The Digital English Classroom

I attended the conference entitled “If all my classes did this” by Wendy Wolfe.  Interestingly, the title for the conference came from one of her students who said, “If all my classes did this, I would like school” in regards to a student’s interest in using Toon Doo in the classroom.  Wendy touched upon several different technologies such as Toon Doo, Comic Creators, Zoho, Gliffy and G Cast podcasting.   

She used Toon Doo with at risk and other students, and described it as easy to use and creative.  With the comics students can define words, create scenes from a book, newspaper stories, editorials, etc.  I would like to see the best way to save and share these cartoons.  One problem she discussed was that cartoons are public and students may (and have in her classes) receive inappropriate comments from anyone.  This tool could be used in my classroom for vocabulary, literature, writing, etc. 

Read Write Think Cartoon Creator is somewhat similar to Toon Doo but has fewer features and does not publish to the internet.   You only can scan it to include it in blogs or wikis, but it can be printed.

Zoho could be used with writing and presentations like PowerPoint but web based.  However, it does not have backgrounds or graphics (you must upload them from other places).  You can save or publish to Internet or a wiki.  This tool was not as appealing to me. 

G cast podcasting includes basic pod casting recording through phone and can be embedded in wikis.  I feel like I need to investigate this tool further.

All in all, I found Wendy’s presentation interesting and helpful in determining what tools exist on the web. 

This has been an exceptionally challenging but rewarding task.  I decided to do a slide show for part of the poem “Tintern Abbey” because I do teach William Wordsworth to my sophomores and I talked about it in the previous post.  I was really picky about the pictures I chose, but Flicker had a vast array of them.  Also, RockYou is a VERY easy tool to use when making slide shows.  I just got nervous because when I signed up for it (it suggests that you do this to edit your slide shows, I noticed it was public and I didn’t want “curranb” floating around on the web).  So, here is my show with part of the poem.  I am looking forward to trying out the other slide show options as well.  This would be an excellent tool for the classroom because it is relatively easy and students could really have fun creating shows, especially the feature that allows you to add modern music and funky transitions/themes to it. 

Slide Show: http://www.rockyou.com/show_my_gallery2.php?instanceid=114676990

Photo Credits: 

Slide 1 “A Winter’s Day” by _marmota  http://www.flickr.com/photos/chilledsalad/2139772885/

Slide 2  “Wye” by Joe Dunckley

http://www.flickr.com/photos/steinsky/540285598/

Slide 3  by Articulate!

http://www.flickr.com/photos/articulate/133477586/

Slide 4 “TinternAbbey” by willposh http://www.flickr.com/photos/willposh/2471313203/

Slide 5 “Pushing daisies” by suzienewshoes http://www.flickr.com/photos/suzannehitchen/2472748005/

Slide 6 “Tintern Abbey” by willposh  http://www.flickr.com/photos/willposh/2471340871/

Using pictures while teaching writing, literature, and vocabulary has always been an important part of my curriculum.  One of the biggest challenges is finding pictures that are not restricted (I confess, I have used some that were not from Creative Commons).   I chose the advanced search function on Flickr and checked off the box that only included CC photos.  At first, I typed in names of places where our literature takes place (Russia, London, Tintern Abbey, Cuba, etc.)  I discovered a very unique photo of Tintern Abbey entitled “God’s Eye.”   I thought it would generate a significant amount of discussion and provide a unique pre-reading experience.  Students could write about this pastoral poem from a completely different viewpoint than its author, William Wordsworth.  My students, in a sense, could take their own trips to Tintern Abbey and create their own impression of the place. 

Tintern Abbey image by Just A Slice

              Creative Commons appears to be a valuable resource.  Although, I still need to do some further investigating because I am not sure how to fully utilize the site.  After clicking on “images,” I discovered a site called Open Photo.  Superb photos were displayed.  This would have helped me work on my wiki space in the sandbox a few days ago. 

             Open Educational Resources provides a plethora of resources for teachers as well.  First of all, the word “free” to a teacher is like winning the lottery.  How many hours do we spend searching the web for useful resources and have a subscription price attached to it after we have decide it is a must-have for the classroom?  I scanned the website but did not register yet.

             MIT Open Courseware also provided ample resources.  One can find almost anything on this site relating to science, math, reading, literature, anthropology, etc.  I discovered the syllabus, assignments, and all of readings with topics for discussion for a major poets’ class .  This could be extremely helpful to use with our rigorous English curriculum.

            All in all, I need to take the time to keep investigating these resources. 

          Vicki Davis provides noteworthy enthusiasm for using wikis in the classroom.  After investigating three wikis, including Vicki’s, several observations came to mind.  Not all wikis are created equal. 

            In 1001 Flat World Tales, three schools from very different locations (South Korea, Hawaii, and Colorado) collaborated to write a creative story about aliens threatening to annihilate Earth.  The aliens tell the humans that if they can write an entertaining story, their lives will be spared.

            The vast web allows people from across the world to readily communicate at one click.  The first thought that comes to my mind is how these Web 2.0 tools change the nature of relationships.  This particular wiki allows individuals to listen to podcasts of students reading their work.  This interactive mode creates bonds between students across borders, and they not only learn how to improve their writing, but also learn about various cultures.   

