Geonarratives: Second Lesson Idea

Lesson Title: “Celebrating Our Nation’s Diversity”

Subject: Social Studies

Grade Level: PreK-2

Purpose: Through the use of a real-world experience, students communicate in a variety of ways, and retrieve, organize, and synthesize data to develop an understanding of diversity. Students develop an understanding of what a census is, why it is conducted, and the procedure for doing so.

Description: In this lesson, students conduct a class census to measure diversity. The lesson is aimed at having a discussion of the key concepts associated with diversity and then writing or drawing abut current impressions, thoughts, observations, and questions before looking at actual statistical data.

Note: Depending on developmental level and technology experience, students may need parental or volunteer assistance to complete tasks.

Key Activities: Using a Google Earth navigating software, teacher will point out various countries and discuss their location in relation to the United States; Using a globe students will point out various countries and discuss their location in relation to the United States..; Teacher will facilitate a discussion about the definition and concept of a country, differences and commonalties, including ancestors and heritage…; As the activity progresses, have student gain an appreciation for obtaining factual information about the United States using a Census Bureau Website…; Discuss the information collected in the last activity in light of measuring conclusions and testing the accuracy of the census data collection…; Each group examines actual questions asked by the Census Bureau in the census report…; Students present the questions they have developed to the rest of the class…; Collect all questionnaires and enter data into data base…; When the census questionnaires have been completed, students summarize and present the information in various forms. Discuss the diversity of the United States. Explore pictures in Google Earth navigating software…; Each group creates a multimedia presentation based on the information collected on the assigned theme…; and Students hold an international festival that includes natives food dress, literature, music, and multimedia presentations. Students write abut the festival and the information they have learned about the countries of their ancestors and other countries…

Social Studies Standards for this lesson are: I, II, III, IV, V & IX

NETS Performance Indicators for Grades 3-5 are: 2, 3, 4, 5, 6, 7, 8, 9, & 10

Assessment: The teacher can take anecdotal records while observing students throughout each activity and create rubrics to evaluate the electronic or print journals, graphs, multimedia presentations, and group presentations.

Resources: Computers with audio recording capability, word-processing, multimedia-authoring, mapping (e.g., MapMaker Toolkit, Neighborhood Map Machine); http://www.cnets.iste.org/

Web sites: Google Earth: www.googleearth.com; MapQuest: www.mapquest.com/; Cartography by Hammond, Inc.: http://19.41.39.5/hammond20.html; National Geographic: www.nationalgeographic.com/

Geonarratives: First Lesson Idea

Lesson Title: “Navigating by Landmarks”

Subject: Social Studies

Grade Level: Intermediate Grades 3-5

Purpose: Students to examine and apply the relationship between concrete landmarks, abstract written directions, and graphic representations on maps, and then develop their own landmark map for classroom use.

Key Activities: The key activities of this lesson include navigating and preview landmarks at the Earth Google Web site, Preview the MapQuest Web site, create both directions and maps, locate local map websites, such as the Guam Visitor’s Bureau or Chamber of Commerce, assemble necessary technology tools, gather a selection of local and [village] maps.

How Technology Enhances the Unit: This unit will be enhanced by geonarratives and Google Earth in the following ways: Students will visualize, construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, site, and shape; interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs; use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information; estimate distances and calculate scale; locate and distinguish among varying landforms and geographic features, such as mountains, plateaus, islands, and oceans; describe and speculate about physical system changes, such as season, climate and weather, and the water cycle; describe how people create places that reflect ideas, personality culture, and wants and needs as they design homes, playgrounds, classrooms, and the like; Examines the interactions of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions; Explore ways that the earth’s physical features having changed over time in the local region and beyond and how these changes may be connected to one another; Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought; and consider existing uses and propose and evaluate alternative uses of resources and land in home, school, community, the region, and beyond.

