The need that I identified for my 'Wicked Problem Project' is the need for my students to be able to cooperatively work in a small group to create a summary of the novel they read as they work in literature circles. My sixth graders are currently in working in groups of 3 or 4 students based on a novel that they have selected to read. They read independently, then meet as a group to discuss what they read, identify vocabulary,make predictions, create QAR questions, and then summarize the novel. When the students are creating QAR questions and summarizing the novel, they are using pencil and paper, bringing their own ideas, and then creating a summary as a group. Each student is copying their own summary that the group creates. This was starting to become a tedious part of the group meeting time. I wanted my students to be able to use a wiki for creating these questions and summaries.
The solution that I chose was to use a wiki technology such as PB Works and for my pedagogy I chose cooperative learning. The wiki enabled the students to have a place where they could collaborately revise, edit, and chat on-line while creating their QAR questions and group summaries. This solution incorporates Technological Pedagogical Content Knowledge (TPACK).
Technological Pedagogical knowledge, according to "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge", by Punya Mishra and Matthew J. Koehler, can be defined as "...knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies". The technology that I have chosen, using a wiki, supports the teaching strategies and methods I have chosen for the TP knowledge. Students will be able to collaborate both on creating a group summary and questions while applying Reading Apprenticeship strategies.
Technological Content knowledge, according to Mishra and Koehler, is "...knowledge about the manner in which technology and content are reciprocally related". The classroom wiki will make the content in my problem more intellectually accessible. Specifically, students are creating their own summaries and questions using a wiki. They are using technology while cooperatively learning. They will be able to read what other literature circle members have written, as well as revising and editing.
Pedagogical Content knowledge, defined by the afore mentioned authors, is "...knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching". The pedagogical choices make the content in my problem more intellectually accessible. The students will experience the text of their novels at a higher level of comprehension through collaborating with peers to create summaries and using the Reading Apprenticeship and QAR strategies.Using the Reading Apprenticeship approach of QAR and collaboratively summarizing allows students more interaction with the text which increases their understanding.
CEP812wickedporoblempresentation_001
Saturday, April 16, 2011
Mobile Learning
It is interesting to learn ways that other educators are using mobile technology in their classrooms and educational settings. Through this lab I explored mobile technology use of iPods, mp3players, PDAs, USB drives, E-Book Reader, Flip Cameras, Smart Phones, and TabletPCs. I also joined the Cell Phones in Education group and created a survey for my classroom using Poll Everywhere.
The idea of using PDAs is especially intriguing to me. I can see how it can be a useful tool for students to take notes, collaborate on projects, research on the Internet, watch movies, and complete homework assignments. The small size makes it for easy for students to carry around and it does not take up a lot of physical space. However, it appears that the Smart Phone would be the best way to go, since it combines a PDA, Internet access, MP3 player, camera, and video with telephone capability. I would like to integrate the Smart Phone as a mobile technology into my classroom. The biggest challenge would be the cost of the Smart Phones and finding the funding to purchase them. A second challenge would be convincing administrators to allow the Smart Phones. At this point in time at my middle school, if we even see a student's cell phone visible during school hours, we are instructed to confiscate it. There were some problems with students having '30 second fights' in the bathroom, recording the fights, and uploading the videos to YouTube. However, I think that using a Smart Phone in the classroom would be an engaging experience for students. It supports interactive learning.
The idea of using PDAs is especially intriguing to me. I can see how it can be a useful tool for students to take notes, collaborate on projects, research on the Internet, watch movies, and complete homework assignments. The small size makes it for easy for students to carry around and it does not take up a lot of physical space. However, it appears that the Smart Phone would be the best way to go, since it combines a PDA, Internet access, MP3 player, camera, and video with telephone capability. I would like to integrate the Smart Phone as a mobile technology into my classroom. The biggest challenge would be the cost of the Smart Phones and finding the funding to purchase them. A second challenge would be convincing administrators to allow the Smart Phones. At this point in time at my middle school, if we even see a student's cell phone visible during school hours, we are instructed to confiscate it. There were some problems with students having '30 second fights' in the bathroom, recording the fights, and uploading the videos to YouTube. However, I think that using a Smart Phone in the classroom would be an engaging experience for students. It supports interactive learning.