            This project could be easily utilized in my own classroom.  It is a very unique way of approaching various texts that may be challenging for students to sink their teeth into (e.g. The Odyssey, Beowulf, The Tempest, Tartuffe, Notes from Underground, etc.).  Students can write creatively, review the current literature, and create something new.  This helps break the chains of teacher oriented instruction.  This wiki provides a creative introduction, tasks, rubrics, and tips for writing a good story.  Students and the teachers are the judges of the stories. 

            One word describes the Kindergarten Counting Book–limited.  It is, however, still on the creative side.  The wiki page may be in the elementary stages of development (no pun intended).  It presents pictures of food, school related items, etc., to represent each number.  I did like how the students (although it doesn’t indicate the author) chose the objects for each photo and counted them out.  They may have even taken the photos.  These are obviously valuable skills for kindergarteners. 

            One of my concerns was that there were some inappropriate ad links that kindergarteners should not be able to access (Miley Cyrus fans, James Bond quotes—with a picture of a cigarette hanging out of Bond’s mouth).  These ads and links were under the “Photo Gallery,” so if little Johnny is learning about the number seven, he can click on James Bond quotations or a paparazzi photo link.  I don’t think so.

            In Vicki Davis’ Cool Cat Teacher blog site, she includes student wikis.  Vicki’s student wiki pages seem like they would be extremely helpful tools to use in the classroom.  Students could work with a partner in the computer lab and create a wiki page for the literature they are reading and create categories such as themes, symbols, analysis, test reviews, summer reading review, etc.  The only objection I had was that some students used Cliffnotes as the link to their pages and did not create their own review.  Also, students did not provide sourcesfor their information, a plagiarism faux pas.

         Overall, the idea of using wikis in the classroom is a definite possibility.  Right now, I can begin working on ones to review the summer reading.   

I must say, I have never really read blogs, except a friend of mine who had a brief stint writing one for the former Jane Magazine (a how-to blog on dating in New York City).  At any rate, after my harmless experience of adding blogs to my Google Reader, I perused several recommended blogs of interest.  The first blog I ventured through was Weblogg-ed by Will Richardson.  One of the first posts that caught my attention was “Not the Dumbest Generation” in response to Mark Bauerline’s book The Dumbest Generation.  I have not read the book yet, but may want to read it to see what points Richardson supports and refutes and how my own reflections as a teacher connect to his ideas.  I read a similar review of the book in Newsweek, so I was happy to see how many contemporary issues these bloggers include in their posts.  Richardson’s succinct posts and overall style really appealed to me.  The quality and style of writing made me call into question my own writing style, something that has been non-existent with most of my posts so far.  The premise of the book, from what I gather, is that these so-called techno junkie kids use social networking devices so much and it has contributed to their intellectual downfall.  However, Richardson refutes Bauerline’s claims, “My interactions using social tools have definitely expanded my vocabulary, improved my memory, improved my analytic abilities, made me a more discerning critic and all the rest. And I would believe that many reading this would agree to those shifts in their own experience. Networks push our thinking. Networks can push our kids’ thinking.”  If Richardson is right, that these social tools do help students be better critical thinkers, then maybe we all have to do a bit of experimenting this fall.  Although I don’t want my students handing in their text messages for a grade, several other Web 2.0 tools seem too promising to ignore. 

Teaching brevity  “The mark of great writers is not how many words they use, but which ones. The art of brevity and choosing the right words is a fine one; it is also becoming increasingly important as our information overload continues. Those who master the art of brevity hold great power.” 

Regrettably, I use Web 2.0 minimally in the classroom.  Over the last few years, I have experienced apathy from students in regards to traditional education (e.g. reading from a text and writing responses on paper, teacher centered instruction, etc.).  They are not reading the texts and have difficulties responding critically and creatively to the readings.  Also, I have discovered that they have an extremely difficult time connecting the material to themselves and to world outside of themselves.  I would like to see their attitudes toward learning change.  The more I learn about Web 2.0, the more I become interested in utilizing it more in the classroom.   

We have no choice but to change the way we teach.  Technology is not going away and if we don’t start using it with our students, they will simply “check out” when coming into our classrooms.   I like the idea of using blogs with my students because it enables them to think critically and independently in an informal environment.  This gives students greater responsibility for their own education and actively engages them in the learning process.

We fear change.  We have been doing something a certain way for so long, and we think “How will our students react?  Can they complete these tasks if we change our teaching strategies?”  The truth is they can change more easily than we can.  The old strategies just aren’t cutting it.  Students don’t want to merely complete worksheets or reading assignments.  They want something more.  They deserve it.   

The best teachers are those that embrace learning as much as they expect their students to embrace learning.  When I am not challenging myself, learning, and growing, I see my teaching suffer.  The class becomes stagnant.  Some of the most effective teaching moments have occurred when I was working on my graduate degree.  I incorporated all of the new and exciting material into my classes, including some of my own poetry and short stories.  My students really responded to what I shared with them.  I was excited about learning and so were they.  Lifelong learning is essential for teachers and anyone who wants to grow intellectually, emotionally, spiritually, etc.  One of the most challenging habits is accepting responsibility for my own learning.  The daily demands of work and family really make it difficult to find the time to focus on lifelong learning.  The key to alleviating this problem is to prioritize my time and avoid procrastination.  The easiest challenge is to have confidence in myself as a competent, effective learner and the most important habit is to create my own learning toolbox.  Teachers are provided with a plethora of resources.  We just need to take the time to sort through them all and incorporate them in our teaching.