Digital Storytelling in my Classroom

In my Fundamentals of Technology for Educators class, this week we were asked to draw upon the ideas of curriculum integration and digital storytelling to implement in my classroom. The first curriculum integration that came to mind for me was writing (as I'm sure every 4th grade teacher would). I would like to use digital storytelling as a means to plan, organize, and write to a prompt.

Teaching 4th grade writing is 99% about ensuring success on FCAT Writes. At this point of the year we have planned and brought writing to completion together quite a few times. The problems I am facing the most are: motivating the students to write and organization. If I am able to provide students with technology for their writing from beginning to end, motivation may improve. Also, the students who are having a hard time organizing their writing may need a different visual/media as technology. Some apps that I have previewed for their use include: StoryKit, Idea Sketch, Evernote (all free).

My next step is to decide on which app will be the best to create a digital story. I will prefer to use an imaginative narrative prompt; I believe that the digital stories will be more creative and high interest. I would like to hear suggestions on how to use iPads for Digital Storytelling....this is definitely a learning process!

A Need for Authentic Project-Based Learning

The Need for Authentic Project-Based Learning

created/retrieved on October 26, from www.wordle.net 

The need for project-based learning is growing as fast as the need to prepare our students for 21st Century skills. As a matter of fact, I believe that they coincide. Project-based learning, by definition, is when students explore real-world problems, simultaneously developing cross-curriculum skills while working in small collaborative groups. (Do I sense common core as well?!) This is the formula for preparing students with career-ready skills.

6 Reasons why you should use project-based learning

1. Deeper Knowledge of Subjects - Research indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning.
2. Develop Confidence and Self-Direction - Students move through projects with both team-based and independent work.
3. Develop Better Communication - Students will hone their organizational and research skills and develop better communication with their peers and adults.
4. Meaningful Assessment - The students can easily see how academic work can connect to real-life issues and they are evaluated on the basis of their project rather than on the comparatively narrow rubrics defined by exams, essays, and written reports.
5. Integration of Technology - Project-based learning easily lends itself to the integration of technology. The internet can be a resource that students may use when conducting their research.
6. Spark Students' Desire to Explore, Investigate, and Understand their World - 'nuff said!

-Information organized/retrieved on October 26, from www.edutopia.org/project-learning-introduction

Robotics is a club that I co-coach after school. Robotics embodies project-based learning. The best way to summarize First Lego League is to say that it is a robotics program for 9 to 16 year olds. It is designed to get children excited about science and technology - and teach them valuable employment and life skills. In FLL, the children do the work! The work being; programming an autonomous robot to score points on a thematic playing surface, creating an innovative solution to a problem as part of their project, all while being guided by the FLL Core Values. Our team attends two competitions in a year. This year the challenge is called Senior Solutions. The students must research and design a solution to a problem that senior citizens face. It truly is inspiring to see students collaborate together to solve a real-world problem. One of the Core Values is gracious professionalism. This core value, for me, is the most rewarding attribute to Robotics. It isn't about winning or solving a problem and keeping it from everyone. Teams, especially at competitions, help each other when a problem arises with their robot and assist each other when they can.

Project-based learning IS authentic learning. What better way to prepare our students for careers after graduating.

Quality Assurance in Blended Learning

What constitutes the best combination of online and face-to-face learning experiences?

Truth is, you can't. Just like in an exclusive face-to-face classroom, there is no one best combination of traditional practices much less for the newer world of blended learning. I think we can all agree that elementary is "a horse of a different color"...in many ways, but I will keep it related to blended learning in this post. :-)

Elementary teachers establishing a blended learning environment is more about gradual implementation. First, the teacher must be comfortable and knowledgable with the online component that is being used. I will use Edmodo for example since this is a website I am comfortable with and could constitute as a type of learning management system at a lower level. 

When I first start the school year with Edmodo I gradually introduce to the students how to use Edmodo, usually with a question or poll that they can respond to. As the year progresses, I have the students take more control of their Edmodo profile. At this point in the year I have literature circles exclusively online through Edmodo. I am able to create small groups and each student in the group has an assigned literature role that rotates every time we read a new chapter. (I use the literature roles from Super Teacher Worksheets website - which charges a yearly membership fee, but is completely worth it) I read aloud a chapter book during class and they are responsible for preparing their literature role post on paper first. The students will then have time to post to their group on Edmodo during class time or even at home. The idea is to create discussion completely on Edmodo; learning how to respond to questions, form opinions, all while maintaining Netiquette. The main idea being that learning doesn't just end at 2:05, the discussion continues at home.

The best combination of online and face-to-face learning experiences really depends on the teacher and students. What the teacher is comfortable with and gradually including more through the year. Also, we must consider what the students are ready for. A lot of time, preparation, and training goes into elementary students using online components - not just using, but using successfully. 

Digital Storytelling

Digital Storytelling on Prezi

Blended Assessments using iPads

How can you avoid creating a "high stakes" environment that may inadvertently set students up for failure/cheating?

