Seminar Abstract

Project Description:

I will use a website called www.edu20.org to create an online course for a new subject being taught next year at our school. The course is titled "Writing through Technology". My goal is to have this site serve as the outline and resource for the course next year for the teacher to organize their content and for the students to engage in learning. The teacher will post lessons, enable forums for class discussions, and provide feedback and resources for students to use throughout the duration of the course. I will post resources and activities for the 4 quarters of English/Language Arts instruction in middle school Language Arts (Narrative, Exposition, Response to Literature, Persuasive).

Seminar Project Abstract:

As an instructional coach at the middle school level my focus has been on improving literacy skills among standard English-Language Arts (ELA) and English as a Second Language (ESL) students. As students progress through elementary and secondary classes many complete the required levels of ESL coursework, but do not score at a proficient level on district and state assessments. These students are rarely reclassified out of the ESL program and are generally not successful in mainstream ELA classrooms. Because of this large group of struggling students many schools have created intervention classes and targeted instruction to help improve student performance. Along with Saturday classes and after-school classes this course has been designed to replace the traditional "Computers" class to target both writing and technology skills simultaneously. The goal of this project is to use technology and specifically EDU20 to help support ELA and ESL instruction in an elective class setting.

In order to foster writing skills among students, a new elective was created called "Writing through Technology" to serve the needs of struggling ELA and ESL students. The elective would support select 6th, and approximately thirty percent of the 7th and 8th grade classes. The writing elective would parallel the work in ELA and ESL classes and help students improve their writing skills. Students would engage in the writing process, create standard-based projects, and use technology to write, review, and read content material. EDU20 would provide the framework for students to use teacher-created materials, take assessments, and maintain their collection of writing materials. The majority of the coursework would be online and the teacher would serve as the facilitator, simultaneously teaching technology and writing skills.

The focus of this project is to showcase some of the activities students would engage in during the school year. During the presentation learners will engage in a narrative lesson designed entirely online. Initially they will engage in a review of content to support the ELA/ESL class, then engage in short activities demonstrating the different modalities of student learning using EDU20. The lesson will feature some of the tools our teacher will use during the year with real content from the 1st quarter of the school year. The lesson is designed for 7th and 8th grade students in the Narrative Writing quarter (September-November) of the school year. Learners will participate in an online quiz over learned content, a class debate, add content to the class wiki, write to the class forum board, and engage in other resources posted to the class. The culminating task for this project is a short quiz to demonstrate the capabilities of EDU20.

Login Information for EDU20

Annotated Bibliography

References


Benson, A., Lawler, C., & Whitworth, A. (2008, May 1). Rules, Roles and Tools: Activity Theory and the Comparative Study of E-Learning. British Journal of Educational Technology, 39(3), 456. (ERIC Document Reproduction Service No. EJ791895) Retrieved July 10, 2008, from ERIC database.

This British study introduced a concept called Activity Theory, a way to study how technologies relate to their local context (individual, class, school). In this study Moodle was used two different ways (one used Moodle with strict parameters for discussions, student posting, while in the second study Moodle was used loosely with more freedom to post, explore ideas, and communicate). The study showed how Moodle influenced the human, technological, and organization (school, community) in a positive way when used with fewer restrictions on student posting and dialogue.

Bertin, J., & Narcy-Combes, J. (2007, December 1). Monitoring the Learner--Who, Why and What For?. Computer Assisted Language Learning, 20(5), 443. (ERIC Document Reproduction Service No. EJ780855) Retrieved July 10, 2008, from ERIC database.

The authors argue that monitoring the learner should be used as a way to achieve a targeted goal, rather than as the target itself. Through scaffolding knowledge and learner, constant and immediate feedback, targeted mediation when appropriate, student monitoring is a critical component in computer-based, or computer assisted education.

Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007, January 1). The Blackboard Learning System: The Be All and End All in Educational Instruction?. Journal of Educational Technology Systems, 35(3), 301. (ERIC Document Reproduction Service No. EJ762105) Retrieved July 10, 2008, from ERIC database.

The authors present an argument that the Blackboard Learning System, while useful for presenting curricular materials and organizing student time efficiently, can be restrictive pedagogically, needs constant troubleshooting, and the cost continually increases to subscribe to the service. The authors argue that in the near future, open source management systems, such as Moodle, will be used more widely as management systems are viewed as more of a tool to allow students to learn at their own pace and direction.

Branzburg, J. (2005, August 1). How to Use the Moodle Course Management System. Technology & Learning, 26(1), . (ERIC Document Reproduction Service No. EJ726817) Retrieved July 10, 2008, from ERIC database.

This article focused on how to install Moodle on a network server and how to configure the management system to allow student and teacher access from home and school. Several troubleshooting tips are included to allow the teacher to configure the class for specific needs and foci.

Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008, March 1). Collaborative Literacy: Blogs and Internet Projects. Reading Teacher, 61(6), 504. (ERIC Document Reproduction Service No. EJ787649) Retrieved July 10, 2008, from ERIC database.

Through two vignettes, the authors share how the use of blogs allows students to connect to authentic audiences about real issues in a safe classroom setting. This leads to increased student interest and participation as students create writing with a meaningful purpose. The second vignette shows how internet-based projects allow students to take on the role of instructor and share their knowledge of computers and the Internet with a larger audience.

Cavus, N., & Ibrahim, D. (2007, January 1). Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages. Journal of Educational Computing Research, 36(3), 301. (ERIC Document Reproduction Service No. EJ760629) Retrieved July 10, 2008, from ERIC database.

While this study focused on instruction of programming languages using a management system, there were several similarities to the study by Uzunboylu, Ozdamli, and Ozcinar. Students using standard online communication tools such as messaging the instructor and each other were not as successful as students that had access to a run and compiler feature. Similar to direct instruction allowing students the chance to actively test their creations leads to higher level student work.

Dodge, T., Barab, S., Stuckey, B., Warren, S., Heiselt, C., & Stein, R. (2008, April 1). Children's Sense of Self: Learning and Meaning in the Digital Age. Journal of Interactive Learning Research, 19(2), 225. (ERIC Document Reproduction Service No. EJ789078) Retrieved July 10, 2008, from ERIC database.

Students ages nine through twelve participated in a study using a program called the Quest Atlantis environment to study how video game play promoted cognitive and communication between children in a virtual setting. Through the study students participation and communication levels were higher as they immersed themselves in this environment, promoting problem solving, dialogue between children, and a higher level of interest in the activity than a non-virtual setting.

Johnson, A. (2008, January 1). Internet Strategies for Gifted Students. Gifted Child Today, 31(2), 58. (ERIC Document Reproduction Service No. EJ789921) Retrieved July 10, 2008, from ERIC database.

Considering the needs of higher and lower performing students, the author describes several key strategies to successfully engage the gifted child in Internet and computer based instruction. To successfully engage the student the teacher needs to consider the following instructional strategies: open-ended activities, allow for choice, and have the potential for complexity and high-level thinking to engage gifted and highly creative children.

Penrod, D. (2008, January 1). Web 2.0, Meet Literacy 2.0. Educational Technology Magazine: The Magazine for Managers of Change in Education, 48(1), 50. (ERIC Document Reproduction Service No. EJ792156) Retrieved July 10, 2008, from ERIC database.

The author of this article redefines literacy along with the redefinition of the Web (Web 2.0). In order for students to gain the necessary skills to become lifelong learners, their literacy skills need to be enhanced and tailored to meet the needs of today’s society. Students need access to information databases, need to understand traditional information structures and how to access information using “tagged” resources. Students also need to be taught how to evaluate resources, and information ethics and digital citizenship skills. Through practice of these skills students can produce mastery and synthesis of information.

Perkins, M., & Pfaffman, J. (2006, October 1). Using a Course Management System to Improve Classroom Communication. Science Teacher, 73(7), 33. (ERIC Document Reproduction Service No. EJ758663) Retrieved July 10, 2008, from ERIC database.

The authors of this article, although focusing on the science classroom explain how Moodle, when used as a course management system in a science classroom increased communication among peer to peer relationships, teacher to student relationships, and teacher/student to community relationships. The article cites increased student participation and communication as reasons to use Moodle in the classroom.

Uzunboylu, H., Ozdamli, F., & Ozcinar, Z. (2006, November 1). An Evaluation of Open Source Learning Management Systems According to Learners Tools. Online Submission, (ERIC Document Reproduction Service No. ED494265) Retrieved July 10, 2008, from ERIC database.

The authors of this study evaluated the most used open source learning systems based on the systems ability to promote collaboration amongst learners. Uzunboylu, Ozdamli, and Ozcinar found that that while most systems support e-mail, discussion forums, and file sharing, the key for promoting student collaboration was the inclusion of a portfolio system for students to retrieve and share their work.

Seminar Project Topic

I will use moodle to create an online course for a new subject being taught next year at our school. The course is titled "Writing through Technology". My goal is to have moodle serve as the outline for the course next year. The teacher will post lessons, enable forums for class discussions, and provide feedback and resources for students to use throughout the duration of the course. I will post resources and activities for the 4 quarters of English/Language Arts instruction in school (Narrative, Exposition, Response to Literature, Persuasive).

Book Review of Blogs, Wikis, and Podcasts

Hello Everyone,

Below is my review of Will Richardson's book "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms".


