Lesson Task:Chapter 6 /Activity 6 - Integrating Word Processing into Grade/Subject Content

Given the fact that I am teaching 3 very different courses (ELA 10th grade American Literature, Public Speaking, and "Studies in Racism and Diversity"), I have numerous opportunities to integrate word processing into the curriculum. For me, currently and in a teaching capacity, I utilize MS Word to create my lesson plans and post them to a web site for the students, parents, and myself to access. (LESSON PLANS) I also use it to create computer lab lessons that can in turn be posted to a "shared student folder" (SSF) for an entire class of students to access simultaneously for the purpose of directing a focused path of learning for that day. MS Word has been a powerful tool for me in creating web quests/web searches for my students based on unit content.

Pertaining to student use, word processing is being used to record into charts and tables such information as the pros and cons of a topic in a persuasive essay that my 10th graders may be writing. It can be used as a tool to record "response to literature" based tasks whereby a PDF reading piece is posted on the SSF for all students to read and the students are then required to offer commentary to questions posed by me regarding the text. This commentary is then saved to the students' home directory and printed out for me to evaluate. Another use of word processing would be the posting of personal comments by the students on a blog site I have available and the subsequent comments made by the readers of the blog. There are a host of web based sites (tradingcards.com for instance) that offer content based lessons using word processing to create excellent classroom and student "products".
A recent technique where I've used word processing is to use a laptop and LCD projector to create a virtual environment in showing students how to approach and complete specific components of their research paper. One such instance was to construct, right in class, the first paragraph of a research paper that included the context and topic sentence. It was then saved as a document and posted on the SSF the next time we visited the computer lab to serve as a guide in writing the paper.

My intent during the future, as I learn more about the technology available by virtue of taking this EDU 839 course, is to search out exemplary web based content that ties directly to my courses that makes use of having students utilize word processing. Contrary to popular belief, students are not as savvy and comfortable using word processing programs as one would assume - using word processing as often as possible will alleviate this situation.

Review of Educational Use of Wikis - Posted Class Wiki Task

I visited Rachel Boyd's site "The Wiki Way". It was chock full of helpful guides, hints, and tools to make a wiki site come to life. I especially was drawn to the "Bling" feature/tutorial that instructs potential wiki users on how to add "pizzazz' to their wiki for the express purpose of captivating students visually into using the wiki. Once they are hooked on looking, having them work with it is much more probable. I also cherish the notion of being able to post documents to the wiki - one such desired example would be student modeling documents that can serve as a benchmark for current students in approaching and completing an assigned task. The ability to add helpful web links that supplement classroom teachings is another boon to wiki use. Posting my weekly lesson plans would be yet an additional feature that both parents and students could make practical use of.

Assignment #5 - 2/22/10: Content Area WebQuests

I chose 2 WebQuests that are closely related to courses that I currently teach. 1) "Studies in Racism and Diversity" - The first site, dealing with the concept of race, speaks to considerations of what constitutes race, how global societies establish diversity and social interactions based on race, and what some of the misconceptions are in defining race. This would be an excellent "adventure" for my students to pursue given the fact that much of the course examines racism and genocidal issues in history. 2) American Literature - Whoa...did I find a mother load of resource material that my students would have a field day with regarding "The Crucible". At the "front end" of each school year, in October, I spend approximately 4-5 weeks teaching this play to my students. This year, my students derived so much interest in this awesome piece of literature (one of my most favorites to be sure!) that they didn't want to "leave" the play once it was completed. This particular webquest delves into a contextual examination of some of the key aspects that played a major role in what took place in Salem, Massachusetts, in 1692. Prior to always starting a curriculum unit, I dedicate a significant amount of time to sharing background knowledge with my students about the specific piece of literature. It never fails to pay dividends during the course of study of a literary work. THIS WEBQUEST WILL ENABLE ME TO RAISE THAT CONTEXT TO AN EVEN GREATER DIMENSION! CAN'T WAIT TO TRY IT!!! :)

"Digital Nation" Response

Steve Flynn - Response to:
Frontline: “Digital Nation” Aired 2/2/10

The program hit the nail on the head with the comment regarding technology communication without social interaction. It is indeed a sign of the times that we are witnessing. So much attention is given to being involved in a “techno-culture” that leads to removal of face-to-face contact and socialization. It reminded me of home teaching situations where, due to some students being confined to home for various reasons and time periods, they are deprived of the social aspect of daily life. Also, a converse situation occurred immediately after the Blizzard of ’78 when people were relegated to walking as the sole means of mobility – it catered to people actually communicating on a face-to-face basis. It was great! I experienced this first hand!

Some other pieces of information that were worthy of note:
1. Students were characterized as having difficulty in digesting learning.
2. Dr. Turkle’s quote: “To be creative, not distracted!”
3. Dr. Yung: coined the term “Internet Addiction” – he was the first to classify it as a psychiatric malady.
4. Internet “rescue camps” – these were devised as a “de-tech” (as in “detox” center) method of weaning teens off technology overload.
5. For 15 year-old Young Ill (not sure of the spelling!), this rescue camp didn’t work. He couldn’t even communicate with his mom.
6. S. Korea serves as a model for using technology prudently. At the same time that students are taught to read, they are taught to go on-line, BUT cautioned to do so responsibly. Nevertheless, there are 1000’s of Internet “huts” existing that cater to infatuation with techno-related activities.
7. “Netiquette” – Internet etiquette
8. Major premise offered by Steve Major: The world’s going to require kids to build things and be problem solvers. Currently, kids are not headed down that path with their focus being on technology and NOT critical thinking skills!
9. Mr. Levy’s comment: “The world has sped up, education has not!” SO TRUE!
10. Professor Baurlein (?): Students can’t write – only 6% of professors said that students are prepared coming into college ready to go – kids now write in paragraphs, not essays!
11. “Paying attention to 1 thing is an art lost!” This clearly sums up the state of learning at the hands of technology today AND what, I feel, was the main message of this program.

NOTE: This program may be viewed in its entirety by visiting the following link:
"Digital Nation"

Assignment 2/8/10: 3 Types of Portfolios_Response

EDU 839
Steve Flynn
2/8/10: Assignment 4 Response (Portfolios)

1) A working portfolio constitutes a collection of a preservice teacher’s formative work as it relates to producing educational pieces that meet performance and teacher education program standards. This may be exemplified by unit/lesson plans, multimedia presentations, and reflective “diaries”. They are intended to depict growth and development of the preservice teacher.

2) An assessment portfolio includes specific pieces or artifacts that are required by the education program and that allow for assessment by the education program to determine a teacher’s qualifications toward standard.

3) The showcase portfolio contains the preservice teacher’s exemplary work (artifacts) with consideration, for instance, given to addressing a standard(s). These showcase portfolios are assembled typically to be utilized in the process of seeking employment as a full-fledged teacher.