and they did not have to tell me to slow down so they could get all the notes. They were able to do it and ask in depth questions. Once they were finished with the notes, they had to answer questions on the blog that asked them to analyze the notes and what they had learned. They were then able to use their netbooks and notes to create sensory characters of the Jazz Age where they drew a person from the Jazz Age depending on who they drew from the cup (i.e Charles Lindbergh, Clarence Darrow) and show what that person would see, hear, or feel. I feel like in this lesson we incorporated both the tecnology and the tactile learning that students enjoy so much. I had several students tell me it was the best class they had ever had. I also had a student that can be a trouble maker in general, that never asks questions, ask pointed questions about the lesson and was able to make inferences, asking "What effect does illegal money (i.e. bootleggers) have on everyone else?" It honestly took me a moment to answer because I was so surprised :)
AP Government: My AP students have also done their notes on the Ning, but my favorite activity with them has been a twist on the traditional movie guide. I only show one movie in my AP class, so they were all ready to watch. When they came in to class, they got the netbooks and logged onto the Ning. As they watched, during key moments, I would post a question on the blog that they had to answer. It was an interesting experience to get real-time feedback on the pressing issues of the movie. In one class I had over 150 responses.
*The other activity that we did, was internet based. When studying the election process, students participated in an election simulation from http://broadband.ciconline.org/elections/ where they had to choose which party they were running from, where to campaign, how much money to spend, etc. After winning or losing the election, they had to blog about their decisions and how it affected the outcome. It was interesting to see the students get active information that they could then incorporate to their learning style.
The best thing about the grant aside from seeing the students constantly being actively engaged, is the ease of differentiation. We try to differentiate as much as possible but there are certain things that it becomes difficult to do without separating the students. With this, there is an ease and every student is able to do and learn the best way for them.
Next up for me is learning how to work the Wii games for the classroom, as we start World War II in January so with both me and the students being excited about the prospect, it should be a great Spring semester.
Tuesday, November 10, 2009
Google Docs Fun Times
Working with Google Docs has definitely been a new experience for all of us. My students have slowly warmed up to the idea, but still prefer using Microsoft Office as to avoid the log-on process. However, we all just need to get over it because it's cheaper to work in the clouds and accessible to them at home if they themselves dont' have Microsoft Office! Below, I have written a few tips to help teachers using google docs for the first, second, third, or even fourth time not to go too crazy :)
Tip#1 Write this statement somewhere on your whiteboard:
Please check these things below before asking me to help you log-in...or else :)
(1) Press Fn + NumLK (this will turn numbers into letters and allow you to type normally)
(2) Do not use Caps Lock when trying to log-in for any reason (your password will not work)
(3) Use the Shift key to capitalize letters in your password (you must capitalize password letters)
If you choose to not follow this very essential tip, you will have twenty hands in the air at any given moment asking one of these three questions :)
Tip#2 Have students practice logging in and logging out multipe times for a warm-up assignment.
This will help get the process running smoothly by students logging on immediately vs. 15 minutes into the class period. It might be good to do this warm-up two days in a row. It's pretty surprising how difficult for the students logging on to google docs can be, so prepare and set aside time to practice, practice, practice!
Tip#3 Have students save files from Google Docs into their Norway student file as back-up.
To do this click "File" (within the google docs, not the Internet Explorere "File"), click "Download As", click whatever format you want the file to be downloaded as (their will be a list), Click "Save", Click the pull-down tab to find norway, Click "Norway", Click graduation year, Click student folder, Click SS Portfolio (or whatever portfolio your class is using), Click "Save, and you're done!
That's all she wrote!
Until next time,
Mrs. Williams
Tip#1 Write this statement somewhere on your whiteboard:
Please check these things below before asking me to help you log-in...or else :)
(1) Press Fn + NumLK (this will turn numbers into letters and allow you to type normally)
(2) Do not use Caps Lock when trying to log-in for any reason (your password will not work)
(3) Use the Shift key to capitalize letters in your password (you must capitalize password letters)
If you choose to not follow this very essential tip, you will have twenty hands in the air at any given moment asking one of these three questions :)
Tip#2 Have students practice logging in and logging out multipe times for a warm-up assignment.
