Marlene's+Reflections


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__06/30/09 Ning__ Ning is a good technology to use in poetry. Since it allows students to post work, it can be use as an exhibition center. Students can upload poems and get ideas from other students as to how to analyze poems. Students can also post the work of famous poets (as long as they adhere to copyright guidelines__)__ and get a chance to see what comments the people who posted them made.

For Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||  ||

For Teachers

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||

06/29/09 __Photostory__ In my poetry unit, I can use photostory as an excellent tool to introduce the unit. Since poetry can sometimes be abstract, the teacher use this audio-visual technology to explain what the author is trying to say. Many a times students encounter problems in paraphrasing poetry. For example, The Road Not taken by Robert Frost was analyzed in my class. A student told me the poet was literally talking about walking in the woods and seeing different pathways. The teacher can develop a Photostory to help students analyze more difficult poems such as these.


 * . Design and Develop Digital-Age Learning Experiences and Assessments**

For Teachers Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: For Students b. create original works as a means of personal or group expression.
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
 * b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. ||
 * c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||
 * d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. ||

__06/25/09 Movie Maker__ In poetry there are a number of ways in which Movie Maker can be used. One such way is its use in filming narrative poems. Some narrative poems in my unit are Paul Rivere's Ride, The Cremation of Sam Mcgee, and Casey and the Bat. Students can use Movie Maker record their own interpretation of these poems. Students will get a better understanding of this digital tool and how it works. They will also see how sound and visual effects can affect the storyline and tone/mood of poetry. This might also affect the way they respond to poetry and help them in the overall analysis of poems.

6. Technology Operations and Concepts __For Students__ Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

__For Teachers__ develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

__06/24/09 Copyright__ Copyright is an important issue that everyone has to deal with. Whether or not you are an educator, you need to be aware of the implications. This holds true for my class and particularly my poetry unit. my students have the opportunity to surf the internet and view poems in order to create their anthologies. Children are warned not to copy poets' work but to create their own. The same way they spent time to create the work, so did accomplished poets. Also, many things that are on the internet or in books, people invested heavily in them and it is only fair that the get the acknowledgement or remuneration from their efforts. Creating poetry from scratch can only breed creativity and students will be encouraged to do so and not violate copyright laws. Also, when doing poetry critical thinking is brought into play.Creating or analyzing poetry is not about words on paper that rhyme it can be an intense thought process for students even budding intuitive poets. Additionally, my students work in groups to create their poetry. This fosters social skill and collaborative efforts which is needed for them to do a masterpiece of a job. Since so much can be had from working on their own then students need to be aware of copyright infringement when they work and teachers need to be vigilant about this subject.

__For Students__
 * 1. Facilitate and Inspire Student Learning and Creativity**

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: __For Teachers__ 4. Promote and Model Digital Citizenship and Responsibility
 * a. || promote, support, and model creative and innovative thinking and inventiveness. ||
 * b. || engage students in exploring real-world issues and solving authentic problems using digital tools and resources. ||
 * c. || promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. ||
 * d. || model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a.

advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c.

promote and model digital etiquette and responsible social interactions related to the use of technology and information. d.

develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

__06/23/09 Igoogle__ I google is an excellent tool to use in the classroom. The teacher can set up a poetry link on Igoogle and have students use it in and outside of class. Since it is such an excellent organization tool, the teacher can insist upon students to use this. Teacher can post poetry on one of the links and student can use this as a teaching and learning tool.

For Students

Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results
 * Research and Information Fluency**

For teachers

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d.

model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

__06/22/09 Inspiration__ Inspiration, in my mind is useful as it it keeps information in an organized fashion. I see where it can be used in poetry whereby students can map the elements of poetry. It can also be used as brainstroming tool to create mind maps on the different types of poetry. Inspiration is such, that it may be used to show how concepts are related For example, in a poetry lesson, students may be asked tc create an organizer to show different types of poems. They will use their bubles to name different types of poems. Then they can create one or two bubbles from each of the "types of poems bubbles" to give examples of their types of poem. It can also be extended to the point where other bubbles can branch off to tell the authors or the poems mentioned.


 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities ||  ||

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d.

model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

__06/19/09__ Audacity is indeed an excellent tool to use. I see where this can work well on a poetry unit. After students have created their poems or completed an anthology they can record themselves. Sometimes students are aked to make presentation but are quite bashful about this. Their recording can be played to the class. It can be edited to their liking where background sounds/music may be added.

Additionally thin can be used when student are working on arguments or any kind of persuasive writing For Students .
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||

For Teacher
 * b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. ||
 * c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||

__06/18/09__ __MS Publisher__ My Students use their creatively annually when the participate in our annual Poetry Cafe when we work on our poetry unit. In this unit, students are encouraged and allowed to meet objectives 1a,1c,and 1d. Students work in groups to create original poems, analyze the work of reknown poets (The Road Not Taken- Robert Frost) and come up with creative ways to present a selection from their anthologies. When this project is in progress a lot of public relations work goes on. Students can now get an opportunity to create flyers to advertise the poetry workshop. Newsletters are also sent home to parents. Students can take on the task of creating newsletters to be sent home to parents. Students can also use Publisher to create brochures to explain their anthologies and showcase their most interesting selections. Students will be given a rubrics to work on this major project and it will be used as a grade.
 * 1. Facilitate and Inspire Student Learning and Creativity**

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: For Teachers Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
 * a. || promote, support, and model creative and innovative thinking and inventiveness. ||
 * b. || engage students in exploring real-world issues and solving authentic problems using digital tools and resources. ||
 * c. || promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. ||
 * d. || model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||
 * 3. Model Digital-Age Work and Learning**
 * a. || demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||
 * b. || collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. ||

__06/17/09__ __Wiki__ Teachers can implement technology in the classroom in a number of ways by using Wiki. Wiki spaces may be created for the class and students will get a chance to showcase thier work. Particularly in the our poetry unit, students can post their work on Wiki and get feedback from peers about their creativity. Students will be encouraged use Wiki as a chatroom where the can have meaningful discussion when they analyze their poetry. For example, the Poem, The Road Not taken - Robert Frost is poetry that can be interpreted from different standpoints. Students can use this medium to tell their interpretation of their poetry. This is a skill that promotes critical thinking. Wiki is also a good tool to use for reflection in poetry. When students post their work they can reflect on it. For instance, students could choose a theme when working on their anthologies and reflect on the reasons for choosing such a theme.

For teachers Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. ||
 * 3. Model Digital-Age Work and Learning**
 * a. || demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||
 * b. ||

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * **Communication and Collaboration** ||
 * a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems ||  ||