Sunday, March 22, 2015

Creating an iTU coures

Creating an iTU course was challenging, engaging and reflective. For my course, I chose a unit we do with all 9th graders on Culture. We have essential questions to guide us, standards to follow, and assignments we share, but what we didn’t have was ways to creatively use the iPads. Creating a course through iTU enabled me to reflect on the course through a different lens. 


Preparing for creating the iTU course was greatly enhanced by looking at courses Mia provided and reading her text , One Best Thing.  There were several aspects of the text that helped me to contextualize my course before creating it. For example, in detail she discussed the Anatomy of a Course and gave images on the course book layout. I referred to this often as I was beginning to create my first post. Then later, she discusses vertical scaffolding in iTU, keeping “the build” in mind. During parts of my course, I struggled a bit with one assignment, because I felt as though I introduced a more challenging technological concept, Explain Everything, early on in my unit. I was going to use a writing assignment instead, but went back at the last minute and changed it back to Explain Everything. The “Mia Style” action verbs were also very helpful in creating my course. Many times throughout my creation, I went back to this screen or other iTU courses I reviewed. 

I spent a great deal of time reflecting on the assignments and how each assignment built to a more challenging assignment. In the beginning of the post Appreciating other Cultures, I researched background information on teaching multicultural texts. Although I have done this in the past, I felt the need to review how I teach this type of literature to my students. I also provided a short article for students to read on multicultural literature. This process I found time consuming but important. I was able to come across new information to share with my colleagues regarding our shared unit. 

I also spent time reviewing the material on culture shared with my colleagues in Google Drive. Although we share different approaches and styles to teaching this culture unit, we do share the same assignments. As I created with iTU, I found it easier to think about apps to use that made sense for the assignment.  

I researched many how to videos for the apps I wanted students to use. I wanted to be sure that the how to videos were short, to the point, and gave pointers on what I wanted students to address in the assignment. This part of the assignment was fun. 

After I was done with each post, I would go through it three or four times, making sure it made sense, that it was easy for my students to follow, and that the materials flowed. I revised my posts many times during this process. As I “finished” and turned in the course on Moodle, I left knowing it was a work in progress. There are still grading rubrics and a couple of assignments I want to add, but haven’t quite flushed out in my mind the exact details. I thought about certain students in my class who would struggle with a few assignments and considered how I could scaffold and make it more accessible. I am still not sure how I would incorporate this directly into my classroom, but I do know that in the past when I am not exactly certain about something, I just try it and my students will usually show me the way. 

Sunday, March 15, 2015

iTU reflection

My culture unit for the iTunes course has given me a chance to step back and reflect on the work I am currently doing with my students. It also allows me to consider how to make the material available for students who may not be physically in the class or absent from class a great deal. 

The iTU platform appears to be a place to store and deliver your course material. Passing in and grading the assessments is unclear. I am assuming you would use another platform for that and am wondering how much maintenance that will entail. I currently use E-Backpack which I find extremely organized and user friendly; however, I don't love the comment section for grading essays. Last year I used Google Drive which was very hard to maintain, but I did like the ability to make comments on student essays. I have not checked out Google Classroom, which a few of my colleagues are now using. 

Course manager on the Mac was frustrating to use in the editing section. It kept logging me out and not saving my work. The iPad was better although when I did go from an App to the iPad, after a recent update, it logs me out of iTU. That was a bit annoying. I'm looking forward to moving from the outline to the posts, materials and assignment section. 

Sunday, March 8, 2015

iTU


Differentiation

Differentiation within my classes happens all the time as I get to know my students and their abilities. For example, in my Alternative Education English 9 class, I found that 8 of my 13 students were struggling with work completion for various reasons. For one student, I created an independent study that she works on within the class block and for another student, I removed him from the class completely and work with him one on one during my prep period. Their needs were more around behavioral and attention issues. With the remaining students in the class, I give a lot of choices so as to meet their various academic needs. The district expects all students to succeed academically and graduate, therefore differentiation must be used to accomplish this goal. If students are not meeting the standards within a classroom, a Core Lab is offered, giving students extra time and help to complete assignments. There is Credit Recovery, where students can go back and complete the standards they have not met. 

There are many ways I can see using iTU, especially within my Alternative Education courses. For example, I have one student who didn't complete standards in ecology last year, and has been in and out of school this year. Meeting with her face to face doesn’t work. She is very capable academically, but has outside issues standing in her way. I am going to use E.O.Wilson’s course with her to complete the standards she missed last year. With his course, I can pick and choose the sections I need her to complete. I do need to figure out what type of assignment expectations I want her to complete which can be a bit more challenging
Curation
            I teach three different content areas and curate them in different ways. In English 9 everything is done through e- backpack and my website. In my other two subject areas, it is a hodgepodge of face to face and email. iTU would make credit recovery in Alternerative Education much easier. In addition, there are other courses I have taught in the past, that I could offer through iTU, that currently don’t fit into my teaching schedule. I don’t know how much time it would take to manage these courses in addition to my regular load and that is a concern.

Curriculum
In English 9, the order of topics is already set with the department. I would determine the pace based on previous years experiences. I receive support through the technology integrator and other team teachers. In my Alternative Education course, the topics and order vary depending on the students and this goes along with the pacing as well. I don’t have as much support with the curriculum since I am the only one teaching those two courses. I am able to alter the material in all courses that I teach, but I do think iTU would help in the process especially for the at risk students that I know. For me, iTU would help me to organize the material I already have in a way that makes more sense. 

