A Few Questions & 1 Wondering

First, I have a couple of questions, and I thought I'd post them to the blog to see if my reader might be able to answer them.

1) We submitted a plan for a technology based activity/lessons and I submitted a research paper, what if that has changed and it is no longer what we thought it would be. Specifically, I will not be doing a full fledge research paper during 1st semester like I thought I would. Instead, I am spending 3 weeks doing an introduction into the research process where we will work on developing an argument, how to find research from books and electronic sources, and citations. Then, sometime next semester we will do a full research paper (I think...) . So I was wondering if this change is okay? I was also wondering, if it is not okay, can I switch that assignment to be the one that my students are about to do with creating a technology project based on myths we have read? Thoughts?

2) Can we submit our eThemes now if we want? I was reading further about that assignment, and I want to be sure that I have my eThemes materials before we do the unit, so that I can do my assignment on time. Can I submit them now? I read the information that is posted on Blackboard, is there anything else I need to know?

And finally...my 1 wondering:
I wonder how successful my students will be at creating this technology project. This is the project that I describe in a previous blog. I am introducing this project to my students tomorrow. They will begin preparing the information on the myths in a packet and then we will meet in the computer lab next week. My mentor and I were talking and she asked how experienced I think my students are with technology, and to be honest, I was able to answer it. From my experience with a project recently where they had to create a presentation and could chose what ever method of presenting, many groups chose PowerPoint presentation, and one group made a digital video. There were absolutely no limitation on this presentation, and technology was not a requirement...they chose this. So that indicated to me that many students are very familiar with technology, which I had assumed anyway. I suppose I am just afraid that when the students start this project that I will find out that there are some students who are not even able to create a project using Microsoft Word. I plan on suggesting that the students partner with someone who is good with technology if they are not...and I will put up on the board students who are good at various programs so they know who to go to with questions. I guess I will just have to give it a shot...and will let you know how it goes.

Wish me luck!

Catcher in the Rye Projects

My seniors have been in the computer lab a lot lately. They are working on "artifacts" for their final project in our Catcher in the Rye unit. The project is two parts, with the first part requiring them to create two artifacts, one written and one visual. The goal is for them to create "artifacts" that are actually described in the book or might be from the book. For example, at the beginning Holden talks about a composition that he writes for Stradlater. One of the possible written artifacts is for students to actually write the composition as if they are Holden writing it. For visual artifacts, they can do a variety of options, but the majority of them require the use of the computer to create an artifact that appears professional and high quality. For example, one of the visual artifacts requires the students to create a scrapbook of memorabilia that Holden might have accumulated throughout his trip (such as bar napkins, restaurant receipts, ticket stubs from train rides, etc.) , and then they must describe the artifact, the page on which it is discussed, and the significance of that artifact to Holden.

The kids seem to really be getting into the projects, and actually, I feel that they are more interested and engaged in them because they get to use the computer. They use the Internet to do research, to get pictures and ideas, they are learning how to use the programs more in depth. Only on one or two rare occasions have I had to redirect students to get back on task and off of a website they were surfing.

I think this project will be really good for preparing the students for the career research unit I plan on starting next. For that unit they will need to be comfortable with stepping outside their comfort zone when researching on the Internet and completing a more unusual and creative research project than they are used to. If nothing else, I know that several students have gone from virtually zero knowledge of technology (even Word) to being able to manipulate text boxes to create a visually appealing artifact. That is a feat in itself for those kids!

Project...will it work???

SO, I know this is late...oops! (But so is my electric bill! That's how frazzle brained I am right now!)

Anyway, I kind of wanted to blog about a project I want my sophomores to do with this mythology unit I am about to start. I haven't introduced them to it yet, so I still have time to change it a little bit if need be, but I wanted to see if my instructors had any thoughts.

I want for my sophomores to use technology to create a medium of presenting their knowledge to me. I realize this is more of a surface level use of technology, but I think that it forces the kiddos to go a little bit further with their technology skills than they have previously. The project will require all students to use computer software to create the project, which they will then email to me. Some possible formats/options the students will be able to pick from include (but I am open to other ideas) include:
1)MovieMaker (PC) and/or iMovie (Mac)—create a film or documentary
2)Publisher, Adobe PageMaker & Photoshop—create a magazine or newspaper
3)Kidspiration—create a series of graphic organizers turned into a easy-to-use guide for students
4)Website Design—create an informational website
5)PowerPoint—create a formal presentation
6)Micrsoft Word or Publisher to create a professional brochure

The students will have a set of objectives that I want them to prove to me that they understand in this format, which include:

• Guiding Question:
  --What meanings did myths about gods, goddesses, and heroes have for the ancient Greeks? What meanings do the Greek myths have for us today?
  
• Link between Gilgamesh and mythology:
  --How are they similar, how did Gilgamesh influence mythology, what common modern influence do they share?
  
• Learning Objectives:
  Learn, describe, and understand the basic plots of myths studied during unit.
  Learn, understand, and identify the three major themes in Greek myths:
  o Stories about heroes and adventure
  o Creation stories, or stories about “how it came to be”
  o Life lessons, or stories about consequences of unwise behavior
  Identify, learn, and understand the modern implications and relevancy of mythology, specifically related to:
  o Vocabulary derived from mythology
  o Cultural/Societal references to mythology (restaurants, festivals, movies, TV shows, cartoons, music) that make reference to, satirize, or do a creative take on mythology
  o References to mythology in both ancient and modern art
  o References to mythology in both ancient and modern literature and poetry

In addition they must include the following information:

• Written information/text à you must formally write explanations to answer the answers to some of the questions you project must answer/address (this cannot be information taken from other sources such as the Internet).
• Images/Photos à you must include photos, pictures, drawings, or other graphics that help illustrate your information. Must include a minimum of 6 images embedded in project (included the artwork image).
• Hyperlinks to websites à you must include a minimum of 3 hyperlinks that help illustrate your information. These sites could includes items such as maps, cultural information, images, sounds clips, film clips, government sites, etc.

I really think this project will go beyond a surface level use of technology, especially since the requirements will force the to seek information and media off of the Internet to prove they have an understanding of the objectives.

One question that I do have, is what about the kids who seriously struggle with technology skills. I plan to give them the option of working with a partner, and will encourage students who are not tech savy to do so. I will also give them a week in the lab to work on it (with a weekend of either side of that week). I am concerned about these students, still.