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.