What EME 5050 Brought Out In Me! - Learning Summary

What EME 5050 Brought Out In ME!
Written by: Jessica Levene

As a digital native learner
I knew when I became a middle school teacher,
That growing up using cell phones and the Internet
I’d have to work to ensure my students could connect.

Prior to EME 5050, I began using a teacher blog
Then I realized I was being a complete technology hog.
I’ve learned that when using technology I should not be the only one
When I started using clickers, wikis, and blogs, both my students and I won.

Through my weekly reflection blogs and the use of digital storytelling
I have since learned with technology, there is a lot less yelling.
When students are engaged,
They don’t have time to misbehave.

I created an extensive curriculum wiki page that allows my students the opportunity control their own learning;
Now my students are coming to class with zest and a yearning.
Through the use of Diigo, PBWorks, and iRubric
My personal learning network has grown by the cubic.

Although extensive planning and technology-integrated lessons
Require teachers to stay well past their paid sessions.
Knowing I am better preparing my students for future technology skills
Is the primary reason my jobs gives me chills.

Through EME 5050, I’ve learned there are copyright laws in which I must adhere to
And with my new acknowledgment; I’ve designed information fluency mini-lessons that help my students know what to do.
Whether I am grading students’ authentic-learning assessments or searching for online resources and websites,
Evaluating using an analytical rubric is something I need to use to make sure I do it right.

I feel as though through EME 5050 I’ve created a useful presence online
And I know that when this class is over, it will still be mine.
Overall, through blogging and reflection,
EME 5050 contributed to my technology-integration addiction.

The End is Just the Beginning

As the title states, I have completed my final project: A Poetry Digital Storytelling Curriculum Page to be used in my middle school language arts class.

While the project is "completed," the end of this project is the beginning to the new opportunity to implement the use of the curriculum page in my classroom!

Digitally yours,
Jessica Levene

The Life Cycle of a Rubric

Self-reflection and assessment is at the heart of the teaching profession, whether teachers are evaluating their students or their own pedagogy. Through the use of rubrics, teachers can clearly identify students’ mastery of learning objectives, while also reflecting on whether they facilitated effective strategies that provided students the opportunity to master objectives. During the lesson planning/developing process, rubrics and forms of assessment need to be identified and created. A final step before the implementation of my “Becoming a 21st Century Poet: Digital Storytelling Project” is to develop an analytical rubric; one which establishes levels of performance for each criteria as opposed to a holistic rubric which does not separate each criteria (Mueller, 2010). This week, I used a sequential process to develop a rubric for grading my students’ authentic, project-based assessment.


Step 1:
As a language arts teacher who advocates the writing process, I am probably biased towards using a process-oriented approach when creating any project; however, I am a firm believer in “pre-writing.” I took about 5 minutes to brainstorm ALL the elements that I felt were required for my students to use to complete the project. After brainstorming a list of elements, I highlighted the most important and combined certain elements into categories. By determining the criteria to include in the rubric, asking myself what the students should learn and how the project will be evident of this learning (Shelly, Gunter, & Gunter, 2010).



Step 2:
After identifying the 6 major criteria, I used a table I created in Word to begin planning how the grades would range from A-F. By creating a rough draft of the rubric on Word, I determined how I could easily differentiate between each level of performance (Superior-Poor). With my students as my target audience, I knew that my language had to be clear and the descriptors had to be detailed (Mueller, 2010). I found that applying a numerical reference would provide my students with the clearest instruction; for example, under the “Poetic Elements” criteria, instead of the descriptor “Superior” being “Clearly used multiple poetic elements,” I used a number for each descriptor. “Superior” became “Clearly used 4 poetic elements.” I have found that when students are able to quantify what is expected of them, they are more likely to complete the ideal project and master the skills.

Step 3:
Locating an online rubric-creating tool was a new stage in rubric development. Prior to EME 5050, I used Word as a basis for creating rubrics. After exploring both RubiStar and iRubric, I found that iRubric provided me with the options I needed, primarily easily embedding and sharing my rubric, as well as auto-calculation. With easy-to-use controls, I was able to add, delete, and move criteria, in addition to weighting various criteria based on the importance. When I discovered that iRubric allowed you to select each level of performance for each criteria and it automatically generated a score based on the pre-determined weights, I was IN LOVE! By creating a class, I can grade my students with one "click" of the mouse! Using Microsoft Word and creating tables seems extremely outdated now that I have discovered iRubric.