Social Studies Standards for this lesson are: III, IV & VII

NETS Performance Indicators for Grades 3-5 are: 1, 4, 5, 6, 7, 9, 10

Assessment: The teacher will assess student multimedia maps using a rubric jointly created by the teacher and the students; Teacher will assess student understanding of the relationship between the student-created maps, the printed map, and the MapQuest maps, either through brief written journal entries or individual student-teacher conferences. Criteria for an informal assessment might included: Sufficiency of detail; use of landmarks as opposed to cardinal direction; Different ways to get the same place Different scale and perspective, Conceptual understanding, Efficient and effective use of the Map Quest Website, Degree to which maps are base don landmarks, Efficient and effective use of the Google Earth Web site, Degree to which maps are based on landmarks

Resources: Computers with audio recording capability, word-processing, multimedia-authoring, mapping (e.g., MapMaker Toolkit, Neighborhood Map Machine) http://www.cnets.iste.org/

Web sites: Google Earth: www.googleearth.com; MapQuest: www.mapquest.com/; Cartography by Hammond, Inc.: http://19.41.39.5/hammond20.html; National Geographic: www.nationalgeographic.com/

Potentials That Transform Into Opportunities

Whew! Now I know why Dr. Wallace placed this podcast after everything else on the agenda. Of course I still recognize the value of listening to podcasts, but the interview session with Steve Hargadon and Michael Russell was quite informative; an extensive one too - if I may say so. Maybe I should have emulated Michael, and listen to podcasts while exercising. Naturally, I would be burning calories, and at the same time my critical thinking skills would still be functioning.

But since this is a listen, contemplate critically, then compose your thoughts on the blog type of assignment, it would be unsafe and impractical to work out and listen to the podcast, then stop every so often to capture my thoughts in writing. Exercise will surely do my body a whole lot of good, but I doubt if listening to podcasts would motivate me to exercise. Honestly, I need motivating music to inspire me to exercise.

Just like finding the magic to motivate someone to exercise, teachers too can tailor instruction to inspire students to learn by means of technology. As maintained by Michael during the interview with Steve Hargadon, “…Computers hooked up to the Internet is a toolbox with a whole world of opportunities. Children have the potential to personalize learning by opening up these opportunities. Children are able to experience the writing process. The writing process is a transformation which allows students to write more. Writing more translates to better writing skills.”

I am so grateful that I am able to utilize technology as a means of capturing and expressing my thoughts, and then storing it in a secure place. Having the knowledge and experience to operate a computer is such a convenient skill to possess. Not only do I have the capability of editing my entire document, but I also have the option to research more about a particular topic at the click of a mouse. When I decide to take a breather away from the computer, I can rest assure that when I come back, my work would still be in tact on my screen. There’s no need to search for the most currently edited version from loose pieces of paper lying around somewhere.

At any rate, as I navigated around cyberspace in search for additional information, I found an article in the Northwest Regional Education Laboratory website http://www.netc.org/earlyconnections/pub/sec3.pdf entitled “Meeting the Needs of Diverse Learners”. This article highlights some of the learning skills that the Internet offers classroom access to primary source material and other resources previously unavailable to most researchers. This article draws attention to the fact that, “…Teachers are finding that technology can support and enhance effective classroom strategies to build language and literacy skills for students with a variety of needs, including English language learners, struggling readers, and students who would benefit from more varied assessments of their learning… The use of technology adds to the motivation and interest, as well as to the quality of the final product.”

Clearly the value of technology in education if tailored to students’ needs potentially can open up a whole world of opportunities. But if the institution is unable to provide the essential tools to enhance the opportunity for transformation, even new teachers have no choice but to resort to traditional means of instruction.

Second Lesson Plan Idea

My second lesson plan idea is called “Wall of Fame”. The key activities in this lesson deals with evaluating the life stories of famous individuals. Since reading biographies is one way reluctant readers can be motivated to read and comprehend, the story of a real person’s life is often more interesting to students then a fiction character with a life that is too good to be true.

