So, like I said in the last blog, during the months of January and February, I am really going to have to limit the amount of time my students are in the computer lab. This is unfortunate because my students will be reading some really great literature that really could really lend itself well to technology--first they will be reading Othello by Shakespeare, and then they will read Night by Elie Wiesel.
I know that for Othello I plan to use technology primarily in pre-reading activities as a method of "hooking" the students into Shakespeare--which is often a very daunting task. The students will participate in two activities that integrate technology as a means of providing introductory knowledge and material and to help create connections with the students:
1) Jack Daw--students will move between stations that have a variety of materials related to information about the Elizabethan era. Some of the materials include photocopied reading materials about the Globe Theater, images of Queen Elizabeth accompanied by reading material, images of clothing at the time, a PowerPoint about Shakespeare and his life, a small film about Queen Elizabeth, reading material and a small film clip about the plague.
2) WebQuest--I found the questions for this WebQuest at the PBS website that provides lesson ideas for teaching various Shakespeare plays. What I really liked about this WebQuest is that it has students look up more than just information, it also has them look up images and visuals. This will really help the students when they begin reading the play because they will have images of the characters in their minds. The WebQuest also helps the students better understand the racial attitudes of the time and the historical context of the play.
Mid-Late February: we will begin reading Night, and I am still trying to figure out exactly what I will do in that unit. That is the unit for which I am submitting my eThemes request, so I will probably wait until they have sent me my eThemes resources. I do know that will be a great unit for technology use, though, particularly through film clips, images, news, maps, etc.
Sunday, December 30, 2007
Sunday, December 16, 2007
End of the Semester
So, we're at the end of the semester and I feel like I've word very hard at infusing my curriculum with technology use. Both my sophomores and seniors have completed creative projects with the help of technology, allowing the technology to serve as a creative medium for displaying knowledge. Additionally, both groups also engaged in the research process using technology, with a focus on the many different research resources, and also determining valid/reliable resources. I feel this has benefited the students.
I was very surprised to see how well the students took the idea of determining resources to be valid and/or reliable. When I would interact with students during the research process I would hear students say comments such as, "I am having trouble finding an Internet resources because the only websites that show up do not look very valid and reliable." With comments such as this, I am confident that no one will turn in a research project with Wikipedia marked as a valid and reliable source, and that really makes me feel pleased. If they can determine the difference between sources when focusing on validity and reliability, that will affect how they look at all sources in their life...how they look at magazines, newspapers, advertisements, how they interact with people, whether or not they are easily persuaded by a scam. I just think it will make them more aware all around in their life.
So, while they have been very engaged in the technology world, I feel like I have driven the Media Center staff crazy. Whether with my seniors or sophomores, I feel like I am always down there. During the first part of second semester, I do need to spend some time out of the lab for the sake of my fellow faculty members. I know that many of them do a research paper second semester, and I should leave that room for them. My goal for next semester is to find a way to bring the technology to them. It's a little bit easier with my seniors because that room now has a projector, but the room for my sophomores is still waiting for its projector. Oh, the cool things I could do with them if we had a projector. I guess we'll just have to wait, and if it is absolutely crucial, I'll bring in one of the projectors on a cart.
I was very surprised to see how well the students took the idea of determining resources to be valid and/or reliable. When I would interact with students during the research process I would hear students say comments such as, "I am having trouble finding an Internet resources because the only websites that show up do not look very valid and reliable." With comments such as this, I am confident that no one will turn in a research project with Wikipedia marked as a valid and reliable source, and that really makes me feel pleased. If they can determine the difference between sources when focusing on validity and reliability, that will affect how they look at all sources in their life...how they look at magazines, newspapers, advertisements, how they interact with people, whether or not they are easily persuaded by a scam. I just think it will make them more aware all around in their life.
So, while they have been very engaged in the technology world, I feel like I have driven the Media Center staff crazy. Whether with my seniors or sophomores, I feel like I am always down there. During the first part of second semester, I do need to spend some time out of the lab for the sake of my fellow faculty members. I know that many of them do a research paper second semester, and I should leave that room for them. My goal for next semester is to find a way to bring the technology to them. It's a little bit easier with my seniors because that room now has a projector, but the room for my sophomores is still waiting for its projector. Oh, the cool things I could do with them if we had a projector. I guess we'll just have to wait, and if it is absolutely crucial, I'll bring in one of the projectors on a cart.