Step 4:
As a person who frequently “thinks outside the box,” I understand that sometimes I lean towards the “idealist” side as opposed to the “realistic/practical” side. As a result, I emailed my rubric to a friend who teaches 2nd grade. By having an outside set of eyes review my rubric under the same circumstances my students will (without prior knowledge), I knew that my “teacher-friend” would critique any criteria that was not clear. After changing around some of the diction, I was ready to “publish” my rubric.

Step 5:
The final step, which is implementation of the rubric for grading purposes, has not been completed yet because students will begin this project in about 2 weeks. After I have used my rubric, the “life” of the rubric will not be terminated. I will self-reflect on both the grades and quality of the projects and compare them with my expectations to determine that my rubric outlines and clearly aligns with the learning objectives. When I reuse my curriculum page with future classes, I am sure I wil modify certain sections that seemed to “work” and “not work,” always reflection on my delivery/facilitation and the quality of my rubric. Assessment and evaluation is an ongoing cycle.

Overall, with the help of the resources of Mueller (2010), Shelly, Gunter, & Gunter (2010, and iRubric, I feel very confident that I have developed a comprehensive, effective rubric for both my students’ and my purposes. To view my rubric, please use this link, view on my curriculum page, or view the embedded window below.



References:

Mueller, J.F. (2010). Authentic assessment toolbox. Retrieved from http://jonathan.mueller.faculty.noctrl.edu/toolbox/howstep4.htm

Shelly, G.B., Gunter, G.A., & Gunter, R.E. (2010). Integrating Technology and digital media in the classrom. Boston, MA: Cenage.


Digitally Yours,
Jessica Levene

Evaluating my Evaluation Skills as an Evaluator (aka: 21st Century Educator)

While the alliteration of the "E" in evaluation posted in the title of this blog seems quite "excessive," (sorry, couldn't help myself with that extra "E" alliteration) evaluation of educational technology is becoming an increasingly important responsibility of an educator.

As a 21st century educator, the role of an evaluator and educator go hand-in-hand. Twenty-first century education has required the advent of ISTE National Technology Standards for Students, which outlines benchmarks and skills students should acquire in order to use technology responsibly and effectively. Among these standards, students are expected to:

"evaluate and select information sources and digital tools based on the appropriateness to specific tasks."

"select and use applications effectively and productively."

"Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources."

How are students going to acquire these digital evaluating skills? Through facilitating use of Web sites and exposing students to educational software in the classroom, educators "enhance the teaching and learning process" by equipping students with the opportunity to develop their digital literacy skills based upon the positive model of their teachers(Shelly, Gunter, & Gunter, 2010, p. 392). Before teachers can expect their students to know how to evaluate technology and develop information fluency and digital literacy, teachers themselves must first understand the evaluation cycle.

As described by Shelly, Gunter, & Gunter, (2010), evaluating technology is a process required before, during, and after instruction. Due to strict budgets provided to schools and teachers, educators must find software that is both cost-effective and content-effective. Rubrics, similar to the ones created to assess students' digital projects, are an effective outline teachers can use to guide their evaluation. While I have subconciously evaluated educational technology this year for use in my classroom, I am now able to align the questions I used to subconsciously ask myself with the elements described in the rubric in Shelly, Gunter, & Gunter (2010).

When I evaluate Web sites and resources that I want to use with my students, I always begin by examining the URL. If I have a choice between sites that end in .org or .com, I usually choose the .org because it is an organization. I know realize this is an evaluation of a Web sites affiliation. When I attended the FETC conference in Orlando this past January, I was overwhelmed with educational software vendors. My principal sent me to research various software to purchase for our school. At the conference, I tested various student response systems and mobile computer tablets. While a rubric similar to this one would have been useful, I was able to still apply some of the evaluation areas. By checking the software for an 800 support number, evaluating the online resources and communities available, and assessing the software/hardware required, I was able to narrow my recommendation to the principal to two companies. Comparing the technical quality, particularly the animations and graphic available, in addition to the ease of use, I finally weighed out prices and pros and cons between Smartboard and eInstruction. When I returned from the conference, my principal and I discussed my evaluation of the educational software and we have since been able to purchase two student response systems which are very effective in the classroom baseed on students' positive comments.