So in this learning activity, students will read and do research in the biography genre to look for common characteristics and actions that make famous people great. I will assign students to analyze the person’s life for his or her outstanding contributions to society, and then develop a symbol to represent the contribution as part of a grade-level artistic representation of famous people.

The photograph on my Flickr photosharing Web site depicts former presidents of the U.S., as well as former first ladies. I will ask the students if they recognize and can identify the former presidents of the U.S., as well as some of the first ladies.The other photograph on my Flicker photosharing account is Miss Universe 1992’s beautiful look. I am sure the students would enjoy researching about the obligations and responsibilities of beautiful ladies during the reign of Miss Universe. You may view the original version of “Wall of Fame” lesson plan located at Web site http://www.cnets.iste.org/.

First Lesson Plan Idea

The key activities for my first lesson plan idea is to prompt the students to complete sentences such as: “Today is _____,” “Tomorrow will be _____,” “The day before yesterday was _____,” “Yesterday was _____,” “Tomorrow will be _____.” I will use numerals with each date as well as the word: for example, “Today is Tuesday, June 20th.”

Then I would like to facilitate a discussion about the numbers that represent the date. I will ask students to express the number in many different ways and relate it to things in the classroom (e.g., number sentences and equations, number of students with siblings, a birth date, the number on a football jersey, how to say some numbers in a different language, the dates on money, etc.). When the students are finished, I will have students record these ideas using a whiteboard or chart paper, or using drawing or painting software.

My Flickr photosharing Web site will depict several football players wearing their jerseys. I will ask the children to identify the numbers on the shirts and ask if they know how to say particular numbers in the Spanish language.

After that, I would guide the class in visiting a Web site that further explores the numbers. As the class exhausts its own ideas, I would facilitate further exploration by demonstrating or pointing students to various Web sites that show the day’s number from different perspectives so that they can enjoy finding ways to express numbers that are similar to their own.

I would keep a visible record of student discoveries. Periodically I would have students examine their results as a group to see if any patterns emerge in the ways to represent numbers. By discovering patterns, students will link some of the more complex mathematical concepts to real information, earlier than scheduled on the scope and sequence.

Finally, I would make connections to other curriculum areas, including history. For example, although primary grade children have not studied Egyptian culture, the mathematical connection to the contributions made by this and other cultures can be simplistically introduced to building understanding about the rich contributions many peoples have made to mathematical understanding. I would have students display their finding about numbers, patterns, and history by drawing pictures, creating multimedia presentations, and any other method or activity that is appropriate for the developmental level of the students. You may view the original version of “A Number a Day” lesson plan idea located at Web site http://www.cnets.iste.org/.

A Passion That Developed Into a Career

After listening to the EDTechLive podcast with host, Steve Hargadon and guest, Sheryl Nussbaum-Beach on the subject of the 21st Century Learning, I thought to myself; this lady really has her plate full, and them some. In fact, I wondered in greater length about the proverbial expression “…having too much on their plate”, and tried to make sense of the way it is figuratively applied to many situations. But is there really a set limit as to how much one plate can hold?

Obviously, plates come in different shapes and sizes. A person usually finds out whether or not there is “too much on their plate” when things start falling off. Then again, the type of items and how the items are arranged determines whether or not the plate is sufficient to handle the load.
Sheryl’s informative response during the interview clearly speaks volumes of how she maintained her full plate. I listened attentively as the sound of her wisdom technologically navigated its way through the built-in speakers of my computer.

After Sheryl revealed her extensive work experience of 23 years from a varied background, I some how knew that I would enjoy listening to the “21st Century Learning” podcast. She had so much to share about technology, and spoke so openly about what she went through during the course of her professions. For instance, one thing that I can relate to is how Sheryl perceived technology in the beginning.

