11Tools, #11: Self Assessing and Reflection

I love using wikispace and blogs, but this is not new. A new appreciation for Diigo and Glogster have resulted from this latest escapade with technology. It is overwhelming almost to the point of a mental shutdown, but this upcoming year there will be more of providing not just the instruction and group practice, with maybe some students getting hands-on work with a 21st century tool, but with all students working collaboratively within the classroom and independently to communicate in a global community. Beyond that, critical analysis of online text and thoughtful appropriate response using digital citizenship is also a student objective before June 2013. First, however, I want to see students using the ipad and itouch apps to become more savvy, responsible and self-confident.
This coming year should involve increasing parent awareness of the increased role of technology in the classroom before the signed consent form is turned in. There is also a necessity to carefully evaluate each student early in the year to determine who is ready to assume responsibility for themselves and the devices before using the internet. Immediate modelling of the class blog, wikispace, Glogster and Diigo, along with group creation of products should occur. Starting workstations probably with math activities will allow me to actively monitor the groups in the following areas: digital citizenship, use of devices, appropriate selection of websites and use of learning strategies that reinforce success with an academic skill. I am really giving some thought to parent "visitation"during workstations, specifically during guided reading groups when it is more difficult to monitor student activity in small groups.

The repeated summer projects resemble scaffolding learning. While I have had Google, Glogster and Diigo accounts (and others that are merely acquaintances) for a year or so now, I am just getting around to figuring out possibilities for using them with second grade students. But, the good news is that for some students the online experiences will be an eyeopening and for others they will be a point for take-off into the clouds, or shall I say icloud?

This is a pivotal place to be, as in making us "go outside and play.... Remember to play nice and don't don't come home with your clothes torn." Where am I going to take my students out to? What are we going to do? How will we do it? When will we do it?

   Content objective -- I have joined GlobalSchoolNet.org and requested to participate in a fairy/folk tale cyber dictionary project. Here is the website: http://www.jbarnstable.org/ftcyber/. Here is the objective: Given a story with magical creatures, TLW recreate the story using key vocabulary highlighted and defined in a separate entry.
   When you plan to implement -- I would like to introduce this when we are studying initial sounds, narratives, or main idea and important details somewhere in this next school year.
   What tool(s) you plan to use -- A book with magical creatures has yet to be decided upon. I would like to use Storybird to recreate the book, then share it with the Barnstable project in whatever format can be posted on that website. In addition, the following website for additional resources might be consulted: http://edsitement.neh.gov/lesson-plan/unicorns-dragons-and-other-magical-creatures#sect-activities
   A brief description of the project -- The plan is to read a fairy tale or folk tale with a magical creature, then the class compose a modern-day version of the story by first creating a dictionary of important vocabulary that must be defined separately in highlighted form and then used within the story, also in highlighted form. The storyboard will be created within Storybird and shared there, later to be given to students as independent work on KidPix or Kidspiration (really?) through creation of a student-illustrated page containing text of one page of the story, later compiled into one story. In addition, other teachers will be invited to see the students' work through other websites, such as wikispace or a Blogspot.

11 Tools, Tool #5, Produce with Web 2.0

While I have tagged several sites that I would like to introduce to my students, I would like to encourage them to try Glogster and Storybird for some of their unit projects that must be done in science and social studies each nine weeks. The children can share their work on a wikipage on our wikispace account or hopefully onto a class blog. There is a lot of potential for guiding them into using internet, sequencing work and behavior, being creative, using academic content, and considering work for other audiences.

http://linsleyi.edu.glogster.com/food-practice/

I don't doubt that many children could do a much better job of creating a  poster relating to an academic area of study. I like Glogster for it's basic idea and ease. As with other sites (it goes without saying), I think students should approach a poster project on Glogster with the prior knowledge of what the objective is and of what opportunities are available at the website. I can easily see my second graders either individually (preferable) or in with a partner create a poster related to economic concerns, civic responsibility, or posters related to good health and gardening.

I used Storybird to create the following story. Students will absolutely love this site. It's easy to imagine the creativity derived from the great illustrations from the website and the ideas the children will come up with. Mimi, Teach Me About My Food by linsleyi on Storybird