Week 5

Assignment #1
http://dl.dropbox.com/u/44186744/Technology%20and%20Literacy%20Article.pdf

The name of my article is Integrating Technology with Literacy: Using Teacher-Guided Collaborative Online Learning to Encourage Critical Thinking; I believe that this article is very interesting and informative. It talks about how important of a tool technology can be in literacy, ways to integrate it into a classroom, and all of the positive outcome that come from incorporating technology to improve students’ critical thinking. The article uses a study on students that use an interactive program called Book Raps and discusses their increase of their critical thinking awareness. Programs such as these are great tools to incorporate into the classrooms to reach out to all students, collaborate and work together, and allow them to develop their critical thinking skills.

Assignment #2
http://www.edmodo.com/profile/5962149
I created an Edmodo page that enables my students and parents to get involved in the Arts. Students and parents are able to view my students artworks (kindergarten - 4th grade and Life Skills), our artist of the month, and projects we are currently working on.

My Edmodo page encompasses the technology, the arts, and ELA. I am able to hold class discussions and art critiques on my page. Where students are able to discuss and collaborate on ideas.

Week 4 Assignment #2

Assignment#2 Create a simple ELA lesson plan addressing the following components
Using an existing game.
Super Text Twist (http://www.shockwave.com)


Grade level: 5th grade

Common core standards and learning outcomes:

ELA: English Language Arts (NYS P-12 Common Core): Speaking and Listening

• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
• Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
• Ask and answer questions in order to seek help, get information, or clarify something is not understood.
• Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• Add drawings or other visual displays to descriptions as desired to provide additional detail.
• Speak audibly and express thoughts, feelings, and ideas clearly.

 Learning Outcomes:

• Students will be able to identify and create a variety of word from the different letters provided.

Nets:

1.     Creating and Innovation

·      Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a)     apply existing knowledge to generate new ideas, products, or processes.

b)    create original works as a means of personal or group expression.

c)     use models and simulations to explore complex systems and issues.

d)    identify trends and forecast possibilities.

2.     Communication and Collaboration

·      Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a)     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b)   communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c)    develop cultural understanding and global awareness by engaging with learners of other cultures.

d)   contribute to project teams to produce original works or solve problems.

3.     Research and Information Fluency

·      Students apply digital tools to gather, evaluate, and use information. Students:

a)     plan strategies to guide inquiry.

b)   locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c)    evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d)   process data and report results.

      4. Critical Thinking, Problem Solving, and Decision Making

·      Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a)     identify and define authentic problems and significant questions for investigation.

b)   plan and manage activities to develop a solution or complete a project.

c)    collect and analyze data to identify solutions and/or make informed decisions.

d)   use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

·      Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a)     advocate and practice safe, legal, and responsible use of information and technology.

b)   exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c)    demonstrate personal responsibility for lifelong learning.

d)   exhibit leadership for digital citizenship.

6            6. Technology Operations and Concepts

·      Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a)     understand and use technology systems.

b)   select and use applications effectively and productively.

c)    troubleshoot systems and applications.

d)   transfer current knowledge to learning of new technologies.

Instructional activities (how does this game help develop language acquisition and development, both oral and written, be creative?):

The students will be able to use letters given to create a word allowing the students to read, write, and say the word.

Assessment: A dialoged box appears on the screen allowing the student to know if they are on the right track or not. Once the time has run out the students are able to view the other possible words that could have been created out of those letters. These words in the game will be words use in a test where the students will correctly spell the word and use it in a sentence.

Debriefing (refer to the journal article page 8 to 12): The teacher can discuss with the students that one set of letters can create a variety of words.

What cognitive skills do this game help to cultivate?: This game allows the students to work on their spelling and writing.

What new literacies skills do this game help to cultivate (refer to the journal article page 2 and 3)?: The students are able to identify and question what letters can be made into words, locate correct letter to create a word, evaluate what letter can create a word or other letters need to complete to word, use their knowledge of spelling and vocabulary to complete the game, and communicate the answers to others.

Creating my own game and ELA Lesson plan. 

• Grade level: 1^st grade
• Common core standards and learning outcomes:

ELA: English Language Arts (NYS P-12 Common Core): Speaking and Listening

• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

• Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

• Ask and answer questions in order to seek help, get information, or clarify something is not understood.

• Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

• Add drawings or other visual displays to descriptions as desired to provide additional detail. 

• Speak audibly and express thoughts, feelings, and ideas clearly.

 Learning outcomes:

• Students will be able to identify and build on their knowledge of geometric shapes.
• Students will learn to create a variety of animals using geometric shapes.
• Students will be able to work on their observational and motor skills.

Nets:

1.     Creating and Innovation

·      Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a)     apply existing knowledge to generate new ideas, products, or processes.

b)    create original works as a means of personal or group expression.

c)     use models and simulations to explore complex systems and issues.

d)    identify trends and forecast possibilities.