Book Review
Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms
G. Medina
Cal State University, Los Angeles

EDIT 490




Will Richardson makes several strong arguments in support of the use of the Read/Write Web in the classroom in Blogs, Wikis, and Podcasts. The strongest arguments are made in Chapter 9 and the Epilogue, where ten “Big Shifts” are identified and summarized for the reader. Arguments in favor of these classroom shifts are strong and supported through anecdotal and research-based studies. These arguments would have made the book stronger by being placed at the beginning of the book prior to introducing Weblogs in chapter two. Rather than launching into an explanation about the background and use of Weblogs, giving a stronger philosophical grounding into the classroom changes these tools will herald lends more support to the argument the author makes at the beginning of the book, “The Read/Write Web hold transformational changes in store for teachers and students of all stripes” (p. 3). The remainder of the book introduces the reader to the functions and potential uses of blogs, wikis, and podcasts in a K-12 educational setting while the epilogue presents a vision of a classroom embedding these tools into established teaching pedagogy. The epilogue and the impact on educational pedagogy will be examined in greater detail in subsequent paragraphs
Overall, the text presents an optimistic tone about the potential these tools have in altering classroom instruction and learning. Richardson does take ample time throughout the book to note the dangers of letting students use blogs or post pictures freely, especially at the K-12 school level, “It means teaching kids never to publish personal identifiers about themselves or others” (p. 49). The most detailed introduction, pedagogical discussion, and standards correlation takes place at the beginning of the book in the introduction to Weblogs. This area seems to be Richardson’s strength in integrating Weblogs into the course content. This is the only place in the book where a discussion on state standards takes place. In his introduction to Podcasts and Wikis, Richardson presents a brief pedagogical discussion and introduction to using the tools in the course content, but this is not presented in the same depth as the chapters on Weblogs. The most glaring weakness is the lack of connection between state standards and the tools presented in the book. The largest educational change to take place in the past decade has been the implementation of state standards, yet this topic is hardly addressed in the book. Teachers, administrators, and superintendents need to see data showing the benefits of using these tools, and by leaving a discussion on this topic out of the book, Richardson opens to the door to questions about data showing student improvement using these tools as part of the curriculum. Overall, Richardson introduces the reader to several useful educational tools and their classroom benefits with student use.
In the epilogue, Richardson presents an image of a classroom and classroom teacher fully implementing the tools presented in earlier chapters in the text in a morning planning montage. In this vignette an English teacher, Tom McHale, updates his personal blog, checks student summaries on their blogs, updates and shares resources with other English teachers via the school English weblog, and downloads a student podcast with the school principal. This was a creative way of demonstrating how a teacher can fully integrate the tools presented in the book into their classroom instruction on a daily basis.
Richardson uses this vignette to tie in “Big Shifts” he identified in the final chapter of the book into a vision for the future of the classroom. Two “Big Shifts” envisioned in the book: “Readers are no longer just readers” and “The web as a notebook” (p. 110) are prominently displayed in the vignette. The ability of Tom McHale to have his personalized news feed directly to his blog allows him to stay abreast of current affairs quickly and relay that knowledge to his students, or allow his students to use RSS feeds to find similar stories and share their thoughts in a class discussion. This empowers students to take control of the learning by finding news and information relevant to their lives and express their thoughts in a meaningful class discussion or dialogue. Secondly, Tom McHale makes use of the web as his notebook and instructional planner, an idea that is growing throughout school systems. The ability to use Google Groups and Docs to store and access created materials allows the instructor to edit, and share those resources from any location. This can allow a teacher to move away from being tied to a textbook and use the substantial resources available online to supplement class instruction. The ease in which the teacher used these tools to simplify planning of instruction and gathering of resources allows the teacher to focus on high quality teaching and discussion with students. This may be the author’s main unwritten argument, the potential for both teachers and students to use these resources to maximize instructional time may be the biggest benefit of all for using these read/write tools.
This is a powerful book for an instructor looking to make a fundamental change in their teaching and instructional planning. The author requires the reader to approach text and learning from a different perspective, one in which our entire educational system is
not entirely ready to embrace. A more in depth discussion on standards and data supporting the use of these tools is needed to engage a larger audience in the educational field.

Reference
Richardson, W. (2006). Blogs, Wikis, and Podcasts, and Other Powerful Web Tools for
Classrooms. Thousand Oaks, CA: Corwin Press.

Introduction

Hello Everyone,

My name is G. Medina and I am currently taking a class at Cal State LA examining New Media for the classroom. I am an instructional coach in South Gate, CA and have taught English and Social Studies in prior years. I enjoy traveling, baseball, golf, tennis, hiking, reading, wine-tasting, building stuff around my house, and taking apart and building computers.

G. Medina