I use to feel so restricted when I started working with computers. For example, at the onset of my experience with computer technology, I used the word processor (only) at work to compose business correspondences, as well as forms. Operating a facsimile machine was considered an added aspect to ingenuity. I was too scared to venture too deep into the broad spectrum of technology. Yet, it has always been my aspiration to find a way to confidently embark beyond the boundaries of my comfort zone.

Except, along came the University of Guam, where comfort is not even a prerequisite. Now, I have Internet access and three computers at home just in case one or the other decides to be on the blink at the most inopportune time. My most recent purchase is a laptop with all the modern amenities. I really like the new and improved Windows Vista Home Basics. At first, the 2007 version of Microsoft Word scared me, but with the amount of assignments lately, I must have clicked the help key more than the years I’ve spent in undergraduate school – just joking.

Seriously, college life has definitely changed my whole outlook on life. Many of the things I never really took the time to do or dreamed of being involved in happened at UOG. They say that freedom is all about making choices, but sometimes my college professors had to reinforce some of my choices for me in order to increase my passion for learning with technology. Now, I also have experience working with LiveText Portfolio, Power Point Presentations, Blogging, MOODLE, Wiki, Flickr, and who knows what other great exploits are in store for me. Oh yes, and I also know what a podcast is, as well as the technology denotation for the acronym RSS. Whew! I better stop my self-indulgence before my head swells beyond the scope of intellectual capacity.

I certainly am amazed at how far I have come, since the Lotus 123, and Word Perfect era. Even Sheryl mentioned that she started off with Bulletin Board collaboration where students used technology to enhance learning and to interact with peers. But despite her initial uncertainty as to the development of technology, Sheryl embrace ambiguity, persevered and she was determined to face new challenges by studying, engaging, reading and writing – the skills which technology has made possible through the vast amount of information and services provided.

What I enjoyed most about listening to the podcast, was when Sheryl eloquently spoke about how she had a passion with technology and how technology eventually became her career. And though I still get anxious about learning and experimenting with new things in the computer, I hope that one day, perhaps I can find my passion with technology. In the meantime, I will continue learning as much I can to be an effective teacher, because it sure helps to have reassuring and supportive colleagues, as well as competent instructors at UOG. This certainly encourages me to be a better person. It also gives me no excuse to tell anyone that I have a full plate.

Google Docs & Spreadsheets

• Google Docs & Spreadsheets is a web-based word processor and spreadsheet, which allows users to communicate and pool resources online at no cost.
• Can assist its users with making corrections, sharing, and administering online documents
• Allows user to edit and upload quickly
• Can import existing documents and spreadsheets, or create a new one from scratch
• Allows the user to edit from anywhere - all you need is a web browser and your documents as well as your spreadsheets are stored securely online
• Allows the user to share changes instantaneously. You can encourage others to review your documents and spreadsheets, as well as make changes simultaneously
• You can create basic documents and spreadsheets from scratch.For instance, you can easily do all the basics, including making bulleted lists, sorting by columns, adding tables, images, comments, formulas, changing fonts and more at no cost.
• With Google Docs & Spreadsheet you can upload your existing files.Google Docs & Spreadsheets accepts most popular file formats, including DOC, XLS, ODT, ODS, RTF, CSV, etc. You can upload your existing files; all your formatting and formulas will come through intact.
• The recognizable desktop makes editing a breeze. All you have to do is click the toolbar buttons to bold, underline, indent, change the font or number format, and change the cell background color and so on.
• Sharing allows users to choose who they want to access their documents and spreadsheets. Just enter the email addresses of the people with whom you want to share a given file and send them an invitation.
• Anyone you've invited to either edit or view your document or spreadsheet can access it as soon as they sign in.
  While multiple people are viewing and making changes at the same time, there is an on-screen chat window for spreadsheets, and document revisions show you exactly who changed what, and when.
• There's nothing to download; you access your documents and spreadsheets from any computer with an Internet connection and a standard browser at no cost.
• Online storage and auto-save means you do not have to fear local hard drive failures and power outages.
• You can save your files to your own computer in DOC, XLS, CSV, ODS, ODT, PDF, RTF and HTML formats.
• You can publish your documents and spreadsheets online with one click, as normal-looking web pages, without having to learn anything new.
• You can publish to the entire world, just a few people or no one -- it's up to you. You can also unpublish at any time.
• Once you've created a document, you can post it to your blog. Any tags you've added to your document will become the post's blog categories.
• Take a quick look at http://reviews.cnet.com/Google_Docs_Spreadsheets/4505-9239_7-32115919.html?tag=box wherein CNET editors reveal the good and bad ratings of Google Docs & Spreadsheets.