This will help get the process running smoothly by students logging on immediately vs. 15 minutes into the class period. It might be good to do this warm-up two days in a row. It's pretty surprising how difficult for the students logging on to google docs can be, so prepare and set aside time to practice, practice, practice!
Tip#3 Have students save files from Google Docs into their Norway student file as back-up.
To do this click "File" (within the google docs, not the Internet Explorere "File"), click "Download As", click whatever format you want the file to be downloaded as (their will be a list), Click "Save", Click the pull-down tab to find norway, Click "Norway", Click graduation year, Click student folder, Click SS Portfolio (or whatever portfolio your class is using), Click "Save, and you're done!
That's all she wrote!
Until next time,
Mrs. Williams
Monday, November 9, 2009
Facebook Profile Creation
"Williams' GeoWorld" is the page I have created on facebook for my students to blog, comment on other students' blogs, post pictures, and post videos onto. My students have had a blast creating academic and school appropriate facebook profiles connected to their mysbisd gmail accounts!
Step 1: Sign-up for facebook (www.facebook.com ) using mysbisd gmail accounts
Step 2: Open mysbisd gmail account to confirm e-mail before (open e-mail from facebook, click on blue link, this will get you back to the facebook site)
Step 3: Create facebook profile (Make sure to have a conversation before students begin sharing too much information on facebook about what is appropriate a.k.a. do not put things like phone numbers, address, cuss words, inappropriate pictures, etc.)
Step 4: Take a facebook profile picture using the webcam on the Asus
Signing up and creating their profiles took a full class period and a little of the next class for some. Most, however, were able to get write into blogging, commenting, and posting the next day.
The first question I asked them to blog is below. I also asked them to thoughtfully comment about at least two other student's blogs. This was a lot of fun! I put the Williams' GeoWorld page up on my Activboard screen, which they liked because they could see when people posted and all that good stuff!
Williams' GeoWorld
If you were a photographer for the book called “A Day in the Life of America” or the video “America Through My Eyes” what 10 things would you photograph? Give a brief explanation of why for each of your choices.
Step 1: Sign-up for facebook (www.facebook.com ) using mysbisd gmail accounts
Step 2: Open mysbisd gmail account to confirm e-mail before (open e-mail from facebook, click on blue link, this will get you back to the facebook site)
Step 3: Create facebook profile (Make sure to have a conversation before students begin sharing too much information on facebook about what is appropriate a.k.a. do not put things like phone numbers, address, cuss words, inappropriate pictures, etc.)
Step 4: Take a facebook profile picture using the webcam on the Asus
Signing up and creating their profiles took a full class period and a little of the next class for some. Most, however, were able to get write into blogging, commenting, and posting the next day.
The first question I asked them to blog is below. I also asked them to thoughtfully comment about at least two other student's blogs. This was a lot of fun! I put the Williams' GeoWorld page up on my Activboard screen, which they liked because they could see when people posted and all that good stuff!
Williams' GeoWorld
If you were a photographer for the book called “A Day in the Life of America” or the video “America Through My Eyes” what 10 things would you photograph? Give a brief explanation of why for each of your choices.
Friday, November 6, 2009
Notes via Ning
Today my class started to look more like what I dream it will eventually be by nature. I want be a "guide on the side" rather than a "sage on the stage". Today, I was a "guide on the side" and it was GREAT....mostly for my students! Today, my students took notes (that would normally be presented whole group) from the Ning.
The scenario: I add a blog post to our class Ning that include a link to a flip chart. The students logged on to the class Ning, opened the flip chart on their netbook, and took the outline notes on a cloze like/fill in the blank handout. The beauty of this was that every child worked at their own pace. Some students made connections quickly and finished quickly and were able to move on. Some students needed a little more time to read the notes and make connections. No one had to wait for anyone else. Each child controlled their own learning.
