ComicLife article

Bledsoe, G. (2009). ComicLife in education. [On-line]. /Available: http://comiclife.com/education

The article lists and discusses the benefits of ComicLife in the classroom. The author begins by telling us that comics are fun and easy to make with ComicLife. The first benefit the article discusses is it is easy to learn. Because of the ease in adding images and adding captions and word balloons, students and teachers are able to use the program. Next, the article discusses cost of ComicLife. The cost is rather low which makes it easier to obtain administrative approval in supporting the teacher’s request to add it to the classroom. Another benefit is that ComicLife inspires creativity. The article suggests that teachers and students are able to learn in unique ways by the use of ComicLife.
Ways of using ComicLife is through reading and writing. The narrative experience is a way to teach plot, characterization, setting, and sequencing. Students who do not particularly enjoy reading may be interested when ComicLife is used. Even though writing is difficult for some students, the article suggests that the drawing aspects may be interesting to students while attempting to write.
The article was very helpful in discussing benefits and examples of using ComicLife in the classroom.

ComicLife-Trail of Tears-Eighth Grade Social Studies

The purpose of this particular ComicLife is to encourage students' curiosity about the "Trail of Tears" using a medium that the students associate with entertainment.

http://trailoftearscomiclife.wikispaces.com

Egbert Chapter Three

Egbert, J. (2007). Supporting Student Communication. In Egbert (Ed.), Supporting learning with technology: essentials of classroom practice (pp.64-97). Upper Saddle River, New Jersey: Pearson.


The beginning of the chapter informs the reader on communication patterns. The author tells us that learning takes place only when the communication is based on social interaction. That interaction can be from student to teacher or student to student. Communication is important for students to share and learn with each other. The authors listed characteristics of technology-supported tasks. One component is content which is based on curricular goals and needs of the student. Time was mentioned and was based on needs of the student and on the task being completed. Enough time must be given for each student to demonstrate knowledge. Communication technologies were discussed as tools to make learning more accessible. Some students need aids to complete assignments, and technologies can meet those needs. Communicants were described as people who contribute to the learning success of the students. Communicants are classmates, peers outside of school, parents, teachers, specialists and anyone from the general public. Roles of participants are the contributions everyone adds to a whole. The last component was learning focus. Learning focus helps students stay on tasks and pace themselves to complete an assignment.
The process of technology-supported communication was described in three steps. The planning stage is where the teacher chooses the goals, activity, reviewing examples, and preparing communication. Next is the development stage which is where students collaborate, teachers copy the work, summarize, and provide lessons as needed. Last, is the analysis and evaluation stage where teachers thank participants, lead in reflection, share the projects, and analyze success.
The guidelines for supporting communication with technology were considering the context, considering safety, teaching group dynamics and team building, and giving students a reason to listen.
Assessing the tasks is important for effective use of class time. Planning, development and analysis are needed to ensure tasks are effective means to aid in learning. Rubrics are very easily obtained and used.
The authors present very good points to allow the teacher to evaluate teaching and learning in the classroom. The material is very useful and clearly written, giving examples with the information.

VoiceThread Project Reflection

The students I had enjoyed working with the VoiceThread and will be using it in the future. I see how it can be incorporated in both math and science.
Working with the members of my group has been wonderful. I have received so much help and ideas. Each member has talents and skills they have shown. I teach my classes with a workshop model and each one must participate and help others in the group. This is just what happened in our group for the last couple of weeks. I will be sharing this experience with my fifth graders so that they will understand how important teamwork is and how we can help and depend on others when teamwork is truly "team work"

VoiceThread Workshop Rough Draft

The rough draft of our voicethread workshop is being viewed. We will edit and prepare a final draft.

VoiceThread Article

7 Things You Should Know About VoiceThread

The article was excellent in that it asked questions, that most people have when VoiceThread is mentioned, and then answered them. The first question was "What is it?". The article describes it as a "media aggregator" that posts material and allows for feedback. The second question was "Who is doing it?" The answer was that K-12 educators are using it. Also mentioned was several colleges and universities. The third question was, "How does it work?". The reply was that the creators upload material and add comments with microphones, webcams, keyboard, or audio file. It goes on to say that the speaker chooses an identity as well as the commentators. The fourth question was, "Why is it significant?". The emphasis was on interactions. The fifth question was, "What are the downsides?" To this the article answered that multiple users cannot have access at the same time. Students might change answers or comments made by others. The sixth question was, "Where is it going?". The answer was that VoiceThread is developing more features that make it more appealing. The last question, "What are the implications for teaching and learning?". The reply was that the VoiceThread is promoting participation, interaction, creativity.
The article was so organized that it was easy to read and understand. It answered common questions that many of us have.I do thik that mentioning the downsides was very good. It was informative and interesting.

VoiceThread Project http://voicethread.com/share/605938/

My voicethread is complete. The students and I had so much fun. None of them had ever done this and they were shocked listening to themselves. I created this particular project for an activating strategy. The students were previewing destructive forces in nature. They commented on three different pictures, tornado, volcano, and earthquake.The link to the project is
http://voicethread.com/share/60593/

Emerging Technology that Supports Content Learning

We have two student computers in our classrooms and time is such an issue. Accessibility is good, but we have no printer which means I need to get someone to cover my class while I go to the workroom to get the copy. I do have the students in groups so that much communication is going on. I learned that one computer used skillfully can enhance the learning process.
The effective content learning tasks are familiar to me in that we are wanting to engage the students and have them discover. We are now teaching and learning with the workshop method in math. Also, in science we are testing hypotheses. We do begin each lesson with an essential question that should be answered at the end of the class. I am taking this class to help me incorporate technology into my classroom and I am seeing that I must be diligent in preparing lessons that incorporate effective use of technology.
As the chapter reminds me, students need to be reached according to their abilities and backgrounds and it is up to the teacher to supply whatever is needed. Technology, when used correctly, can help not only the average and above averagge student but also the students with learning needs and language deficits.
The chapter is full of way to benefit my classes and myself.

Egbert-Chapter 1 and Boss and Krause Chapter 2

In the reading of Egbert's chapter one, I was impressed with the emphasis that technology just to have technology is ineffective. I do believe people ask for technology and do not know how to use it nor are willing to learn how to use it. Even more than that is the fact that teachers don't know how to use it effectively in the lesson plan. When we watch movies, do we have a purpose for the movie? If not, precious learning time was wasted.

In chapter 2 of Boss and Krause, I think about the teachers on a grade level. Do we help each other by pointing out weak points, or do we overlook it? Well, I do know that anything can be said if it is said with care and for the good of all. Almost anyone appreciates a suggestion on how they might teach something differently. As I said though, we must be careful how we suggest it. As team members in a school, we are all, or should be, looking out for our students and our school as a whole. As an effective team member, we must offer and accept information that makes us the best school we can be.

Voicethread

Our group are developing their Voicethreads and are giving ideas on the workshop plan. We are focusing on the workshop plan. We want to inform teachers on how to create a voicethread and show how the new technology is easy to use and very applicable to any area of teaching. We want to demonstrate how the teachers can use the technology to enhance learning.

Voicethread

I will be trying my voicethread in school tomorrow. I hope it works successfully. It didn't seem too difficult but could cause problems tomorrow. We will see.