While I think a rubric would have been useful, I feel as though without having prior knowledge of "formal" evaluation as discussed in Shelly, Gunter, and Gunter (2010), I innately evaluated all the important aspects. In the future, I will use a rubric when I attend technology conferences in order to better document and compare software.

With the increasing availability of accessing Web sites and information from everywhere, digital evaluation is an important skill that both students and teachers must acquire. Through evaluating Web sites and software that I plan to use with my students, I will develop the skills that I can then model and share with my students. I am a strong believer that learning is an on-going process and as a teacher, I have the opportunity to learn how to effectively find information in our 21st century society with my students.

Digitally yours,
Jessica Levene

References:

International Society for Technology in Education. (2007). Educational technology standards for students. Retrieved from, http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Shelly, G.B., Gunter, G.A., & Gunter, R.E. (2010). Integrating Technology and digital media in the classrom. Boston, MA: Cenage.

Wiki....So Easy, Even a (Non-Computer Programming) Teacher Can Do It...

What do you do when you have infinite possibilities and choices? Although I am an advocate of endless choices, as I began creating my curriculum page for my current and future students, I realized that having all the "power" to create any digital lesson I wanted was both positive and overwhelming. Whoever says planning isn't necessary has clearly never been a teacher (or is really lucky to be born with the gift of perfect impromptu lessons). As I stared at the blank screen on my wiki curriculum page, I started to reflect on the most important elements of my curriculum page. I came up with the following features that would be important for effective use by my students and began planning/designing using this process:

Process of Creating a Wiki Curriculum Page
Establish a "Hook" - Build Motivation
1. As shallow as it seemed, in order for students to be motivated, I knew that the page had to be attractive and exciting at first glance. Today's students expect high-quality graphics, animations, and images. When I realized that the wiki interface was similar to a Word document, I knew I had some researching to do in order to add widgets that would make the wiki seem "cooler" and "high-tech." After using a great resource (classroom20.ning.com), I came across the website Glogster. Glogster allowed met to create an interactive, animated "poster" which I could use as the homepage for my WebQuest curriculum page. All of the images and text on my "glog" could link to the various pages in my wiki curriculum page.

Stay On-Track - Use Curriculum Maps
2. After reviewing the county curriculum map, poetry was the next unit for 7th grade language arts. After in-class lesson plans analyzing poetry using the TP-CASTT strategy, I decided my digital storytelling project would be a final "alternative assessment" for students to write their own poetry using poetic devices (simile, metaphor, rhyme, refrain, etc). While writing poetry is difficult to create an "authentic learning" situation, by providing my students with a real audience (anyone viewing their blogs/wikis on the Internet), poetry becomes more authentic and personal. Renzulli, Gentry, and Reis (2004) suggest reversing the role of students from lesson-learner to inquirer, authentic learning situations will increase motivation and retention of critical thinking as opposed to memorization of facts.

Save Time - Modify the Re-Invented Wheel
3. Once I had my embedded multimedia and I understood the "technical" tools and capabilities of technology I had to work with, I began planning the lesson. I asked myself important questions: How can I break this down so that students can control their own learning through a self-paced, facilitative digital storytelling project? When I first began teaching (straight out of college), I was under the impression that in order to be an effective teacher, I had to reinvent the wheel. As I am three-fourths of the way through my first year teaching, I realized that there are a lot of excellent teachers who have already "reinvented the wheel" by posting interactive, technology-based lessons.

Follow a Template - Build the Core
4. In establishing the outline and basic navigation I wanted to include, I referred to the WebQuest Template and WebQuest Guide developed by Tom March. I used the main headings and followed the description of what should be included in the various sections.