Tuesday, December 4, 2007
Seniors having more success
I recently started the research unit with my sophomores. Instead of doing a major research paper like I had originally designed for this class, I decided to pair it down so as not to totally confuse and frustrate my kids. Specifically, instead of having the students spend 8 weeks completing research and writing a paper, they are spending 3 weeks learning the research process and writing an outline with citations.
Just as with my seniors, we had the whole discussion about valid and reliable resources. I do feel that this discussion went much better with my sophomores. I described non-valid resources as being like a stop sign, just avoid all together, don't even waste your time (and, of course, I described what non-valid sources are and how to recognize them...such as wikipedia, blogs, web posts, etc.). Then I described non-reliable resources through the metaphor of a yield sign. You can use these sites, but approach them with caution (and when I described these, I provided examples like political websites for politicians, religious websites, business sites). They really seemed to understand this. I was really glad that I was able to get them to really think about websites in this way because previously they felt that everything on the internet was a valid source. I don't know if I mentioned this, but I did this same lesson with my seniors. I feel that it was effect for both groups.
Interestingly enough, both groups seem to have a great deal of trouble when it goes to actually finding resources on the computer (whether they be databases--which I taught--or websites). They really seem to have problems when it comes to problem solving through the brick walls in the research process. When they come to a "brick wall" or a problem, they just want to give up, they don't know how to think through the problem solving process. For example, they don't think to re-word their search, or to try and search in a new location, or try and search with new materials, etc. I'm not sure if this is a generational thing...we've all heard the term the "now generation"...meaning they want results immediately. I think that could be part of it. However, for a generation that is more tech savvy than every before, I was truly surprised to see this.
The next time I do a major project where the kids must complete research, I think I will prep them for it by providing numerous webquest opportunities. Specifically, I think it would be really beneficial to have them work through their problems, "brick walls," in a low pressure situation where they can really explore how to find answers and work around research difficulties. I think completing a few webquests would definitely help with this.
The students had two days to complete research during class time: one day was on the computer using databases and internet, the other day was for book sources. I'll be curious to see the quality of research the students find.
Just as with my seniors, we had the whole discussion about valid and reliable resources. I do feel that this discussion went much better with my sophomores. I described non-valid resources as being like a stop sign, just avoid all together, don't even waste your time (and, of course, I described what non-valid sources are and how to recognize them...such as wikipedia, blogs, web posts, etc.). Then I described non-reliable resources through the metaphor of a yield sign. You can use these sites, but approach them with caution (and when I described these, I provided examples like political websites for politicians, religious websites, business sites). They really seemed to understand this. I was really glad that I was able to get them to really think about websites in this way because previously they felt that everything on the internet was a valid source. I don't know if I mentioned this, but I did this same lesson with my seniors. I feel that it was effect for both groups.
Interestingly enough, both groups seem to have a great deal of trouble when it goes to actually finding resources on the computer (whether they be databases--which I taught--or websites). They really seem to have problems when it comes to problem solving through the brick walls in the research process. When they come to a "brick wall" or a problem, they just want to give up, they don't know how to think through the problem solving process. For example, they don't think to re-word their search, or to try and search in a new location, or try and search with new materials, etc. I'm not sure if this is a generational thing...we've all heard the term the "now generation"...meaning they want results immediately. I think that could be part of it. However, for a generation that is more tech savvy than every before, I was truly surprised to see this.
The next time I do a major project where the kids must complete research, I think I will prep them for it by providing numerous webquest opportunities. Specifically, I think it would be really beneficial to have them work through their problems, "brick walls," in a low pressure situation where they can really explore how to find answers and work around research difficulties. I think completing a few webquests would definitely help with this.
The students had two days to complete research during class time: one day was on the computer using databases and internet, the other day was for book sources. I'll be curious to see the quality of research the students find.
Subscribe to:
Posts (Atom)