The students were required to reflect on this new note taking experience on the blog. I was very happy to see that those students who finished quickly provide very positive feedback/liked the experience because these are the students who I find get bored, impatient, and discouraged in class when they have to wait for everyone else to catch up to them. However, in general, all student feedback has been positive. Those students who need a little more time to learn new concepts/content seem to appreciate being able to work at their own pace and not being rushed by whole class time limits.
I excited about what tomorrow will bring, and I feel that my students are excited to be a part of this pilot!
The scenario: I add a blog post to our class Ning that include a link to a flip chart. The students logged on to the class Ning, opened the flip chart on their netbook, and took the outline notes on a cloze like/fill in the blank handout. The beauty of this was that every child worked at their own pace. Some students made connections quickly and finished quickly and were able to move on. Some students needed a little more time to read the notes and make connections. No one had to wait for anyone else. Each child controlled their own learning.
The students were required to reflect on this new note taking experience on the blog. I was very happy to see that those students who finished quickly provide very positive feedback/liked the experience because these are the students who I find get bored, impatient, and discouraged in class when they have to wait for everyone else to catch up to them. However, in general, all student feedback has been positive. Those students who need a little more time to learn new concepts/content seem to appreciate being able to work at their own pace and not being rushed by whole class time limits.
I excited about what tomorrow will bring, and I feel that my students are excited to be a part of this pilot!
Wednesday, November 4, 2009
Inauguaral Blog!!
It has finally happened...my students have completed their first official blog on the class Ning! I am so excited. It went very well! This is so powerful! This is the first time ever in my career that EVERY student has had there voice/thoughts heard/read by EVERY other student in a single class period. No one can hide, no one gets drowned out, everyone contributes!
The scenario: I posted a conceptual question based on the SS district curriculum on our portal for the Middle Ages unit. I figured this would be a good set for introducing the unit and to get the kids thinking about what they are going to learn. As far as blogging goes, I thought a conceptual/general question would be an unintimidating way to start because there really is not a wrong answer. The wrong answer is NOT answering/commenting on blog :)
This is very encouraging...it has been an uphill battle getting to this point, but, at the moment, I am a feeling like it is well worth the battle. The kids are loving it, I am loving it, and I think it is only going to get better!
The scenario: I posted a conceptual question based on the SS district curriculum on our portal for the Middle Ages unit. I figured this would be a good set for introducing the unit and to get the kids thinking about what they are going to learn. As far as blogging goes, I thought a conceptual/general question would be an unintimidating way to start because there really is not a wrong answer. The wrong answer is NOT answering/commenting on blog :)
This is very encouraging...it has been an uphill battle getting to this point, but, at the moment, I am a feeling like it is well worth the battle. The kids are loving it, I am loving it, and I think it is only going to get better!
Monday, October 26, 2009
Extra Benefits
There is a definite added benefit to having the Asus netbooks in our classrooms. Aside from the planned activities and events that we all share, having them in the room allows for faster research and more engaging projects. My government students are currently working on foldables for the three branches of government. Normally it is a very textbook intensive assignment but with the netbooks they have been able to create more engaging projects with better graphics by being able to get on the internet in the classroom without the disruption of moving to a computer lab. They are also able to get real time information that applies to each branch to include which makes it a much more lively interaction.
Tuesday, October 20, 2009
World News by BLOG POPULARITY!
In exploring current events and world news with my students, I have come across a pretty cool Web 2.0 app called THOORA (http://beta.thoora.com/). It allows the reader to explore world news by popularity of what's being talked about on people's blogs. This website tells you when the issue became popular, how many people are blogging or tweeting about the issue, links to articles on the issue, and essentially what issue is getting the most attention. Thoora is an interesting way to attract students' interest in what's going on in the world.