Role of the Curriculum Page in My Classroom
As a middle school teacher, my students have already partially developed the skills necessary to navigate through a website; therefore, my Curriculum Page will serve as an "online classroom" type resource that provides my students with clear directions, resources, and examples. The links and information will be used by students at the computer lab in class (and at home if they have computer access) to guide them through the task (Thompson, 2009, Module 11, EME 5050). I will use my Curriculum Page as a main reference when teaching and preparing my students to complete their final project independently as I facilitate learning.

Self-Evaluation
Overall, I feel as though my initial creation of my curriculum page accomplished the basic goals of providing a clear succession of steps my students can easily navigate and follow. Using the glog as the home page provided an interactive, appealing "hook." I think I can improve upon the resources I provide my students. When I submit my final project, including the rubric and example, I hope that my curriculum page will have updated resources and links for my students.

Curriculum Page Link

Digitally yours,
Jessica Levene

References:
Renzulli, J.S., Gentry, M., & Reis, S.M. (2004). A time and place for authentic learning. Educational Leadership, 62(1).

Paper or plastic? The biggest question in education today...

Students "DIG IT ALL" with a DIGITAL Curriuculm... on Prezi

A Digital Confidence Boost

As if it was not hard enough for individuals to find their unique place in the world where they can leave a lasting impression, the Internet has opened up a whole new challenge. Establishing an online identity can be just as hard, if not harder, for some people because not only does one have to create a positive reputation, one also has to complete this task using technology that digital immigrants may not even know exists. My journey to identifying and evaluating my online identity this week has lead to a positive revelation.

I began my journey using the REACH Online Identity Calculator. Although I am a digital native and have been blogging and networking online professionally for at least a year, for some reason, as I clicked “submit” on the bottom of the “Online ID Calculator,” I felt a wave of nervousness because I did not feel as though I have “made my mark on the Internet world.”

When I saw that I was “Digitally Distinct,” I gained an instant “digital” confidence boost. After Googling my name, news articles from the University of Central Florida came up which described my accomplishment of graduating top of my class last year for my Bachelor’s degree. In addition, my social network profile on the educational Ning, Classroom 2.0, and my old profile for the UCF Writing Center were among top search results of my name. In a way, my search for my digital identity turned into me reminiscing via a Google scrapbook! (haha!) I feel as though my outside reading, in addition to reading textbooks, has contributed to my evaluation of my personal online identity.

As a first year teacher, I feel as though I have the opportunity for a fresh start/clean slate, as referred to by Solove (2009). As suggested by Shelly, Gunter, and Gunter (2010), the use of blogs and wikis not only develops my personal online identity as an educator, but allows my students to contribute to their online identity and purposeful audience by promoting classroom discussion and feedback. For example, as an educator, I can reference students’ blogs and wiki’s from my teacher web page, resulting in an improvement in my students’ work because they feel as though they have a global audience, and increasing my own online identity with digital proof of my learning activities I create in my classroom. Both myself and my students are digital natives; therefore, using blogs to comment, reflect, and document class activities/learning outcomes establishes an positive online persona. “Never before in history have ordinary people been able to reach out and communicate to so many around the globe” (Solove, 2009, p. 20). Solove (2009) and Shelly, Gunter, and Gunter (2010) emphasize the importance of online identity and the seemingly endless opportunities for enhanced learning through Web 2.0 tools. I feel as though my “distinct” identity online is an accurate depiction of who I am as an educator.

I spend countless hours “Googling,” blogging, and networking with teachers all over the world in an attempt to establish new ideas for my content area, Reading and Language Arts. Throughout my searches, I have created many memberships and profiles on educationally-based websites. In addition to my active, professional “online life,” I also have a personal identity through the use of Facebook. Solove (2009) identifies reputation as “a core component of our identity—it reflects who we are and shapes how we interact with others—yet it is not solely our own creation” (p. 26). In order to control my online identity and reputation as much as possible, I ensure that all photos, comments, and information on my Facebook is a professional and positive reflection of who I am. I embrace my Facebook as an opportunity for my “friends,” and employers if they so happen to find my page, to clearly see who I am and what I do in education. With the new paradigm of online identity, there is always a possibility that when I apply for “technology” positions, employers who have mastered the technology will evaluate my online identity. My goal is to continue to remain “digitally distinct.”