2.     Communication and Collaboration

·      Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a)     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b)   communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c)    develop cultural understanding and global awareness by engaging with learners of other cultures.

d)   contribute to project teams to produce original works or solve problems.

3.     Research and Information Fluency

·      Students apply digital tools to gather, evaluate, and use information. Students:

a)     plan strategies to guide inquiry.

b)   locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c)    evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d)   process data and report results.

      4. Critical Thinking, Problem Solving, and Decision Making

·      Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a)     identify and define authentic problems and significant questions for investigation.

b)   plan and manage activities to develop a solution or complete a project.

c)    collect and analyze data to identify solutions and/or make informed decisions.

d)   use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

·      Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a)     advocate and practice safe, legal, and responsible use of information and technology.

b)   exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c)    demonstrate personal responsibility for lifelong learning.

d)   exhibit leadership for digital citizenship.

6            6. Technology Operations and Concepts

·      Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a)     understand and use technology systems.

b)   select and use applications effectively and productively.

c)    troubleshoot systems and applications.

d)   transfer current knowledge to learning of new technologies.

• Instructional activities (how does this game help develop language acquisition and development, both oral and written, be creative?): This game will be an interactive game operated by computer where the students will have a scenario where they must identify the correct geometric shapes to create a specific animal. The student will drag the correct shape together building that specific animal. Each of the shape will be labeled and when the mouse is hovering over that shape the students are able to hear the shape aloud. The students will be able to identify how the shape is spelled and how it sounds.

• Assessment: The student will get instant feedback through the interactive game. Once the students have created their animal a prompt will appear stating whether the combination of shapes is correct or incorrect. The students can click on a button for help or hints to make corrections. There will also be an answer key at the end to check their animals.

• Debriefing (refer to the journal article page 8 to 12): The students are able to connect their knowledge from the game to real life through a number of different ways. For example, once the student has completed the animal a prompt will appear asking the students a series of questions to reflect on the game. The prompt will show an image and a question relating to the image such as an image of a bird and asking a question like what is the same of the body? The student will then click on the correct and answer where an audio will play and say the correct answer, highlight the correct button, and outline the shape on the bird. Connecting a real life bird to geometric shapes enabling the students to identify the correct shapes used to create that animal and use it in art making (creating a collage or a drawing).

• What cognitive skills do this game help to cultivate?: This game allows the students to identify their geometric shapes and allows them to use their knowledge of these shapes in art making.

• What new literacies skills do this game help to cultivate (refer to the journal article page 2 and 3)?: The new literacies skill used in this game enables students to use information and communication technology tools. Through the incorporation of interactive technology in this game the students are able to identify and questions on geometric shapes, locate correct shapes needed to create a specific animal, evaluate what other shapes are need to complete the animal, use their knowledge of geometric shapes to answer questions, and communicate the answers to others.

Week 4 Assignment #1

In gaming literacies there are a few important gaming elements that are essential for a literate game player such as: text, visual-graphic elements, audio elements, game goals, game rules, and scenario design.

1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4).

•  Text: Through the text of the game the players are able to understand the rules, purpose, and function of the game. The players are able to identify the main idea of the game through the text. The text can be presented in a multitude of ways; one way can be through a dialog box. The dialog box my present the rules of the game, feedback, or narrate the story.

•  Visual-graphic elements: The player must learn to identify what the graphics and animation represents in the game. The players must also be able to identify one player’s perspective from another. Research has discovered that video gamers are able to processing visual search tasks with much ease.

• Audio elements: Audio elements allow the player to comprehend more information through listening and speaking. The players are able to interact, communicate, and hold conversations with other players.

2. What is the goal of the game?

Every game may vary, having a different set of goals in each game. However in order to achieve these goals the player must have the knowledge to solve a specific set of problems. These goals allow the player to acquire and retain knowledge they have learned from the game.

3. What are rules of playing this game?

The rules of playing a game and the goal of the game go hand in hand. In order to achieve the goal of the game the players must come up with different strategies that fit into the rules of the game. Players often learn the rules from the beginning of the game through some sort of tutorial.

 4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content?

There are three types of gaming scenario designs: no embedded scenario, fabricated scenario design, and a scenario design embedded in curriculum-related content.

• No embedded scenarios such as puzzle games can allow players to strengthen their strategy abilities and reasoning abilities. 

• Fabricated scenario design games are flexible scenarios that the game designer has made up for the players. This scenario relates to players’ behavioral change, social networking, mental health, or self-concept.

• Scenario design embedded in curriculum-related content allows players to be familiar with the scenario design in order to excel and improve their performance. This type of game allows the player to study the scenario design and becomes more knowledgeable about that subject. I feel that games such as these are more successful and meaningful to students when they are learning about a specific subject. It not only motivates the students but also captures their interest in the subject matter. 

