Gamification: The Experience of Experience

     I love the idea of learning through hands-on experience, manipulation, creation, and the true ownership and engagement of the learner. I have no idea, however, where to start to implement the concept of gamification into my own class and content. I agree, as the author of " At Libraries Across America" stated, that teenage boys were highly motivated by the gaming options of the local library. It makes a great deal of sense to me that gaming could be used as a tool to reel them into the library, have them read text embedded within the games and somehow expose them to traditional text while they are there as well. One great difference between gaming in education and more traditional instructional strategies is the trial and error experience, the risk of failure, and yet the accountability resting on the students to reach a goal. This becomes an authentic learning experience when students can become a part of the experience rather than a passive participant. What I don't know is what games would be beneficial in my English I, II, III and IV courses. What is out there and available? Should my students create the games and if so, how? As I approach a new semester of teaching to include English IV, traditionally British literature and not my greatest strength, I wonder what is out there that might motivate my students to be a part of something unimaginable otherwise? I found a great infographic that mentioned a game that allowed the experience of Shakespeare's world to come alive. If I knew more about this, could find this, what technology requirements would I need from my school and for my students? I actually would have loved to see us explore this concept earlier in the course. It seems like common sense to think that making learning a game would be a great motivator. I have thought this all along. My only complaint is that everyone may not see it this way and may fail to see the value in such lessons. And I know there are games available that require little reading, little creativity and limited analysis. Learning disguised as fun. I love it!! Let's play!

I-Movie and Such

I-Movie: I can do that. I can have my students do that. They are natives to such technology. Let's create a trailer to summarize the text. Let's add an Act to Shakespeare's work but let's make it modern. I have found that students love using I-movie and the IPADs are made for that application. They benefit from the ability to add appropriate music, to conduct video surveys, the options are limitless. This is a time when I love that my students are a part of a one to one program.
    Audacity: It is downloaded but I am not sure where to go next. Should I record mini-lectures, assignments in oral form, reminders about upcoming projects as you do in our course? I am facing the difficulties of navigating the medium at this point but I am excited about the possibilities that this offers. As far as the big project, I am little nervous and concerned about how I plan to do that. I plan to Youtube myself presenting the Prezi and summarizing the material and research concerning the devices our students benefit from the most. I also plan to research how I can use my smartphone for these applications as well. Now this finally feels like a Technology course and it makes me want to scream for help and be excited at the same time!!

Facebook: A Violation of our Privacy Rights?

Facebook is a tool that I use practically each day. In fact, I become frustrated when it doesn't connect and I find myself checking Facebook like my grandparents might have gotten up and read the newspaper. However, as "fun" as Facebook is and as connected as it makes me with people whom I would otherwise be disconnected with, it has its drawbacks. I particularly enjoyed the article " I quit Liking Everything". Like the author states, the Facebook like is somewhat disconnected. It sends a message that one nods the head in approval but the picture doesn't warrant a genuine comment. I find it quite interesting when someone posts " Pray for my family as we have just lost a dear member" and someone "likes" the post. Really? You like and approve that someone has passed. Maybe you like the prayer request if you believe in prayer but this strikes me as strange. If I post a picture of the most beautiful toddler ( my daughter, of course)  in the world dressed haphazardly as Rapunzel on Halloween and you respond with a like, I wonder why you didn't take the time to state how cute she is, how cool her four foot mane of hair is, etc, etc, Consequently, I commit to at least reduce my like activity on Facebook in hopes of reducing ads, seeing more of my friends' status updates, etc. And I hope that others will notice and appreciate the time I take to make a comment about their new baby, wedding announcement or request for prayer. I commit to quit the like.
    Institutional Privacy: I believe that we have a constitutional right to this. Social Privacy is in our hands. We can choose what to post, when, and with whom to share. I make a conscious effort not to post while flooded with emotions. This will only lead to irrational comments, and "drama".

    I definitely believe that teens are subject to drama. It is never acceptable for someone to use the web to create this drama. As far as cyberbulling, this is the common medium that teens use to bully today and awareness of all teens can impact this and hopefully diminish it. If people would see the internet as the public records source that it is, there would be a greater respect. Additionally, it comes down to common sense. I always ask myself how others may perceive my posts. Once I even deleted a post ( quickly I might add) that praised my visit to a new church. I honestly began to analyze whether or not my home church, where I have been a member since childhood, would take offense to my new enthusiasm. I may be overzealous about that but that is better than being complacent. On another note, I am no longer a teen. I am thankful that we didn't have Facebook or social media during my teen years. I may not have the job I have today ( just kidding). At the very least, I know problems would have arisen. Teen focus does not always contain common sense.