del.icio.us

• The website del.icio.us is a social bookmarking web service for storing, sharing, and discovering web bookmarks.
• Del.icio.us was established by Joshua Schachter in late 2003.
• Back in December 09, 2005, Yahoo acquired del.icio.us from its founder.
• A combined view of everyone's bookmarks with a given tag is available in the del.icio.us website.
• Del.icio.us’ collective nature makes it possible to view bookmarks added by similar-minded users.
• CNET Reviews of deli.icio.us transpired back in September 20, 2006.The del.icio.us website was reviewed Elsa Wenzel and Robert Vamosi from CNET Reviews. According to the September 20, 2006, at a glance CNET Reviews, editors’ rating of del.icio.us is 7.3 [which equates to] very good.
• Some of the positive points identified by the CNET Reviews editors include, “…Imports bookmarks from Firefox, Internet Explorer, and Safari; tags pages by topic; lets you share bookmarks with other people; has a dead-simple interface; browser toolbar allows quick bookmarking; saves up to 5MB of content.”
• Some deficient aspects revealed by the CNET Reviews editors indicate that, “Del.icio.us doesn't detect broken links, or merge similar tags; doesn't preview bookmarked pages; no easy way to delete multiple bookmarks at once."
• All in all, the outcome of Wenzel's and Vamose's rating from CNET Reviews is that, “Del.icio.us lets you save, import, and tag bookmarks without fuss. As the most popular take-it-with-you bookmarking service, Del.icio.us can be a powerful tool for sharing content with other users."
• As I further examined the del.icio.us website, I realized that their blog space is uncensored. I was flabbergasted when I happen to stumble upon an unsightly section captioned “Secret to Super Productivity” where profanity was obviously visible.
  
  Source: http://reviews.cnet.com/Del_icio_us/4505-9239_7-32080535.html?tag=box

Ideas of Using Wiki in My Classroom

I sure would relish the opportunity to be systematically equipped and have most of my lessons at my fingertips. Certainly, other teachers would agree that they too aspire for most students to be exposed to diverse computer applications so that they can access information and learn about practically anything and everything about the world that they live in. Having the vision to broaden students’ learning abilities, expanding my knowledge, progressing beyond the traditional approach of teaching, as well as exploring new possibilities are indeed some of the key factors in using wikis in my classroom.

I have many ideas as far as the application of wikis in my classroom. But the primary objective of implementing wikis in my classroom instruction is to enhance my teaching, and the learning skills of students. I would like to establish and present enjoyable along with meaningful learning experiences for my students so that they can learn to be critical thinkers as they analyze information, and be able to rationalize, and apply what they have learned with the current circumstances in their lives.

I believe that if students can apply what they have learned from the vast amount of information available at their fingertips, then in all probability learning can be considered effective. Studies have shown that there is a link between using technology and the improvement of student achievement. The North Central Regional Educational Laboratory research on Critical Issue: Using Technology to Improve Student Achievement posted in 1999 and then updated in 2005 which is found in the website location http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#top describes some of the factors that need to be in place to support the effective use of technology. The study also raises concerns about the resources that learning institutions can use to help them plan for technology that will have a positive impact on student achievement. Among the vast array of topics, this research also considers issues involving students with disabilities, language learners, inclusion and factors involved in reaching all students. It is a rather extensive study, but I believe that it is beneficial and good reading material for teachers.