Group Leadership Project Final Product
http://www.youtube.com/watch?v=PLP0tMNRbBU
The tool our group used to deliver the PD tutorial actually consisted of several tools. Jenni used Jing for the screen cast of our Edmodo tutorial. Jing only allows a maximum of five minutes per recording session. So she ended up screen casting 6 videos, 1 to 2 minutes in length. She then used YouSendIt to send the videos to Kevin. He took the videos and recorded them in QuikTime. The reason the videos were recorded in QuikTime is because with the free version of Jing you are stuck with shockwave files which are difficult to convert. So Kevin then then imported it into iMovie. In iMovie he was able to edit the tutorial, create a title, sequence it, and add headers. Next our Edmodo tutorial was uploaded to YouTube.
During the development process of the final product I learned some helpful tips through the experiences of group members. For example, Camtasia or SnapProX, would be a better tool to use for creating the tutorial rather than using Jing. I also learned that YouSendIt is a free and excellent way to send movies.
If I had to develop a similar product again for a group project, I would do a couple of things differently. First of all, I would steer clear of Jing, due to the shockwave files. Next, I would arrange a face-to-face work session in addition to the web-conferencing and communicating through e-mail and the phone. While I was participating and involved in our group project, it felt like I was on the sidelines and not hands-on enough with the final stage. I think a face-to-face work session at the end stage of the project would be helpful. However, this activity was a worthwhile learning experience. I enjoyed working with my group members and am very pleased with our final product.
The tool our group used to deliver the PD tutorial actually consisted of several tools. Jenni used Jing for the screen cast of our Edmodo tutorial. Jing only allows a maximum of five minutes per recording session. So she ended up screen casting 6 videos, 1 to 2 minutes in length. She then used YouSendIt to send the videos to Kevin. He took the videos and recorded them in QuikTime. The reason the videos were recorded in QuikTime is because with the free version of Jing you are stuck with shockwave files which are difficult to convert. So Kevin then then imported it into iMovie. In iMovie he was able to edit the tutorial, create a title, sequence it, and add headers. Next our Edmodo tutorial was uploaded to YouTube.
During the development process of the final product I learned some helpful tips through the experiences of group members. For example, Camtasia or SnapProX, would be a better tool to use for creating the tutorial rather than using Jing. I also learned that YouSendIt is a free and excellent way to send movies.
If I had to develop a similar product again for a group project, I would do a couple of things differently. First of all, I would steer clear of Jing, due to the shockwave files. Next, I would arrange a face-to-face work session in addition to the web-conferencing and communicating through e-mail and the phone. While I was participating and involved in our group project, it felt like I was on the sidelines and not hands-on enough with the final stage. I think a face-to-face work session at the end stage of the project would be helpful. However, this activity was a worthwhile learning experience. I enjoyed working with my group members and am very pleased with our final product.
Thursday, April 14, 2011
Professional Learning Plan
The link for my Professional Learning Plan for CEP 812 is:
https://docs.google.com/document/d/1BCz9lIyUoVQOZWnunaGW4nXGjoFd8Fh-wA80ctyi1R4/edit?hl=en&authkey=CJvRtvsF
https://docs.google.com/document/d/1BCz9lIyUoVQOZWnunaGW4nXGjoFd8Fh-wA80ctyi1R4/edit?hl=en&authkey=CJvRtvsF
Tuesday, April 12, 2011
PART D - Findings and Implications
The project did not get implemented originally as planned. Originally, I had wanted to have all of my literature circle groups using a wiki to collaborate on the summaries of the books each group was reading. Due to scheduling and availability of computers for student use, I had only a few groups work on their summaries using a wiki. At first I was going to use Wikispaces, but I encountered technical difficulties and a slow time in response from the help desk. So, I switched to PBworks and was pleased how user friendly it was.
I had chosen this project because I thought that using a wiki could replace just using a pencil and paper recording as a means for groups to create their summaries. I thought it would be engaging and something new and exciting for students to work on. I also liked that I could view the page history and check the revisions that students incorporated. In terms of evidence of success in addressing the problem of practice, the students were enthused about using a wiki, a new technology, and they were able to collaborate to work on summaries of the novels.
How I would approach another project of this type differently given what I've learned here is an excellent question. I feel that I was rushed with the time for this project. I was trying to apply using a tool in the classroom that I wasn't familiar enough with, so that I could immediately use it for another new thing that I was doing for the first time, literature circles. I was excited that there was a practical use for the wicked problem project that I could apply to something new that I was launching in the classroom, literature circles.
Lessons that I learned that others might benefit from include making sure that you have adequate access to computers, provide yourself with ample time to model for your students expectations and introduce them to the wikis and purpose for using a wiki.