Presentations and Dizzying Prezis

I can recall learning how to create my first powerpoint presentation. It wasn't in public school, but probably my first year of college at the community college (on the same campus where I currently teach). Now, it seems I can whip up a power point at the drop of the hat. At that time, it was encouraged to create a "flashy" power point that utilized transitions, animations, sounds and other bells and whistles that I later learned were actually distracting. Now, students can create power points in the first grade. It is something they have done time and time again. When they reach me in high school, power point is something they are sick of or a comfortable friend with whom they don't want to part.
  One my duties as an English teacher at my school is to oversee and mentor students completing their "Graduation Projects". This is a project implemented into their English IV course where students must research a topic, write an extensive paper about their research, create and complete a related product and finally present their experience to a panel of community judges. They are required to have some sort of digital presentation. They always choose power point. Though teachers like myself have shown them alternative slide programs, they have declined. There is a comfort in the power point. While recently practicing speeches, I told my students to use the power point as digital index cards and then take it away once they felt confident. This would help them avoid reading from the slides.
  Reading from the Slides: This must be the biggest problem I have with Power Point. Placing too much information on slides as well, is laborious for the audience. Overall, I think that Power Point is a great way to keep your points organized but I feel that it is too heavily relied on. It is overused.
   Prezi: I haven't fallen in love yet. It is often difficult to navigate, dizzying and overwhelming. Some of my younger students enjoy this tool, mostly freshmen. As one author stated, it is more appropriate for some presentations than others. This is the key to all of this. Finding the tool that is most appropriate for the topic and content. And like everything else we have discussed, sometimes it is used well and other times not so much.

Storify: Oh, Ms. Story!!

Before I married, in the early, naive years of teaching, my name was Ms. Story so I find this new tool "Storify" amusing. Seriously, I find it quite interesting and I want to know more about it. First of all, here is a link to my meek creation: My Storify. While reviewing the material on this topic, I wasn't sure if I would be able to create a Storify or if I could see a valuable use for the tool. Immersion was the catalyst. Once I began to play around with it, review the model Storify provided and start dragging and dropping links, videos and tweets into the template, I started to see what the hype was about. One aspect that I feel most strongly about is that Storify allows the author ( imagine a student) to tell their story or present their findings and show exactly where it came from. Because the author can also embed original text, they can then summarize the video, link, or various source for the reader's review. There is no longer question of where did the material originate.
     It seems like everything today, including education, is about integration rather than isolation. Though this seems overwhelming at times, it is the way it is. Storify is an example of the integration of multiple sources. This is actually a common core standard for the high school English I teach. Storify is the perfect tool to use to allow students to do this. It allows the author to write an original narrative aided by social media, links to scholarly texts and articles, and things like tweets that would provide the public's view/perspective. I can't wait to implement this into my class. Students will love trying something new that is digital and integrates tools that they use daily.
   On another note, I wonder how Storify will impact "news". Will all online news look like Storify? Will formal narratives describing news events continue to be available? What instances are most appropriate for Storify? The jury is still out in my opinion. Yet, I plan to continue manipulating this tool and discovering what it works best for. I will keep you all posted.
 