My idea of using wikis in my classroom instruction would include integrating all content area subjects (if at all possible) with the different forms of art, music, physical education, drama etc. In the course of being mindful of the diverse needs of students, I need to build a functioning, yet positive relationship with my students where they feel comfortable enough to count on me for guidance, understanding and to know that I am flexible enough to allow them more time to form ideas.

The entry setting of my classroom wiki space would introduce the course title, as well as the important school and contact information. I would also setup different pages within my wiki. The different pages would contain information pertaining to the course description, the expected positive student disposition when utilizing the computer, effective communication etiquette when critiquing and editing other fellow students, a rubric of what is expected on various assignments and the points structure, a calendar containing various learning activities and the due dates of all assignments, resources, a blog spot, listing of the participants, parent-teacher communication, homework support, and assessment.

My idea of using wiki in my classroom also includes providing an appropriate listing of instructional materials that students can access and select from on a daily basis. So, with the intention of producing sharp thinkers, the content of my reading topics will be reasonably sizeable. In my classroom wiki, there would be a predetermined daily theme of topics to examine, but a variety of materials to select from. I want to provide appropriate learning resources that include a potpourri of genres.

Some of the topics that I would like for students to study and decipher in my classroom wiki include; Literature (poetry, short stories, drama), Current Events (local news, opinions, dealings…), Animals (fascinating animal facts, Classifying Animals, fish facts…), Art (types of paintings, food art, art movements…) Books (interviews with different writers, book awards, puzzle, quizzes…), Building & Landmarks (famous structures, architects and their masterpieces the seven wonders of the ancient world…), Calendar and Holidays (festivals around the world, seasons, puzzles and games…), Computer and the Internet (finding appropriate sources online, messaging craze, constructing timelines of computer, internet and video games), Dance and Theater (types of dances, creating a script, casting a play, setting the stage, creating costumes and props), Environment & Energy (environmental dangers, power of oil, energy and the earth…), Fashion (different types of fabric, what fabric is made of, the different types of outfits that we come across…), Geography (view maps of the world, types of maps, discoveries made…), Government (the three branches of government, checks and balances, The Constitution, how the president gets elected, types of elections…), History (Guam, American History, Heroes of Civil Rights Movements, World History Timeline, U.S. History Timeline), Inventions, (awesome inventions, inventions timeline…), Language (sign language, anagram activities, preserving an indigenous language…), Math (numerical prefixes, even and odd numbers, fractions, decimals and percents, squares and square roots, roman numeral, metric weights and measures, Military & War (America’s Wars, Life for the troops, local involvement, care messages/packages, support group for military dependents…), Money & Economy (U.S. paper money and coins, learning the importance of saving money…), Movies & TV (movie timeline, top-rated kid shows, Music (downloader face the music, the different sounds of music, instruments, types of music…), Science (science facts, experiment, table of elements, photosynthesis, rocks, minerals and gems…), Space (solar system, constellations, spaced out puzzles and games, experiments on how to create a solar eclipse…) Sports (Olympics, extreme sports, training for a competition…), United States (population, map, states, melting pot of diverse citizens…), Volunteering (building a better world, feeding the homeless, shelters for the people who are hurt), Weather (Typhoons, Lightning, Tornadoes, Hurricanes…); and World (World maps, nations of the world, continents apart, beautiful Micronesia…)

I want my students to apply their learning skills by pondering sensibly on what they have read, by writing about what they have read about, by performing additional research on the topic, by rewriting, as well as being knowledgeable and confident enough about a particular topic to articulate their opinion, and communicate with others about their new found wisdom. My classroom wiki would also consist of a vocabulary builder crossword puzzle section, and a list of questions pertaining to every piece of literature to assess comprehension.