I plan to maintain and build my online identity through participating in online educational communities. In addition, blogging, linking my teacher website to my school’s county website, and linking my students’ blogs/wikis to my website will increase my online identity. After reading several examples of “About Me” blog pages and Google profiles, I have found many important characteristics of an effective “About Me” section.

Online, I feel as though you only have “one shot” to really capture your personality. When expressing yourself online, the reader has the convenient option of easily ignoring you with a simple click of the mouse if your words are mundane or uninteresting. Words, with the occasional audio attachment, are the only way to truly convey to others who you are as a person. When posting on the Internet, without the “hook,” readers will see plain, boring, un-chunked text and automatically move on. By creating a personality through writing, whether it be the use of emoticons, humor, or vibrant tone/language, my online identity will not be overlooked. Naturally, I am an outgoing, joking individual. When composing my Google Profile, I ensured that I did not sound “too” serious or “too” casual. Similar to writing a quality essay, I began with a “hook,” and continued to express my personality. I wanted to write so that my intended audience (other professionals in education) WANTED to keep reading about me and my personal thoughts on my blog with the understanding that I am very serious and passionate about my topic, but also very entertaining in the way I present my ideas/findings.

To check-out whether I accomplished my goal, click here to view my first Google Profile.

Overall, I am pleased with my online identity and I hope to continue in my positive path of remaining DISTINCT….digitally, that is.

Digitally yours,
Jessica :)

References:
Shelly, G.B., Gunter, G.A., & Gunter R.E. (2010). Integrating technology and digital media in the classroom. Boston, MA: Cenage.

Solove, D. The future of reputation: Gossip, rumor, and privacy on the Internet. New Haven, CT: Yale Press.

I think I just survived a black hole...

Who would have thought that graduate coursework could be simultaneously completed while fulfilling my professional tasks (lesson planning) for teaching, incorporating entertainment through listening to music on YouTube, and sharing links with fellow educators via Facebook? As a digital native, I knew that we had technology for virtually EVERYTHING; however, I never stopped to reflect on how much technology I use per minute. I cannot identify a point in my day when I am "single-tasking," because technology has developed me into a true "multi-tasker." My own digital multitasking supports the evidence that students today are “multitaskers” as well, with 59% of teenagers using at least two different technology mediums at once (Keiser Family Foundation, 2010). I am convinced that the World Wide Web has a built-in time machine that speeds up the passing of time. I began searching for educationally relevant websites at about 10:00am. After searching for my subject area (Language Arts/Reading) and lesson plans for my upcoming unit on reliable sources and citations for my 7th graders, I looked at the clock at it was 2:00pm! Although I am very familiar with many of the websites and search techniques, my Internet adventure provided the opportunity to utilize social bookmarking and educational directories as they pertain to enhancing my role as a middle school teacher.

Prior to EME 5050, I used my browser's "Favorites" feature for bookmarking. I was familiar with social bookmarking, specifically Delicious; however, I never committed to utilizing social bookmarking. As I searched EduHound, A to Z Teachers Stuff, and Education World, provided in Shelly, Gunter, & Gunter (2009), Diigo was very applicable and convenient. Instead of storing my favorite websites in various folders that could only be retrieved on my personal computer, Diigo allowed me to save the websites, while also annotating and highlighting key areas. Due to my experience in finding a website, then finding another website hyperlinked from the previous website, then finding yet another hyperlinked website, keeping up with which sections of websites are important is difficult. The features of social bookmarking allow me to highlight and draw attention to websites by saving both time and paper. Before, I would print websites and annotate; however, Diigo has allowed me to conduct this task digitally. One of my favorite websites that I discovered was ReadWriteThink.

