Interactive Authoring Tool

I have completed more than half my journey to becoming an educational professional. The course work, independent reading and field experiences have allowed me to study teaching theory and put it into practice in a real classroom setting. More than ever, I embrace strategies that help differentiate instruction, appeal to a variety of learning styles, and help guide students to become independent learners. I recently came across a computer program that helps me accomplish all three.
A professor from one of my classes this semester told the class about an interactive authoring tool (SoftChalk) that could be used for one of the class projects. Since SoftChalk was offering a 30 day free trial, I decided to test it. I was impressed by the features and my ability to easily navigate.
The SoftChalk program allows teachers to easily create interactive lessons that include internet links, built in quizzes and activities (ex. crossword puzzles). Transferring a paper lessons into the SoftChalk template was a matter of coping a word document and pasting it into the template. I transferred a 13 day unit, added quizzes, and PowerPoint slides (need to convert to Jpeg file) in less than 2 hours. The product looks professional and navigation is easy. I plan to use this product, in my future classroom, to create lessons for students to use for independent learning, tutorials, and for absenteeism. If you would like to know more about this product visit http://www.softchalk.com/

Using Interest to Develop Information Literacy - Annotated Bibliography

Spence, L. K. (2009). Developing multiple literacies in a website
project. The Reading Teacher 62(7), 592-597.

A project to create a Website was lead by the author and included a team of four students. Although the student participants were proficient in speaking and writing two languages, and performing well in school, they were essentially technologically illiterate. Spencer facilitated the project by having the students use their knowledge of language and family to create a theme for the website. Once the theme (“Mexican Heritage”) was chosen the students researched topics, solicited help from family and community members to compile the content for the website. The students were able to plan, design, and create a website consisting of the students’ original art work, stories, jokes, and an English/Spanish translation page. The final product capitalized on the students existing abilities and interest to develop computer literacy.

While technology is readily available and it is widely assumed that the generation currently populating schools has high levels of computer literacies I need to be cognizant of the fact that not all students have been afforded the opportunity to develop computer skills. Regardless of the content that I am teaching, a pre-assessment of computer skills should be preformed and the beginning of the semester. If students lack the computer skills needed to perform projects, I will create opportunities for the students to develop the skills using interest instead of content to assist in the development of their computer literacy.

Using Technology to Differentiate - Annotated Bibliography

Schweizer, H. & Kossow, B. (2007). WebQuests: Tools for
differentiation. Gifted Child Today, 30(1), 30-35.

By design, a WebQuest is an inquiry based learning activity that relies on students’ interaction with information obtained through internet resources (Dodge, 1995, as cited in Schweizer, H. & Kossow, B., p. 29). Schweizer and Kossow suggest a well designed WebQuest is a tool teachers can use to differentiate instruction for a variety of students. In order to be effective, a WebQuest should contain five key components; introduction, task, process, evaluation, and conclusion. WebQuests are easily incorporated into individual or group work assignments. The authors’ suggest the primary benefit of using WebQuests in the classroom is its authentic framework. This framework allows students to self direct their exploration and understanding of content while ensuring the minimum standards are accomplished.

The learning, cultural, and language diversity of today’s student population requires teachers to use a variety of tools to ensure each student is successful. Incorporating WebQuests into my teaching repertoire is one way to develop patterns of instruction to assist a variety of learners. I see two major benefits of using WebQuests in my future classroom. The first benefit is students can self direct their learning individually or in a group. This promotes content understanding and develops the confidence of being an independent learner or team player. The second benefit of using WebQuests is that it allows me to work with individual students or groups. Working with students on an individual basis provides an opportunity to meet the students’ special needs while their peers self direct their learning.

Creating Movies

In order to be an effective educator, I see the need to use a variety of instructional delivery methods to help each student be successful. This desire has driven me to explore technology in deeper ways than I would have out of normal every day interest. While there are a number of pre-existing videos available for use in the classroom, there will be times when a teacher and/or a student will want to create a completely authentic piece of work. In a recent assignment for a Multimedia class, I captured my own video and created a movie using iMovie. As with most new adventures there are lessons learned. When making your own movies keep the following in mind:
· When working with small children, plan for breaks. I had a 7 year old actor in one of my videos who found the “thought” of being in a movie fun. The fun diminishes quickly when you ask them to do something again. Taking breaks and having snacks available made the experience smoother even though it took longer.
· Movie Maker does not support video recorded in HD. I planned to use a free software program to create my movie (Movie Maker). Unfortunately Movie Maker does not accept HD video. There are many compatibility challenges between hardware and software. It’s important to research compatibility for the products and equipment you plan to use before starting your project. Fortunately, I had access to a Mac and was able to use iMovie which will accept a HD video file.
· Record at least twice as much video as you think you will need. One of my final projects consisted of taking various camera shots. My final product was about six minutes. By having more than double the video needed for the final product, I was able to discriminate about the video used and it gave me the freedom to be creative in the editing process.

Using movies is an effective way for bringing emotion and experiences into the classroom that would not otherwise be possible. In addition, having students make their own movies allows them to practice planning, visualization, organization, and the process of telling a story using perspective.

Common Technology

This semester I have been observing a H.S. Business Management Class. The classroom contains computers and an overhead projector. Until Monday (3/30), I didn't think of the TV as a piece of technology that could enrich a classroom experience.

The following changed my view:

There has been a tragic story in the news over the last week about a police officer preventing a man from seeing his dying mother-in-law in the hospital. While some of the students had heard about the story they did not connect the circumstances to ethics and professional appearance.

On Monday, Good Morning America interviewed Mr. Moats and his wife about their experience with the police officer. The teacher used the TV for the students to view the interview. This allowed the students to see and experience the emotion of the situation. The teacher led a discussion in which the behaviors of officer Powell and Mr. Moats were compared. This comparision was linked to professionalism and ethics in business.

The second period class did not have the opportunity to see the interview live. While the discussion of ethics and professionalism was still productive, the students did not discuss the event with the same passion as their peers who experienced the live interview.

Sometimes we focus on using "new" technology to enhance classroom experiences. This experience has made me reflect and consider the use of "old" technology to promote student understanding as well.