Digital Storytelling

I was so excited when I stumbled upon Larry Ferlazzo's blog because not only does he have great ideas for digital storytelling but he is an excellent resource for ideas for teaching my ELLs!!  I can't think of a better way to motivate them, to inspire creativity, to integrate technological tools, and to simply get them to write with a project based approach all while giving them an opportunity for self expression.  



Sadly, as I talked to my students, I discovered that most of them don't know their "stories."  They couldn't answer my questions about immigration or what their parent or grandparents lives were like in their native countries.  Some of them could describe some details of their native countries but not as much as I had hoped.  I will try to reach out to the families but that is difficult with the language barriers.  

Admittedly, I wanted to include many of the tools but I haven't explored enough to feel that I can choose my favorite at this point.  I promise I will update as soon as I figure out more....but I do know that it will be another way I can better integrate my iPads.  The iPads are so versatile that students can use them for photos, videos, and text.  They just need a teacher that can get herself savvy with all the tools. 
 

RSS

Really Simple Syndication (RSS) could not have been more appropriately named.  Once again, my technological ignorance smacks me in the face.  Prior to this chapter, I had no idea such a thing even existed.  Technology seems so advanced that tools come out before I even realize I have a need for them.

Just as Richardson indicated, using Google Reader was very easy, I haven't subscribed to anything yet because I am so indecisive that I'm not sure what to pick.  Limitations on time is a very real issue for me so I really want to be sure that what I pick is extremely useful as I haven't yet mastered the 21st century skill of scanning information effectively.  Luckily, there are ways of organizing the information that filters in using folders similar to how an inbox would be organized.  Never again will I miss important important information!  Six Stories Up gives an easy overview of how and why to use Google Reader and RSS feeds; it even has an explanation of usage for marketing.  

I am excited that it will make using student blogs easier and more time efficient.  I will be able to check their posts in one central location instead of clicking endlessly by using RSSmix.com to plug into different feeds.  

Resources

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Corwin Press.

Flipboard

I have been struggling with ways to better integrate the iPads with instruction but it has been difficult for me to keep up with all the technological tools available as well as what is most appropriate for each grade.  The lower grades are a little easier for me because of my experience as a first grade teacher but the older grades are still challenging for me.  I loved the vimeo of first graders illustrating their visualizations of Eloise Green's poem.  I was curious what app they were using but haven't figured it out yet.  

                               

Flipboard is an app for iPads that takes RSS feeds and turns them into what is described as a magazine for kids to 'flip through'.  Thankfully, the latest Richardson chapter just taught me what RSS means, otherwise, I would not have had a clue what that even meant.  The website gives you a tour of the app to give you a better idea of what I mean.  It is available on iPads and  Android devices.




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On Judy's Integrating Technology and Literacy blog, I found a great blog on integrating iPads in the classroom for first through fifth graders.  The iPads at Burley blog gives an excellent, thorough explanation why using this app is effective.  The teacher is able to provide a wide variety of content materials based on student interests and the texts are at various reading levels both lending themselves to natural differentiation. Also, the RSS feeds are continuous making them constantly current.  All articles are authentic just as adults would read, giving students the real world application.  Thus, connecting to the first and second NETS standards provided by ISTE.  

There is a YouTube video on Flipboard that explains how to use it that focuses on social media platforms but I'm sure educational content could be substituted.  

Resources

Flipboard. (2012). Flipboard website. Retrieved from http://flipboard.com/

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Corwin Press.

Blogging vs. Wikis

This YouTube video features what I assume to be an educator, Leslie Masden Brooks, that explains her perceptions of blogging and wikis with general ideas as to how to incorporate them into your instructional practice.  

As I read and/or watched the various resources on blogging and wikis, I noticed some commonalities.  The chart is my attempt to organize the information for my own purposes while providing a quick glance comparison of the two tools.  Regrettably, the cute little check marks came out as squares on the blog and I am not sure how to rectify that problem.

Potential Benefits	Blogging	Wikis
Promotes Collaboration
Immediate Feedback
Active Participation
Creative self expression
Invites outside resources/knowledge bases
Increase motivation
Differentiation naturally embedded
Global awareness and exchange
Increased student achievement
Develop multiliteracies
Learning independent from time and space
Captures metacognition
Potential for Cost Reduction
Ease of record keeping for students & teachers

In my opinion, the benefits far outweigh the challenges in theory but I am sure I will suffer growing pains while implementing blogs in instructional practices until my comfort level increases.

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Potential Challenges	Blogging	Wikis
Biased/inaccurate information
Lack of technological tools
Participation affected by extraneous time factors
Development of social competencies
Cultural impacts on collaborative process
Openness of participants

References

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Corwin Press.

Online Collaborative Inquiry: Classroom Blogging and Multiple Literacies by Judy Arzt

Animoto Inspiration

Animoto is so easy to use that I fell for their advertising and jumped right into it. My excitement is what prompted me to create a personal Animoto first, but I soon realized that I could do much more with an educational account.  Definitely the way to go!  Now that I have viewed other more educational Animotos, I see the endless possibilities. 


The Animoto entitled Children Learn What They Live on Mrs. Marrone's blog inspired me to really think about what I could use Animoto for. 

Her blog is:  http://ktbgconnect.blogspot.com/search/label/Animoto

O'Connell School in East Hartford is in the first year of the process of becoming an IB (International Baccalaureate) school comparable to other schools around the world.  

The following quote is from the mission statement taken directly from the IB website:  http://www.ibo.org/mission/index.cfm

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

There are several broad themes that revolve around notions such as responsibility for the planet, how the world works, how we express ourselves, who we are, how their identify fits, their role into the world, and so forth. In addition to these themes, there are personal traits called leaner profiles that are emphasized as well:  students are explicitly taught to be inquirers, knowledgeable, thinkers, communicators, principled, open minded, caring, risk takers, balanced, and reflective.  Should you have an interest to explore more, the following link is a video of these profiles "coming alive."


http://www.ibo.org/programmes/profile/


Teachers have been trying to integrate our regular curriculum into the IB curriculum but as the shift to Common Core occurs, I think that process will become easier. 

 My future plan is to create some sort of Animoto that is based upon the themes or learner profiles or both.  If that proves too difficult, I also really liked Meghan's plant vocabulary Animoto.  I can modify that for almost any vocabulary I teach to ELL's.  


                                                      

http://meghaneduc584.blogspot.com/2012/04/animoto-take-two.html

After seeing a short video on the inclusion of digital literacy on the IB website, I am much more inclined to try harder.  However, I just have to say that I don't feel the blame is entirely in the teachers' hand.  Many of us are inclined to incorporate more technology into our classrooms but lack the technology or the training to do so.  However, in the words of Snow White: "you are never to old to be young..." so I will do my best to keep with the next generation.