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).