I do plan on doing the same project again, but with some changes. First of all, I will already have a group of students familiar with using a wiki. Also, all of my students are going to be reading the novel Number the Stars by Lois Lowry. The first go around of my literature circles, I had a choice of eight different novels that I then placed students into groups based on their first, second, and third choice. Students were at different places in their novels and it just seemed like too many new things I was trying to do at once. Now that we have all experienced a go around with literature circles, are more familiar with what is expected of their summaries, it will be easier to incorporate a wiki.
I had chosen this project because I thought that using a wiki could replace just using a pencil and paper recording as a means for groups to create their summaries. I thought it would be engaging and something new and exciting for students to work on. I also liked that I could view the page history and check the revisions that students incorporated. In terms of evidence of success in addressing the problem of practice, the students were enthused about using a wiki, a new technology, and they were able to collaborate to work on summaries of the novels.
How I would approach another project of this type differently given what I've learned here is an excellent question. I feel that I was rushed with the time for this project. I was trying to apply using a tool in the classroom that I wasn't familiar enough with, so that I could immediately use it for another new thing that I was doing for the first time, literature circles. I was excited that there was a practical use for the wicked problem project that I could apply to something new that I was launching in the classroom, literature circles.
Lessons that I learned that others might benefit from include making sure that you have adequate access to computers, provide yourself with ample time to model for your students expectations and introduce them to the wikis and purpose for using a wiki.
I do plan on doing the same project again, but with some changes. First of all, I will already have a group of students familiar with using a wiki. Also, all of my students are going to be reading the novel Number the Stars by Lois Lowry. The first go around of my literature circles, I had a choice of eight different novels that I then placed students into groups based on their first, second, and third choice. Students were at different places in their novels and it just seemed like too many new things I was trying to do at once. Now that we have all experienced a go around with literature circles, are more familiar with what is expected of their summaries, it will be easier to incorporate a wiki.
Friday, April 8, 2011
PART B - Storyboard and Script
The Edmodo Tutorial storyboard and script for our group leadership project can be found at the following link:
Our group chose Google Docs for the storyboard and script. We brainstormed ideas for the project and what we should do for our storyboard. One of our group members created the draft of the storyboard, then we all participated in revising and editing. A part that I added to the storyboard was the section about polling your students. I was not familiar with Edmodo before this course, and the poll was a feature that I found useful in my classroom. I added some text to the tutorial as well as several screen captures. The screen captures were of an actual poll that I had created for my sixth grade language arts class.
The work of the final product will be distributed by one member doing the 'voicing' and screen cast. That member is using Jing to screen cast in parts because of difficulty with only being able to record five minutes at a time. Another group member is then going to put the parts together. All group members will be continuing to provide feedback to polish our final product.
The work of the final product will be distributed by one member doing the 'voicing' and screen cast. That member is using Jing to screen cast in parts because of difficulty with only being able to record five minutes at a time. Another group member is then going to put the parts together. All group members will be continuing to provide feedback to polish our final product.
Tuesday, April 5, 2011
Web-Conferencing Blog
Overall the two video conferences that my group conducted were successful. The software that we used was TinyChat. It was helpful to have the chat box while we conferenced. A group member was experiencing technical difficulties with her microphone at the first video conference, so it was helpful to still be able to communicate with her via the chat function. During the second conference, that member was able to correct the problem with her microphone. We experienced a different problem at the second conference, where there were a couple of echos and delay in audio. Also, a member was having difficulty joining the group through video. However, we all were able to still communicate and collaborate.
Reflecting on how video conferencing might be useful in my classroom, I do not identify an immediate need for it. If I really stretch my mind for a use for it, maybe I could use it to have students communicate with the other sixth grade team. The other sixth grade language arts teacher is having his students participate in literature circles, and our students are reading the same books. Maybe the students could conference discussion questions and responses. However, this would just be to expose my students to a new technology. In reality, the other language arts teacher is 2 doors down from mine, and we would split our classes so that students could conference with each other in person.
Reflecting on how video conferencing might be useful in my classroom, I do not identify an immediate need for it. If I really stretch my mind for a use for it, maybe I could use it to have students communicate with the other sixth grade team. The other sixth grade language arts teacher is having his students participate in literature circles, and our students are reading the same books. Maybe the students could conference discussion questions and responses. However, this would just be to expose my students to a new technology. In reality, the other language arts teacher is 2 doors down from mine, and we would split our classes so that students could conference with each other in person.