I believe that language and literacy, as well as applying technology with learning are perhaps the main reasons I would utilize wiki in my classroom. Clearly being literate and being able to express one’s self in different ways is one of the most critical - if not the most important aspect that I consider in learning.

"Wiki's -- What Are They, And Why Use Them in Education?"

Prior to taking this course, I have neither heard of the term “wiki”, nor have I had any inkling that such a term exist. So, as a result of my lack of knowledge, I decided to take a quick exploration online. Before engaging in the digital media file, “Use of Wiki’s in Education”, I found out from the website http://en.wikipedia.org/wiki/ that “wiki” is basically a “…shared information software that runs on wiki system. This software allows web pages to be created and edited using a certain communication software.”

Anyway, following my brief discovery of the term, I decided to move on to the actual assignment. The “Use of Wiki’s in Education” digital media file contained a great deal of fresh information for me. Although the acoustic was relatively choppy, I managed to persevere and listened to the entire recorded dialogue.

In the course of listening attentively to Steve Hargadon, Victoria Davis and Adam Frey discuss the use of wiki as it is applied in an instructional setting; (in a way) the description of wiki’s began to sound familiar. I realized that in some ways blogging is similar to wiki’s in that students and teachers are able to pool resources in a specified learning environment. But in order to further elaborate about the difference, I decided to pay a visit to Victoria Davis’ school website to find out more information about her wiki set up and its content.

During the interview, Victoria openly announced her classroom website, so I decided to take her up on her offer and visited http://westwood.wikispaces.com/. I found many interesting learning activities that she planned for her students. The Westwood Wiki links to various pages that contain a wiki space for students to discuss different articles. There is a space provided where students can download books into their MP 3 player. Another space offered tips on how to edit wiki pages. There is also a space for assessment, and the list of different learning activities positively speaks volumes with regard to this teacher’s well though-out curriculum.

The difference between wiki and blogging that I noticed during the audio discussion is on the editing segment. For instance, in wiki, students work in groups and are able to edit each other’s work. Whereas in blogging, I am able to read my classmates’ and teacher’s writings on a particular subject, however, I have never experienced editing anyone’s blog posting, nor has anyone ever edited my writing.

When Victoria mentioned that wiki is like a “central clearing house” that holds all kinds of resources, her description reminded me of my college LiveText Portfolio. With LiveText, students can author and submit all their work online, and present work professionally created. The Live Text edu solutions allow me to receive, create, and submit all my assignments online through an assortment of web-based tools. Students can create e-portfolios, presentations, lesson plans, and reflective journals. What’s more, Live Text allows me exclusive access to the United Streaming online video library in which there are more than 4,000 educational videos available for classroom use or personal enrichment. I believe that LiveText is genuinely a worthwhile investment.

All in all, I believe that if students are provided with the necessary technological tools to succeed in all areas of their study, the motivational effect, as well as the positive social interaction that transpires will be worth the educational investment.

Educational Blogging ~ Ed Tech Live

After listening to the Ed Tech Live podcast, I realized that my perspective on blogging is (to some degree) limited. Actually, I only began blogging about two semesters ago in my language and literacy course. In spite of the fact that I am still new at using this type of communication tool, I am grateful that Dr. Matilda Rivera exposes her students to various media literacy instruction.

At first I was scared and did not like blogging, perhaps because I did not feel comfortable about other people reading what I had to say on certain issues. I would rush to publish my comments. Afterwards, I would comment on what my classmates had to say, and then hurried to sign out of the computer. Sometimes I would worry that I might not have enough information on a particular subject in order to effectively give my perspective. However, after calming down and organizing my thoughts, I became more confident and comfortable about publishing my reflections. It is true that constant positive reinforcement and encouragement from the teacher really makes a difference. Dr. Matilda Rivera is an expert in this area. She is very patient and she will (in a manner of speaking) bend over backwards just to assist her students.