Pinning Great Ideas and Facebooking the Curriculum

So I was more excited about this week's reading because I actually use these tools. The first thing that comes to mind, however, is the stark prohibition of tools like Facebook in the classroom in the district where I teach. Recently, the board policy regarding this has undergone review but in the past it has been strictly forbidden to have a student as a friend on Facebook, use Facebook in the classroom and the website has been blocked. At one time, even the site Edmodo, an educational site that looks similar to Facebook, has been nixed. Though some authority figures say they want students to enjoy the learning experience, it seems that this contradicts what they actually allow. As educators, it is imperative that we meet students where they are and use the tools they already use on a daily basis to engage them in academic conversation, analytic thought and more. Edmodo is a great tool that is less criticized but doesn't do everything that can be done on Facebook. While we have discussion forums on Edmodo, I have often wished that students could mention each other in a comment, as is possible on Facebook. In that way, Sally could comment directly back to Joe and they would know this by checking their notifications.
     Another tool of topic this week was Tumblr. My prior knowledge of this site was just what I heard from students. Apparently, Tumblr is the site that students choose to use with hopes of not being monitored by their parents. In other words, it isn't the "old people's site". One of this week's readings, about these tools, Doug Ward and Carol Holstead's account of "Using Facebook and Tumblr to engage students", describes how teachers can use both of these tools in the classroom. It suggests using Tumblr to find resources for the classroom, to organize sources, and to follow blogs that for example, might offer helpful hints for vocabulary strategies. Facebook is already a common tool that I use so I am planning on further utilizing this tool in my class. Even though my district hasn't officially opened its mind or doors to doing so, I feel confident that I can prove my utilization to be beneficial and appropriate. Some ways I intend to do this include: Facebook Discussion groups for class topics to discuss, source sharing group pages, and the use of the image macro for distributive summation in the classroom.
    I also already love Pinterest. Though I use it to look for creative crafts and homemade solutions as the parent of a toddler girl, I know that this tool is also helpful if I find myself lost for creative outlines in the class or how to use and create citations and more. In fact, Pinterest led me to a great tool for teaching citations, one of the most boring and laborious parts of teaching writing. I cannot wait to try this out. My students could use some additional visual help with the importance of citations as we speak!

Classroom on the Go

As a student in my undergraduate work, I became somewhat familiar with the commonly used digital teaching tool, Blackboard. I also used this heavily during my graduate work, both at the same university. My instructors typically had us engage in discussions but it was also a tool for organization, a place to save and retrieve course documents, and find contact information. I found it easier to navigate than the tool I would later encounter, Moodle. The anxiety caused by that tool would soon dissipate as well. In fact, I will soon be teaching Developmental Reading and English via Moodle. I profoundly believe that these tools are necessary to the learning process and that anyone can learn to navigate these with proper training and practice. I also believe firmly that a positive attitude about the use of technology in the class can make a world of difference.
    Let me start with an example from my previous Developmental Reading course. The course, designed more traditionally than my current course, required students to access reading practice exercises and take assessments via a website that corresponded with the traditional textbooks. One student will always stand out in my memory. He approached me and exclaimed that he "couldn't touch one of those things", referring to the outdated desktop in front of him in the lab where our class was assigned. Though he was referred to the tutoring center for both reading and technology usage, he has always stood out to me as a symbol of many others who were less bold about their experience with technology. I can't help but speculate whether technology is a detriment to some students. In other words, does it deter some older, more traditional students from pursuing their education? There are definitely some alignments with age, socioeconomic status and such when profiling who is comfortable with technology and who is not. This being said, my full time job is at an Early College, where students are selected to attend partially based on financial need.
    Our school has a one to one initiative with I Pads. We are currently debating the effectiveness of these tablets since we have had several glitches in the system. These students, unlike the 50 + student described earlier, seem to have a natural  ability to navigate technology. These students share a financially challenged background with the older community college student but access and popular culture have played a role. On the other hand, I wonder if our students are truly accessing the abilities of technology access. Commonly, they engage in online discussions, share and retrieve files, use the internet for research, create presentations.
    As a teacher, tools like Edmodo, Blackboard, etc, are complements to the traditional classroom. I can provide supplementary tools for my students that may be optional. I can save paper in the classroom. I can have students collaborate on documents and projects. If I find something great that accompanies our lesson, I can quickly post it to Edmodo for student access instead of waiting for time to print a copy, make a copy, and wait to incorporate on the next day. In other words, I can utilize the "teachable moment". This is invaluable for me. I hope my students see the advantage that they have.
So, yes I do think that CMS systems like Moodle, and Blackboard enhance the learning in the college and even high school and middle school classroom. I think that like a workbook, test generator, or the old-fashioned overhead projector, these are tools. Tools are just means of delivery and sometimes the means of delivery happens to adhere to the changing world in which we live. Technology like this helps teachers meet the different learning styles of students. It goes beyond the student recording a lecture. It provides a way to access supplementary information on the go. I elect that our teachers get completely on board with this, and learn how to implement the tools effectively. I include myself in this lot.