Saturday, April 2, 2011
Friday, April 1, 2011
Wicked Problem Project PART B - Application of TPACK
This blog posting will answer the following questions: What is the TP knowledge for the solution?; What is the TC knowledge for the solution?; and What is the PC knowledge for the solution?
Technological Pedagogical knowledge, according to "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge", by Punya Mishra and Matthew J. Koehler, can be defined as "...knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies". The technology that I have chosen, using a wiki, supports the teaching strategies and methods I have chosen. Students will be able to collaborate both on creating a group summary of the novel their literature circle has chosen to read. Also, students will be able to work together to come up with questions about their novel as part of the QAR strategy for Reading Apprenticeship that I am working to incorporate into the classroom.
Technological Content knowledge, according to Punya Mishra and Matthew J. Koehler, is "...knowledge about the manner in which technology and content are reciprocally related". The classroom wiki will make the content in my problem more intellectually accessible. Specifically, students are creating their own summaries and questions using a wiki. They will be able to read what other literature circle members have written, as well as revising and editing.
Pedagogical Content knowledge, defined by Punya Mishra and Matthew J. Koehler, is "...knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching". The pedagogical choices make the content in my problem more intellectually accessible. The students will experience the text of their novels at a higher level of comprehension through collaborating with peers to create summaries and using the Reading Apprenticeship and QAR strategies.
Technological Pedagogical knowledge, according to "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge", by Punya Mishra and Matthew J. Koehler, can be defined as "...knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies". The technology that I have chosen, using a wiki, supports the teaching strategies and methods I have chosen. Students will be able to collaborate both on creating a group summary of the novel their literature circle has chosen to read. Also, students will be able to work together to come up with questions about their novel as part of the QAR strategy for Reading Apprenticeship that I am working to incorporate into the classroom.
Technological Content knowledge, according to Punya Mishra and Matthew J. Koehler, is "...knowledge about the manner in which technology and content are reciprocally related". The classroom wiki will make the content in my problem more intellectually accessible. Specifically, students are creating their own summaries and questions using a wiki. They will be able to read what other literature circle members have written, as well as revising and editing.
Pedagogical Content knowledge, defined by Punya Mishra and Matthew J. Koehler, is "...knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching". The pedagogical choices make the content in my problem more intellectually accessible. The students will experience the text of their novels at a higher level of comprehension through collaborating with peers to create summaries and using the Reading Apprenticeship and QAR strategies.
Group Leadership Project PART A - Brainstorm Session
The members of our group leadership project are: Dawn Harris, Jennifer McGrogan, Kevin Upton, and myself. All group members were present for both brainstorming sessions.The webconferencing tool that we used was TinyChat.
There were advantages and disadvantages to using a webconferencing tool such as TinyChat. One advantage is that we were able to come together to discuss our project over the web. TinyChat, when all goes well, allows for all participants to be seen and heard at the same time. Another advantage is that it has a live chat room that appears on the screen while you are conferencing. A disadvantage is that there was a slight delay in audio feed in the first session, and an echo in the second session. Also, in the first session a group member's audio feed was unable to be heard. However, that member was able to type in the chat room during the conference and still participate in the brainstorming session.
The focus of our project is Edmodo, and we will be developing a tutorial geared at teachers for using Edmodo as a web resource in the classroom. Listed below are links to both brainstorming sessions.
Brainstorm Session #1 March 13, 2011:
http://www.youtube.com/watch?v=nCLo2WqudCw
Brainstorm Session #2 March 30, 2011:
http://vimeo.com/21732807
There were advantages and disadvantages to using a webconferencing tool such as TinyChat. One advantage is that we were able to come together to discuss our project over the web. TinyChat, when all goes well, allows for all participants to be seen and heard at the same time. Another advantage is that it has a live chat room that appears on the screen while you are conferencing. A disadvantage is that there was a slight delay in audio feed in the first session, and an echo in the second session. Also, in the first session a group member's audio feed was unable to be heard. However, that member was able to type in the chat room during the conference and still participate in the brainstorming session.
The focus of our project is Edmodo, and we will be developing a tutorial geared at teachers for using Edmodo as a web resource in the classroom. Listed below are links to both brainstorming sessions.
Brainstorm Session #1 March 13, 2011:
http://www.youtube.com/watch?v=nCLo2WqudCw
Brainstorm Session #2 March 30, 2011:
http://vimeo.com/21732807
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