After browsing through the lesson plans that are searchable by standards, subject area, and grade level, I couldn't help by wonder, "Why do we even have textbooks anymore?" I searched for 7th grade language arts lessons and came up with 555 results at ReadWriteThink. Every lesson detailed instructional steps and referenced empirical research to support the lesson. In addition, ReadWriteThink has developed numerous tools in which students can create projects in a Flash-based interactive format which can be printed. A great example is the Character Trading Card. In my school district, the

Springboard textbook is heavily mandated as THE source for instruction. Although the textbook has some useful lessons, after searching lessons that are hyperlinked directly from government websites (suffix ends in .gov), the textbook appears to lack the relevance and creativity that allows students to utilize Web 2.0 tools. Education World has an entire section dedicated to technology-integrated lesson plans, as well. Although I already use wikis and blogs in my classroom, my comfort and familiarity with the technology allowed me to explore "advanced" ways to use the Web 2.0 tools. An overall theme I noticed was the emphasis on "student-centered" learning using digital media, as opposed to the paradigm a few years ago that focused on "teacher-centered" uses of technology through PowerPoints, LCS projectors, and whiteboards. One new resource I gained was Glogster, which I plan to let my students use to create multimedia posters. This resource supports the new shift from single-media to multimedia (Shelly, Gunter, & Gunter, 2009). After getting lost in the "Internet Black Hole" of the education search directories, I explored my district website.



Currently, my school district is moderately involved with integrating technology. I would not label it the "Model for Technology Schools," but I also would not label it as "Archaic." After searching my distrcit's website, which unfortunately just converted to Blackboard, I was able to locate valuable Internet resources for my Non-English Speaking (NES) students. Blackboard has benefits for the county because every website is the same template, making navigating easier for parents or students who are not experienced using the Internet. Unfortunately, Blackboard loads very slowly and takes the artistic, creative element of individuality for schools where technology coordinators are trained to develop websites. The district provides extensive Internet resources categorized by grade level about FCAT, report card information, homework links, and resources for students. I was able to locate the Spanish section and link to a website that allows me to download PowerPoints and accompanying worksheets and quizzes that will allow my NES/ESOL students to work at the computers. In addition to the resources available for teachers, the district website serves as an informational way to connect with families in education. Every school in our district has a website and on the website are links and contact information for parents and students. Utilizing the Internet as a way to connect with students and parents is a positive step in using technology as a resource to improve education.

Since my first day as a teacher, I have utilized the Internet as a source for lesson plan ideas and research to support strategies. My newest addiction which was surpisingly not hyperlinked from any of the search engines, in Ning. Ning is a Web 2.0 tool that allows anyone to create a social networking community; however, I have joined specifically for the teacher-related Nings. Although I am a prolific Google user, I have started using Ask.com and Bing.com. I have started using keywords or quotation marks for specific searches. GoogleScholar is a quick resource I use when searching for research articles if I don’t have my UCF library card readily available.

No matter how many times I've viewed or how familiar I am with education-related websites, I somehow always get caught in, what I like to call, "The Internet Black Hole." The wealth of resources and knowledge continues to draw me in as it seems impossible to escape, and when I do, I've noticed hours have passed.

-Jessica

Reference:
Rideout, V., Foehr,U. & Roberts, D. Media in the lives of 8-18 year olds. Retrieved from http://www.kff.org/entmedia/upload/8010.pdf

Shelly, G., Gunter, G. & Gunter, R. (2009). Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, 6th Ed. Boston, MA: Course Technology.

Saturday Night Live...Teacher Edition.

Yes, it is a Saturday night. Yes, I am up until at least midnight. Yes, I am tied to my computer completing grad school work/lesson plans for school. Oh the life of a (first-year) teacher.

Since this is my first post and we haven't started our discussions in EME 5050 yet, I thought I would give everyone an update on the FETC conference I attended this week.

Technology and sensory overload best describes my week. From interactive whiteboards to student response systems to blogging in the classroom, I was able to collaborate and discuss key concepts in education with colleagues.

Best CHEAP technology (I think) for the classroom:
1. Blogs - students take the role of a character or use them as personal journals
2. Wikis - students create wikis to publish their writing

Best EXPENSIVE technology for the classroom:
1. Student response systems - this allows EVERY student to engage and interact with classroom activities.
2. Interactive whiteboards
3. Document cams - no more scanning or overhead projectors! YAAAAY!


Overall, I am still amazed on a daily basis of the way technology is being used.

I will be experimenting this week and next with my reading classes using student-created digital avatars in an attempt to bring FCAT practice articles to "life"...get it? ha.

Goodnight.
-Jessica Levene