Pros:
(1)Thoora is a different and interesting way to discover world news!
(2)Students able to navigate the website with ease and research without needing too much instruction on how to operate the site.
(3)I was able to connect this website to teaching primary/secondary sources.
Cons:
(1)Web 2.0 apps generally function best using Firefox, which is not supported in SBISD.
Pros:
(1)Thoora is a different and interesting way to discover world news!
(2)Students able to navigate the website with ease and research without needing too much instruction on how to operate the site.
(3)I was able to connect this website to teaching primary/secondary sources.
Cons:
(1)Web 2.0 apps generally function best using Firefox, which is not supported in SBISD.
Puzzled......
I am having a dilemma. My students are performing unusually high on my tests (the same tests that I have given in the past) and I am not sure why. I know they are not cheating....I watch them like a hawk! I am not sure what is happening. Are my tests too easy for this generation of sophomores? Am I teaching too low on the taxonomy? Is the use of the technology and more pictures making that much of a difference? I am at a loss. I talked to S. Russo about this the other night and she recommended that I consistently give pretests before each new unit. She thought this would help me assess the difference in learning between units that include technology projects and units that do not, as well as, provide valuable/measurable feedback regarding the effectiveness of the PTL grant resources/increased use of technology in the classroom in general.
Is anyone else experiencing a similar situation?
Is anyone else experiencing a similar situation?
Monday, October 19, 2009
Eco Tycoon Update
Last week was my first opportunity to use the laptops. The project my students were working on was centered around the "Eco Tycoon" game. The premise of this game is very simple. Players select a continent that they will be in charge of. From that point on, they have free reign over all political, economic, and environmental decisions that are made. As the game progresses, students are given an Annual Report for their continent. Within this Annual Report one can find carbon levels, energy production numbers, and import/export information. Given this information, students attempt to consistently improve their continent on a year to year basis.
Originally, our team was going to base an Urban Planning lesson off of the Sim City games. We weren't able to get access to this game, but "Eco Tycoon" seems to be a sufficient alternate. Students still have the ability to manipulate the landscape by deciding which forms of energy and industry will be built on their continent. On the other hand, this game seems to lean more towards the Human-Environment Interaction realm as opposed to Urban Planning.
Nonetheless, the project I created still involves critical thinking questions, keeping an annual log, and producing a hard copy map of their finished continent.
Originally, our team was going to base an Urban Planning lesson off of the Sim City games. We weren't able to get access to this game, but "Eco Tycoon" seems to be a sufficient alternate. Students still have the ability to manipulate the landscape by deciding which forms of energy and industry will be built on their continent. On the other hand, this game seems to lean more towards the Human-Environment Interaction realm as opposed to Urban Planning.
Nonetheless, the project I created still involves critical thinking questions, keeping an annual log, and producing a hard copy map of their finished continent.
US History Update
Today was my first chance to get to use the Asus laptops in my classroom. Because most of the games for US History don't come into effect until after World War I, we spent the day working on Wordle.net which is a Web 2.0 app. After the initial oohing and ahhing, the students were immediately ready to get to work. Their assignment was to find three different articles looking at different aspects of the Presidency. They then had to pick what they thought were the two most important paragraphs for each and then insert them in no particular order into wordle. They were excited to see the word clouds, and were surprised at which words were "highlighted" as the most repeated. They then had to decide why they thought those words were repeated in all the articles, and if different articles had different emphasis.
Pros to Wordle:
1. Students were very excited to get to use it, and appreciated the ease of the app.
2. Students were able to do quick analysis on articles and view different perspectives on how words were used, picking up on key vocabulary
Cons:
1. no save option, only print or save online for public view.
2. Students that had an issue printing, tried to email me screen shots but since the screen is small, the screen shot does not capture the entire word cloud.
Pros to Wordle:
1. Students were very excited to get to use it, and appreciated the ease of the app.
2. Students were able to do quick analysis on articles and view different perspectives on how words were used, picking up on key vocabulary
Cons:
1. no save option, only print or save online for public view.
