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.