Anyhow, as my proficiency level in blogging increased, I began to see this tool as a type of specialized social journaling tool where I can interpret what I know with what I just learned. I have never really regarded blogging as a kind of learning instrument that could be categorized according to various issues of interest that can be reviewed by others beyond the realm of a classroom. However, after listening to Mr. Will Richardson’s extensive viewpoint, I now realize that blogging has a more far-reaching purpose with multiple functions.

Burns, Roe, & Smith (2002), in their book titled Teaching Reading in Today’s Elementary Schools, suggest that, “Teachers can plan many meaningful learning experiences for students. Because of the interactive characteristics of the computer – it can provide immediate responses to input from student users – teachers find that it is a good tool for individualizing instruction. Because of its ability to repeat instructions patiently without showing irritation or judging students negatively, it is also useful for remedial instruction. Word-processing programs allow teachers and students alike to easily revise and edit their written products, which can be printed in neat form to be read by class members.”

Out of all the intellectual reasons that Richardson imparted, I was rather captivated when he mentioned that his blogging became more meaningful when he realized that other individuals who shared the same interest wanted to pool resources. I guess this is where persistence translates to the light at the end of the tunnel. I agree wholeheartedly that good things definitely comes to those who are tolerant, and this is where Richardson commented more or less within the lines that, “…Blogging is an effective learning environment where technological transformation transpires.”

Media Smarts

It’s amazing how the combination of machinery and having proper skills can capture such important learning moments like the ones shown in this video. The Media Smart documentation was certainly an interesting portrayal of the many ways to promote media literacy. Apparently, virtually everyone in the film appeared very enthusiastic. The various speakers, teachers, as well as the students seemed especially interested in what they were doing. Even the filmmaker, George Lucas was quite influential. To a certain extent, he appears to be very convincing in as far as the important role that innovation and communication skills are linked to many forms of learning.

Along with facilitating functional life skills, I personally consider practical types of instruction that promote literacy to be beneficial for most children. For instance, I feel that students should participate in activities where they can explore and apply logical concepts to everyday reasoning and problem-solving. I think that learning filled with enjoyable activities that meet the needs of the whole child, not only to support intellectual needs, but also social, emotional, creative, artistic and physical skills are effective learning approaches.

Curriculum-based visual-literacy programs are great learning approaches and provide opportunities for students to participate in active learning environments. At the same time, the reality in most public school classrooms nowadays is not always geared toward innovative or multiple aspects of knowledge. In fact, the reality in most of our Guam Public School System classrooms is that Direct Instruction (DI) ordinarily takes precedence over practically any other learning approach. With the exception of the administering of SAT 10 testing, occasional school assemblies and other related school activities, learning about Reasoning and Writing, Connecting Math Concepts and Reading Mastery are customarily the core lessons in the elementary school level of learning.

Fortunately, however, despite the constraints associated with the DI program in our public school system, some students are still qualified to partake in different styles of learning. Like the learning portrayed in the Smart Media video, some of the students in the Guam Public School System are fortunate enough to experience learning that is adventurous and positively enjoyable. For example, students who participate in the GPSS Division of Special Education’s Gifted and Talented Education (GATE) program are truly blessed and are among the few who have the freedom to broaden their horizons for several hours a week.

I was privileged to observe some of the innovative projects that some of my fourth grade students presented at the Agana Shopping Center last month. Surprisingly many gifted students demonstrated their sharp skills in power point presentation where they integrated their technological skills along with social studies, reading and art.
I’ve never really asked some of the students how they apply learning whenever they leave my classroom to spend time in their GATE classroom twice a week. But I imagine is must be better than scripted lessons, because they always seem so eager and at the same time excited about leaving.

When all's said and done, my only hope is for every child to experience the true joy of learning beyond the scripted realm of DI. It would be advantageous to see students experience working with other innovative learning tools so that they can sense the same type of excitement and educational fulfillment that the gifted students are able to take pleasure in.