2. Students that had an issue printing, tried to email me screen shots but since the screen is small, the screen shot does not capture the entire word cloud.
Tuesday, October 13, 2009
Toon Doo Experience
Overall, I think Toon Doo is a good web program to use with our students. It allows for seemingly endless creativity which is something that many of my students mentioned was their favorite aspect of the program in their post project reflections. However, there were some problems encountered.
Pros:
1. The program is user friendly. Overall, the majority of my students were able to figure out how to use the various functions of the web program fairly quickly.
2. Many of the students expressed their like for the ability to use their creativity in showing their learning.
3. Many of the students expressed that they liked the "newness" and uniqueness of the web program.
4. Some students expressed that they felt that they thought they "remembered" the notes because they were creating stories with pictures. They felt that clicking and dragging was quicker, more visually appealing, and more efficient that illustrating by hand.
Cons:
1. Signing up for Toon Doo accounts and learning how to navigate/use the program takes at least 1 full class period.
2. Some students (approx. 10) were overwhelmed/confused by the amount of choices.
3. SAVING ISSUES: many of the students lost a days worth of work because their work would not save. We suspect this was an issue caused by the wireless kicking in and out. If the students attempted to save without checking to the wireless connection, the program froze in save mode and the work was lost. Many had to restart their comic strips. This caused disappointment/dispair in these students. We solved the problem by resorting to saving screen shots.
http://www.toondoo.com/
Student Work Sample:
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Pros:
1. The program is user friendly. Overall, the majority of my students were able to figure out how to use the various functions of the web program fairly quickly.
2. Many of the students expressed their like for the ability to use their creativity in showing their learning.
3. Many of the students expressed that they liked the "newness" and uniqueness of the web program.
4. Some students expressed that they felt that they thought they "remembered" the notes because they were creating stories with pictures. They felt that clicking and dragging was quicker, more visually appealing, and more efficient that illustrating by hand.
Cons:
1. Signing up for Toon Doo accounts and learning how to navigate/use the program takes at least 1 full class period.
2. Some students (approx. 10) were overwhelmed/confused by the amount of choices.
3. SAVING ISSUES: many of the students lost a days worth of work because their work would not save. We suspect this was an issue caused by the wireless kicking in and out. If the students attempted to save without checking to the wireless connection, the program froze in save mode and the work was lost. Many had to restart their comic strips. This caused disappointment/dispair in these students. We solved the problem by resorting to saving screen shots.
http://www.toondoo.com/
Student Work Sample:
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Tuesday, October 6, 2009
Special Delivery
We got them! Our students logged on to the netbooks within moments of them being delivered. They were excited to finally have them in the classroom. So far so good!
My students are using the netbooks and ToonDoo (www.toondoo.com) this week to create comic strips illustrating the Rise of the Roman Empire. I am loving this web site and it seems that my students are too. It is very user friendly and allows for endless creativity and imagination.
Was introduced to Brain Pop (www.brainpop.com) this afternoon and think it is awesome! Like ToonDoo, it is very user friendly and interactive. It seems that this will be an excellent resource for our ESL/LEP students. Check out the Social Studies section of the site. I have the passwords and will pass them along.
Hmmm...I am trying to figure out a system for managing all of the user names and passwords for our students. Any ideas?????
My students are using the netbooks and ToonDoo (www.toondoo.com) this week to create comic strips illustrating the Rise of the Roman Empire. I am loving this web site and it seems that my students are too. It is very user friendly and allows for endless creativity and imagination.
Was introduced to Brain Pop (www.brainpop.com) this afternoon and think it is awesome! Like ToonDoo, it is very user friendly and interactive. It seems that this will be an excellent resource for our ESL/LEP students. Check out the Social Studies section of the site. I have the passwords and will pass them along.
Hmmm...I am trying to figure out a system for managing all of the user names and passwords for our students. Any ideas?????