When facilitating a blended learning environment, we must review and consider what types of assessments we will deliver online. As an elementary teacher I cannot assume that all of my students have access to a computer and/or the internet at home. So I can implement assessments online, provided I allow completion during class.

The state of Florida already has a "high stakes" assessment that is delivered online, called FAIR (Florida Assessments for Instruction in Reading). The assessment administers a broad screening task which includes an adaptive reading comprehension measure. This reading comprehension screen predicts student success on the FCAT. It provides teachers with instant feedback on each student. This assessment is administered three times a year. At my school, each class has a scheduled time for their class to use the computer lab to take this assessment.

So how can I create an assessment for the students to take online, in my classroom, and without creating an environment for cheating?

There is an option on the iPad called Guided Access. This feature allows you, as a teacher, to create an assessment environment where students won't have access to cheating or being off task. First you must make sure that Guided Access is on. Under General, then accessibility, towards the bottom under "Learning" make sure Guided Access is enabled. Once it is, then you can bring up the task (assignment, quiz, or test) that you want the student to complete. Once it is up on the screen, triple click the home button and you will activate Guided Access.

Once you are here, you can circle with your finger what you want blocked for student use.

You'll notice the iPad will recognize what you outlined.

You can then press start at the top right and it will prompt you to set a passcode. Make sure you remember what it is! :-)

The screen will then revert to the student's assigned activity. The picture below might be difficult to see, but the tabs, URL, and google search bar is blocked - notice the gray box over it. If the student clicks the home button it will notify them that "Guided Access is enabled. Triple-Click the home button to exit." If the student does triple click the home button, it will prompt them for the passcode that you set.

Enter the passcode to exit Guided Access.

Now that I have learned of this wonderful secret, students will not attempt to cheat using other features of the iPad and they will not browse other apps that they shouldn't be on during an assignment.

I hope this information is useful to you as a teacher teaching with an iPad. 

Technology + Positive Behavior Management

Technology + Positive Behavior Management

While perusing the podcasts at TeacherCast Podcast Network, I came across an episode that spotlighted Sam Chaudhary, the co-founder of the web-site Class Dojo. Class Dojo is a classroom tool that helps teachers, parents, administrators, and students manage and improve classroom behaviors. Class Dojo helps to build positive behaviors that are beneficial to learning. The website, which is very user-friendly, runs on the projector during class and it can interface with the work being done on the projector. Teachers can sign up (for free!) and are able to customize behaviors that they want to build in the classroom. Each student is assigned an avatar - my class thought this was fantastic.

When the teacher observes this behavior occurring, he/she can simply click and award a plus 1 to that student. If the student makes a bad choice, you can select the poor choice he or she made and take away a point. It keeps an ongoing record of where they are at in points. The points aren't collected to trade in for something, it is used as real-time feedback and runs on complete intrinsic motivation. 

When the point is awarded, there is a visual and audio alert, all the data is stored, and reports can be shared with parents, students, and administrators.

I have used Class Dojo twice now and independent work time has been pleasant. The students were excited at first and talked about the avatars that they have. I allowed them to do this so that it could get out of their system haha. The second day I used it, the students were whispering, "Class Dojo!" to other students so that they knew to stay on task so they could be awarded a plus 1. The students occasionally look up at the screen, but for the most part were working to prove to me they deserved a point! It was pretty exciting.

One student was off task and I took away a point from him and he made a comment, "that sucks." I took away another point for being disrespectful. A few minutes later I observed this student helping a student sitting next to him with his work. So he had the opportunity to redeem himself a plus 1 by "Helping Others".

I highly recommend trying this app. It's free and positive! What can you lose?

Student Expression in a Blended Elementary Course

How will students express themselves in an elementary blended course?

During the course design process, your task is to identify the best method for students to achieve the learning objectives. Expressing themselves will play an important role throughout your class. Whether they are expressing themselves to the teacher, their peers, or even the public. Since elementary students begin as a face-to-face course, it will be convienient and clear when you establish expectations for how you want students to express themselves. 

Reflections
Reflection activities are a vital component of service-learning when constructed effectively. Reflections can ask students to describe why they did something a certain way, or they can ask for opinions about a topic. Recommended technology for reflections include: ePortfolio, a blog, or a podcast. Implementing reflections in the elementary setting could be reflecting on a science experiment and why you chose to make certain decisions, take a side in a social studies topic, or a reading discussion question that requires an opinion. Whatever the subject or assignment the student reflects on, there are a number of ways that you can help students before, during, and after the assignment:

1. Write clear instructions, including information about your policies on academic integrity and plagiarism.
2. Provide examples of prior students' work or go through the assignment yourself to create a model of what you consider to be good work.
3. Acknowledge the students' points of view and provide feedback.
4. Let the students know that you are aware of their work and that you value their opinions.

Meeting face-to-face so frequently in elementary can be an advantage to a reflection assignment. You are able to foster best practices with the first reflection assignment and taper off instruction in the classroom and create the entire assignment online.