Draw4Play 4 (http://www.shockwave.com)

1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4).

Text: The text simply explains the objective of the game. The player must college the keys in order to move onto the next level. The player can use tools such as a spray can to create lines to jump on to collect the key.

Visual-graphic elements: The visual-graphics show you the how the player moves throughout the game and easily displays what tools are needed to achieve the goal in order to move on to the next level.

Audio elements: The audio playing throughout the game is music to match the scene.

2. What is the goal of the game?

The player must college the keys in order to move onto the next level without falling.

3. What are rules of playing this game?

The player can use the tools above such as the spray can and eraser to help the character collect the keys and open the door without falling.

4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content?

This game does have a scenario design, which is embedded in the curriculum-related content. Each scenario changes as the player moves onto the next level.

Week 3 Assignment #3

• Grade Level: K – 2
• Topic – Fluency
• Standards addressed: All standards (Reading, Writing, Speaking, and Listening)
• Learning Outcomes: Students will be able to fluently read, write, speak, and listen to a book.
• Technologies needed: SmartBoard, Computers, Flip camera, and Internet access
• Timeline for implementation: 1 day of implementation (will continue to be built upon skills throughout the year)
• How can it be integrated and implemented in the lesson?: The teacher will be using the Flip camera to record the students reading. The teacher will display the recording on the SmartBoard where the student will be able to listen to the fluency of the way they read as well as writing sentences from the passages onto the board.
• Assessment: The teacher will be able to assess the students writing skills from the SmartBoard writing exercise and their comprehension on the use of the camera and Smarboard.

Week 3 Assignment #2

The ELA department is beginning to utilize an interactive e-book for their students, it is an online website that allows the students to read a variety of books at home on their computers called Raz-Kids.com. This website allows the students to read or listen to books that teachers can assign to each individual student. I think this is a great way of integrating the use of new technologies in the classroom. It is a more motivating and interesting way for students to read in addition to reading in a traditional manner. Each students is going to need access to a computer in order to be able to use this website. The classes can be held in the media center where there are more computers available to the students. 

Week 3 Assignment #1

Teaching, learning, and education have become more complex than ever before. Our use of technology in our classrooms has forever changed the way our students read, write, and communicate. Just the use of the Internet has single handedly evolved our classrooms. The Internet has opened up new avenues to teach our students new literacies such as using e-mails, texts, podcasts, e-books, wikis, blogs, and so much more. As these new technologies continue to pop up it is our duty as educators to evolve with these changing times. Immersing ourselves with these types of knowledge benefits us as educators as well as our students. It has allowed our students to think more critically, analyze, and interpret information in a new and innovative way. Students aren’t only sticking to the traditional ways of using a pencil and paper, now with the use of the Internet they are able to express their thoughts through blogs or create their own podcasts. Just as a dictionary is becoming obsolete, we now take to the Internet and “Google” to find what we are looking for. Our methods of teaching will continue to change, we must be willing to embrace these new 21^st century technologies.

Week 2 Assignment

As an elementary art teacher I find many ways to incorporate the ELA standards into my lessons. I like to incorporate stories, books, and even writings into the art making process. I create lessons based on stories or books that students enjoy and can related to. I find that these lessons are the ones that my students have the most success or enjoy the most. English Language Arts is a continuous process that students develop during their youth and continue to develop throughout their schooling focusing on: reading, writing, speaking, listening, and language. As students progress through each grade level, they are expected to develop their skills in these areas of focus. The English Language Arts are essential to our students learning to help prepare them for college and to be career ready. These ELA standards are centered on making our students become well informed and successful members of society.

I interviewed a grade schoolteacher and discussed with that teacher the many struggles that he finds in his classroom when it come to integrating technology. The most frustrating instance is the lack of available technologies in the school. For example, not every classroom has a Smartboard, however there is a Smartboard that can be shared with other classrooms. The problem with that is that the Smartboard would need to be reserved and for a specific time and date to be sure it is available for use for that day. Another limitation of using technology in the classroom is that there are only 3 computers in the classroom with a school that averages about 22 students per class. The students very much enjoy the use of computers as a tool for learning; there are many educational programs available for the students to use. Unfortunately only a select few students have access to it every day. The students enjoy the use of technology in the classroom; it makes the lessons more exciting, interesting, and different rather than the use of traditional methods of teaching.

I believe the Smartboard is the best technology tool that can assist each of the five components of the ELA standards. For example, with the help of the Smartboard it fulfills the reading component through visual stories, where a storybook is displayed on the screen with the words and visuals and read aloud, which also fulfills the speaking, listening and language. The Smartboard makes writing interactive where students are able to come up to the board and write words for spelling or grammar lessons. According to SMART Technologies, educators at Cesar Chaves Elementary School have increased their English language proficiency tests scores by more than 30%. SMART Technologies’ produces allows the students to become more engaged in the subject allowing it to be easier to understand.