Friday, September 18, 2009
Team Meeting Notes; September 26
Celebrations:
It seems that we are in the final stages of the ordering process! We should be receiving the netbooks by the 1st or 2nd week in October.
Our students has already completed (collectively) 6-7 technology based projects/lessons, and they have been performing very well.
Are we going to have the netbooks by the 1 week of October? If not, we will have to re-plan our lessons that were designed to incorporate certain software/Internet access.
Team Business:
We are in the process of getting our team web page set up through our campus web master.
Next Meeting: October 21 at 3:15 in room D305.
It seems that we are in the final stages of the ordering process! We should be receiving the netbooks by the 1st or 2nd week in October.
Our students has already completed (collectively) 6-7 technology based projects/lessons, and they have been performing very well.
Our students have expressed excitement about incorporating the Wii's and the PC games.
Concerns:Are we going to have the netbooks by the 1 week of October? If not, we will have to re-plan our lessons that were designed to incorporate certain software/Internet access.
Team Business:
We are in the process of getting our team web page set up through our campus web master.
Next Meeting: October 21 at 3:15 in room D305.
Wednesday, August 26, 2009
Team Meeting Notes; August 25
Celebrations:
Concerns:
- The Wii Systems have been delivered!! The laptops have been delivered to the district and are being processed! Yea!!!
Concerns:
- The eta of the COW's. The team agreed that we would happily store the netbooks under lock and key until the COW's arrive on campus. Our understanding is they are slated to arrive at the end of September/beginning of October.
Team Business:
- Team Meeting Schedule: Our team will meet formally on the 3rd Wenesday of each month during the 1st Semester. We will decide on the day of our meeting for the 2nd Semester on a later date. We will meet after school in room D305.
- District Meetings: Our team has decided to attend the required district Power To Learn meeting on the follow days: October 20, January 7, May 13.
- Web Site: Our team web site is in the works. It should be up and running by the 3rd week of school. The site will include links to our team and classroom blogs, a technology usage calendar(with room numbers), and other items yet to be determined.
- Video Games: We discussed Wii game selections. Some games have delayed publishing dates. We made final decision on 5/9 PC/Wii video games. We selected the following 5 games: Civilization (PC); SimCity 4 (PC); Axis and Allies (PC); Smarty Pants (Wii); Medal of Honor: Heroes 2 (Wii)
- We discussed our individual acticipated 1st projects with the acquired technologies.
- Questions concerning the manner in which the PC games would be loaded and an e-mail addressing these concerns was sent to our coordinator.
- We discussed Parent Authorization forms and other SBISD forms that need to be signed by parents, students, and teachers prior to the onset of blogging and archiving student work/photos.
Next formal meeting: September 16 @ 3:15 in D305.
Thursday, August 6, 2009
Blogging Information
Hello Team!
Hope you have had a good summer! I attended a couple of technology sessions at Teacher U this week that I think will be tremendously helpful at getting us off to a good start. The link below is to a page that provides excellent information about using blogs in the classroom.
http://csa.springbranchisd.com/bardenc/science_blog.htm
Also, I am almost positive that I am going to use ning for my class blog. It seems to be very user friendly and, well, I think the kids will find it appealing. Please check mine out (it is in a very primitive state) and see what you think. Hard/easy to read, follow, use.....? Let me know what you think.
http://acevedonhs.ning.com
Hope you have had a good summer! I attended a couple of technology sessions at Teacher U this week that I think will be tremendously helpful at getting us off to a good start. The link below is to a page that provides excellent information about using blogs in the classroom.
http://csa.springbranchisd.com/bardenc/science_blog.htm
Also, I am almost positive that I am going to use ning for my class blog. It seems to be very user friendly and, well, I think the kids will find it appealing. Please check mine out (it is in a very primitive state) and see what you think. Hard/easy to read, follow, use.....? Let me know what you think.
http://acevedonhs.ning.com
Tuesday, August 4, 2009
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