Google Docs and Digital Tools

     I was first introduced to Google Docs at the middle school where I was employed from 2009-2013. At the time, it was a requirement and the administration offered various "workshops" and encouraged teachers to incorporate the tool into classes. I didn't do a lot with the tool, however, as this was middle school and access to a personal computer or tablet was limited. I have found out, more recently, however, that this is a great tool for promoting collaboration among writers, security against system "crashes" and transient issues with technology.
    In the past, I have tried to incorporate collaboration into the classroom daily. Writing was no exception. I have tried to facilitate group writing the old-fashioned way, only to find it highly unsuccessful. Google Docs was the answer to that since students could co-author the same work through technology. This tool is a safe place for students to share their ideas, collaboratively work on a document and edit that document.
    Google Docs also offers the security of saving work in "the cloud". Rather than have students complaining about the file that was saved to their grandmother's computer, this is a place that can store it all. I can recall emailing myself every document I authored or created while in undergraduate school. I was so proud of how I could work on the document, revise, refine it from any location. This would have been helpful.
     In response to the article, " The Impact of Paperless Grading", by Houston, I must say that I have recently made efforts to create a paperless classroom. Our school does not have subscriptions to GradeMark or Turnitin, but I would be eager to try these if they were available. We do, however, use digital tools such as Edmodo, a site resembling Facebook with an educational twist, and Dropbox. Both tools offer students and instructors a way to digitally turn in and organize work. I typically allow students to email their work to me as an attachment and I use the "Track Changes" and "comment" tools from Microsoft Word to offer feedback. This has been more beneficial than the traditional method of turning in work.

   Overall, Digital tools enhance the classroom, particularly the writing classroom. By fostering collaboration through tools like Google Docs, and offering a secure deposit site, students are held accountable, instructors are more organized, and education moves with the future. One issue concerning digital tools and its impact on writing, however, is the issue of plagiarism. This issue requires dutiful attention from instructors and integrity of students. I work around this issue in my classroom by also implementing traditional writing on paper to familiarize myself with the student's writing ability. And of course, when a submission raises suspicion, it is easy to research it. In my class, it is often found at Spark Notes.

Archives and Research

     I have to be honest, yet again. I was overwhelmed with the materials for this week. There was just so much! One of the archives presented that I can envision using in my classroom  would be the videos from Civil Defense that help explain a different time, a time of fear and  for example, the Cold War.  In my classroom today, students finished reading a novel that focuses on the inferiority of women in the Afghan culture, and are currently reading "A Jury of her Peers" by Susan Glaspell, "The Story of an Hour" by Kate Chopin and other female empowerment stories. The Rural Civil Defense resource has a great resource on the " issue of female employment" that would generate discussion over gender roles in the classroom. The video shared above is from Youtube, but is also a classic sexist propaganda piece that would generate debate about a woman's role in the workplace, society and the home.

     Other issues from this week that I would like to comment on include the issue of laptop usage. I commented on that topic previously, but I continue to debate this daily, often with a varying perspective.Though some instructors feel that laptops hinder the learning experience, others feel that it is vital.  In my experience, I have seen instructors misuse, overuse and under use the resource of technology. Teachers who use laptops as babysitters exist. Teachers who cannot relinquish any control over their classrooms, and fear the laptop because it is not their lecture that is the focus exist as well. Just like with any tool, I feel strongly that a balance can be achieved. If instructors design their course with technology in mind, and consider how this access can help them cover more content and do so more deeply, then a successful experience with technology is possible. At first I agreed with research cited in the article by Carrie Fried, that "Human Attention and capacity to process information is selective and limited" ( Kaheman, 1973, Posnur,1982). Then it dawned on me that this research was older than me. And though I do feel overwhelmed with info at times, I know that in this age, we just have to learn to process it differently, quicker and adapt to the medium of the time. I overwhelmed, excited and fearful for the processing needs of my four-year old daughter. There are no words.
   