Blog change

I added my Twitter link to my blog that way if people see a post on my Twitter page that is interesting to them, they could follow it as well.  I also changed the name, which sounded more appealing. 

Tuesday, March 3, 2015

Digital Citizenship

The shared Google ecosystem I use often with students and staff. This year I have done quite a bit more with e-backpack, sharing documents with students, and have gotten away from Google Drive a bit. I do use Google forms to create quizzes for students and have also used it as a way to gather feedback from students on ideas for my ecology class, school garden, and composting program.

One way that I have used Google drive for a digital literacy is to have students create and share with me annotated citations for a research project.This is a basic level of digital literacy, but it does instill in students the value of using varied resources and citing them properly. One way I can see using Google forms at the beginning of the school year is to create some questions to gain a better understanding of how students use digital literacy in their lives. Asking them questions such as what social media sources do you use, what type of video games do you play. This should provide for me insight into their own lives and perhaps some ideas on incorporating digital citizenship in the classroom.

One positive way that I use Twitter as a school project in ecology was to inform students and staff about the recycling and composting in the cafeteria. A group of four students created a Twitter account that provided statistics and information from the benefits of composting and recycling. We also have two school wide initiatives around digital literacy. The first one occurs at the beginning of the school year, where all students attend a 20 minute presentation on learning about their digital footprint.The Technology Integrator, goes over what a digital footprint is and how it can be used in positives ways for students. She gives suggestions and examples on enhancing their  digital footprint. The second initiative takes place in October and it's called digital citizenship week. During this week students are introduced to a variety of different digital citizenship videos and handouts that teachers can use during Home-base. There was also a guest speaker who talked about the role social media plays in people's lives. I think both of these initiatives helped staff and students recognize the importance digital citizenship in all of our lives.

One of the ways that I would like to promote digital citizenship in my classroom is through my ecology class. We do quite a bit of initiatives and project-based learning with the school garden, composting, recycling, and decreasing food waste in our cafeteria. I would like to start off discussing what a digital footprint is and the ways students can enhance their footprint in their careers and college. Using Twitter, blogs, Instagram, tumblr Facebook to get the word out about the positive things my class is doing will enable students to see the various ways social media can be used. It will also let the community know some of the projects we are working on within the high school. For this assignment I would have students get into various groups and pick a form of social media they feel comfortable with. We could use Google drive and have a shared folder called social media for each form of social media there would be a document, for example Twitter, where students can give feedback and input as to how the form of social media could be used.

Sunday, February 22, 2015

App Smashing

This app smash assignment was fun to create. I could visualize how I wanted to app smash and with the multitude of apps I have been using since starting this course, I could create something that made sense for my ninth grade English class. I learned that it takes time to play with the apps and make sure that you can trouble shoot any questions students may have in the process. I don’t think one needs to be an expert on each app, but you do need to have some basic understanding. My students feel comfortable looking things up on You Tube and asking one another, but some often want to take the easy way out, so will avoid things that don’t come easy. 
The apps provided could be easily incorporated for the most part. There was a couple that I would need to play around with more, but overall, they are easy to use. 

Sharing the projects may be a challenge. I will probably have students share to You Tube, but I know last year when I did use Explain Everything, one of the frustrations I had was students sharing with me. If I have them share to YouTube, they should be able to provide the link with me on E-backpack. If not, air drop is also an option. Some teachers, shy away from projects like this because sharing can be a challenge, especially if that teacher has 90 students. 

Wednesday, February 11, 2015

Student creation


Students recently did a research project using the topic of justice. This particular student chose Japenese relocation during WW2. The standards for this project included utilizing research skills, examining resources and synthesizing information. Students could choose any product to display their information. This student chose Google Sites. It was successful for this student because she is creative, organized and motivated. Aspects of the assignment that were stressful was that it required many steps and products, which for half of the students, was difficult because it requires focus, time managent and good use of class time. Students were engaged because they could choose a wide range of topics, but they struggled with notetaking, evaluating sources and synthesizing information. Technology enhanced the project. In the past, this project used to be a five paragraph essay, but since adding more options on products and app choice, student engagement and work completion increased, even though it isn't always done on time. 

Creation can happen across content areas and with all ages. In math, it can be challenging because students are used to worksheets and computation and have to think differently when creating with math. 





Thursday, February 5, 2015

Week 2

Our district has been very supportive with training on technology in the classroom. When students had mac books, my students used wikis and blogs quite a bit. Both lent themselves to collaboration. In addition, students used iMovie for digital stories. Last year, students received iPads and I feel like mostly I have used it for things like word processing. I have had students use apps such as Storehouse, Notability, Explain Everything and iMovie, but am looking forward to adding many more app selections to the units that I teach. I also want students to do more publishing and collaborating with one another in the classroom using iPads.

Friday, January 30, 2015

Introduction Post

This blog will be a continuation of ideas I have on Digital Technology in the 21st Century, which I have written about in previous on-line education courses. I am excited to explore how my ideas have evolved now that the iPads have been introduced into the classroom.

I teach at South Portland High School, a city right outside of Portland. It is economically diverse and culturally diverse for a Maine town. I teach between two departments English and Alternative Education. Both experiences broaden my understanding of the educational system and the diverse learning needs of all students in our school. In alternative ed, I teach ecology and personal finance and have also taught introductory photography. My goals in this class are to create a tool box of apps that students can use in my classroom to think critically, collaborate, create and communicate.