Flip the Switch

     This week we have explored the concept of social bookmarking. I reviewed the tool, Inoreader, and found that this would be a useful tool for the classroom and as well as personally. My understanding of the tool is that it is a "Pinterest" of online reading materials. For current events, a subscriber to this site can find articles, not websites or advertisements, on a specific topic. I did not find it helpful for historical topics, but that could mean that I need to further explore the tool. Most of the texts that students read in class can be related to some current event. Using this tool could eliminate the unnecessary browsing through ads, blogs or content that might not be recommended for sources in a formal paper. If an instructor wants students to go directly to articles, this would be the perfect tool. However, it seems most applicable to current events.
   In response to the ban on laptops, I agree and disagree. I love the idea of the "kill switch". There are times that I feel it is a hindrance or a distraction for students to have access to social media, Google and the internet during a discussion or a lecture. As a public school teacher, I am encouraged to lecture as seldom as possible, so discussions would be my greatest issue. I do not want students to "sparknote" the answer to a question during a whole group discussion. I want to know how they think, what their analysis of a work or character is, and what they think will happen next. Being able to just temporarily suspend the internet connection would provide opportunity for these rich discussions with real and honest thought and response. Within minutes, however, I may have them use the web to find analysis of the same thing from others and compare and contrast these perspectives.
   In regards to my disagreement with this article, I do not feel that removal of the laptop is the answer. Removal would limit access for those who may only have the access on the school grounds or through school programs. The laptop should be accessible at all times, but there may be times when internet access should be suspended or limited. For example, I often use Edmodo for projects, discussion boards, etc with my high school students. I would like to be able to "lock " them to just one particular site or place at a time. This will ensure focus on the particular task at hand and limit distractions. For some students, the internet is too tempting. I can relate. Sometimes it is too easy to lose focus and check your bank account or shop or use social media. The multitasking that comes from the web is it not always beneficial. Students do need to understand how to find information in a book as classmate.Dena Fulton points out. The internet and laptops should be a supplementary tool but should be accessible often enough to keep students savvy and familiar with new and upcoming tools

Week Four Readings

This week has been the most challenging for me. I haven't dealt with a wiki until now other than posting discussions to wikis that were already creating for the purpose of professional development. Additionally, that experience has been over five years ago.
    The topic of Wikipedia as a source has evolved since I was first introduced to the topic. Most of my students and myself were under the impression, and had been instructed to never use Wikipedia as a source. Even though I didn't share this with my students, I have found myself visiting Wikipedia for the minimal purpose of having a starting place, looking to the sources it cited, and double-checking the information that way. Though there are some limitations to Wikipedia, there are also advantages.
    When teaching middle school social students, I became frustrated with the outdated information in the textbook. Though I wasn't a " textbook only" teacher, it was new content to me and that's where I started. In certain parts of the world, history was changing and evolving in real time. Wikipedia accounts for this. Information on Wikipedia can be updated in real-time. What an advantage that did not exist when looking only to textbooks, printed every decade or so, for historical news. Wikipedia is reflective of our current world: constant change.
     One reading this week, "Wikiality in my Classroom" was a great article that related both sides of the Wiki debate. Just like so many tools emerging in society today, proper application, balance of use, and well-trained instructors and professionals will make the difference. This reminds me of the first week discussing Bill Gates and the reflection that you can't just give a kid a laptop. As educators, we can't just tell them to "google it". Knowledge of credible sources, knowledge and experience with comparing sources, definitely allows a place for Wikipedia. It also utilizes the critical thinking and inferential skills that students need to develop. Look at this, look at that, apply what you already know, make a conclusion.
    It is also important to note that textbooks haven't always told the truth. I remember reading in my previous graduate program, "Lies my History Teacher told me" by James Loewen. This book helped me realize that history in itself is a matter of perspective. Consider the American Indians and how they were depicted in textbooks, stories and elementary school lessons even when I was in Elementary School in the 1980s.
  Wikipedia is a tool that can be modified, updated in real-time. Students need to be able to critique sources, compile sources, apply their own knowledge and experience and make conclusions. Online research is an appropriate tool for that. The stereotypes surrounding Wikipedia reflect the lack of knowledge and instruction that educators receive. It is not, however, useful if the researcher ( student) doesn't have the ability to infer, judge, compare and evaluate.
 One one last note: Colbert's test of Wikipedia, the information concerning elephants, is an extreme example. If other sources contradicted this, one could assume that false or misleading information had been used. In fact, Colbert's whole analysis of Wikipedia is extreme. I conclude that most of the information on Wikipedia is usable, but like any other source, I would continue to research it, compare and contrast it with other credible sources.

Week Three Readings

I am excited about the positive outlooks concerning Twitter and other social media. It seems like we often hear the negativity of these media tools, how they take time from our families and the marvels of folks scrolling, tweeting, and facebooking on their mobile phone constantly, avoiding traditional human contact. Most of the readings this week supported the idea that social media can foster future "real" relationships, break the ice, and set up conversations that might have otherwise never taken place. I agree with the idea that social media keeps us close without being too close, a sense of knowing each other while continuing with our own daily busy lives. I can think of several current friends that grew from Facebook acquaintance status. Simple conversations, liking a picture or a comment can set up easy conversations that develop naturally. It truly provides a sense of "we are all here together". Growing up and living in a small town, I should be used to all knowing all, but social media has made this even more real.

    Prior to this week, I had a twitter account. I did this solely for school, as it was a requirement during a professional development, yet anything beyond having an account never came to fruition. I never learned how to navigate twitter. I am going to try again. Several of my students are following me. They are going to get bored! On the other hand, I am excited about implementing a Twitter project in the classroom with an upcoming novel. I learned of the idea from the week's reading of specific classroom implementations. Students will assume a character  role and will tweet accordingly through the progression of the novel, with all students following and being followed by their classmates. What a real, authentic way to engage students in the reading long after class hours! I am taking a gamble on this project that hopefully will be a small one. Until recently, my district has kept a policy on the books that any social media connection between teachers and students was forbidden. A committee is now in place to revisit these policies. My students are extremely excited about using this tool in the classroom.
   The document concerning teens and their online privacy needs was an interesting read. I found it reassuring that most students do not feel that online access makes them more vulnerable to bullying. My inference is that even though online bullying may occur and it may seem a safe place for a weak bully to intimidate another, it is traceable unlike the traditional bullying that was " he said, she said". It was surprising to me as well, that Facebook was the most popular social media. I hear many students commenting about Instagram, Twitter and Tumblr. It seems that our youth is accepting the social media world and has a more positive outlook regarding this tool. It can be used positively and they get this. Hopefully, the old folks will catch up to the positive perspective.

Blogs in the Classroom

     After reading Dr. Tryon's article, "Writing and Citizenship", I felt silly that I have been previously enthusiastic over character analysis papers and argumentative essays in which only the teacher or perhaps a peer will read. Currently, my students are writing argumentatively over the issue of capital punishment. This topic is a prevalent theme in a novel we recently read in class. It occurred to me how much greater the ownership may have been if I had prompted students to blog about these issues, under a pseudonym, or not, giving them the freedom to share their argument beyond the teacher's red pen and perhaps in a place where there is great concern and interest over this topic. As the article suggests, students may become more interested in current events, political concerns and matters of the citizen, if their voices were shared publicly. The ability to have others, maybe even the public, critique your argument would prompt students to strengthen their positions, further their research and to go beyond the requirements of the classroom and traditional expectations. This is writing that matters and causes students to become a part of their world, rather than watching from the outside. I cannot clear my mind of my own students who know little of politics besides what they hear their parents say. Many of them have not traveled beyond the borders of their rural county or region. What a great way to introduce them to a new world of thought!! This is certainly going to impact my classroom and the binder full of plans I have for this year.  I have always thought that students should help design their course, as we get new students, new learners each semester. This article supports what I already knew but wasn't sure where to start or who may look at me critically from the powers that be. We will see.

Response to Week Two Readings

     In response to "Why Heather can Write", I found myself wanting to know more about fan fiction and how this might look in my own classroom. I found myself wondering how my colleagues would respond to this as well. Was this literature? How truly creative was this? How does fan fiction apply to other novel series besides Harry Potter? Could this be adapted for classrooms that embrace the classics? Perhaps students could write original narratives that convey similar themes. I agree with the author that digital literacy is important for our students and that it often what engages many of them who would otherwise be disengaged. This is a great example of students learning by doing. It is okay to be in the drafting process. It is a community of support and extensive scaffolding for those who need it. Critics, however, may claim that students are less than original. Yet, we all learn by watching, then doing and eventually we make something of our own.

Introduction -Hello

Hello to all!! I am new to blogging as this is a course requirement for a grad course at UNC FSU. I will be blogging about my experiences with this course and in my high school English classroom. Forgive my ignorance of this tool.

Hello

This is brand- new to me ! Welcome to the blog I created for my class at UNC FSU !