Seven Cardinal Rules for Life

          I was simply following my normal nightly routine - browsing through Pinterest for about ten-fifteen minutes before unplugging and going to bed. I came across the "Seven Cardinal Rules for Life."

These rules inspired me. I admit that I am guilty of breaking these rules on numerous occasions. However, I have recently experiences some major changes in my life and this is just what I needed to read. These rules are definitely representative of the new outlook I am embracing in my life. Each of these statements is undeniably true and can be applied to most situations and life experiences. Although at times it may seem that your life isn't going as planned, it is important to remember that life can't be planned. I am a firm believer that everything happens for a reason - something I remind myself of daily. From this point forward, I am challenging myself to follow these rules. As hard as things may get, it is important to appreciate what you have and know that things will work out in the end. With my renewed optimism and these rules in mind, I am confident that I can conquer anything that comes my way while remaining happy, healthy, and positive! I challenge you to embrace these rules in your life as well.

21st Century Literacy and Digital Citizenship

          This week focused on 21st Century Literacy and Digital Citizenship. "Digital Citizenship: Using Technology Appropriately" identifies nine elements of digital citizenship, including

• digital access
• digital commerce
• digital communication
• digital literacy
• digital etiquette
• digital law
• digital rights and responsibilities
• digital health and wellness
• digital security (self-protection)

Of these nine elements, I feel that digital access, digital communication, digital etiquette, and digital literacy are most relevant to our course content. Digital access reflects the idea that not everyone has the same access to technology. As educators, we must realize that each child in our classroom may not have opportunities to utilize technology outside of school. Other resources may need to be provided for these students in order to level exisitng inequalities. Providing access to technology throughout the school day is an excellent way to ensure equal opportunities for our students. When accessing technology, digital citizens must understand digital communication, etiquette, and literacy. Digital communication allows peopls to remain in constant contact; however, some users do not make appropriate decisions when it comes to digital communication. For this reason, it is appropriate to instruct students about digital etiquette, or knowing standards of conducts and procedures. Digital natives, in particular, must realize that what they post online is permanent and can be accessed by nearly everyone, everywhere. Finally, digital literacy is, in my opinion, the most relevant element of digital citizenship (in regards to this course). Digital literacy refers to the teaching and learning about technology and its uses. Literacy has a much different meaning in the 21st Century and the world of Web 2.0. Users must possess new skills in order to participate and succeed in today's digital society. Digital citizens must create, communicate, collaborate, and think critically in order to be "literate." As technology continues to transform, so will the elements of digital citizenship. It is the responsibility of eduators to teach, develop, and ecourage these skills in students.
          Aside from exploring these resources regarding digital citizenship, I also played Digital Citizenship, Digital Footprint, and Internet Safety games. These games are intended to instruct young digital natives about these important aspects of internet use. Each game shows a 10-15 second video clip followed by a multiple-choice question regarding the information in the video. Being an adult, the games were very simple for me. However, I realize how these games could be implemented throughout classroom instruction to inform students about these concepts. With the internet becoming increasing accesible to young students, they must know and understand appropriate interenet use. These games are a quick, fun, and effective way to inform students without lecturing them. Students will enjoy playing the games, and won't even realize they're learning an important lesson! Check out my scores below!

Wikis, Wikipedia, Wikibooks, and Collaborative Writing

          The focus of this week was on Wikis, Wikipedia, Wikibooks, and Collaborative Writing. Wikis are websites that allow all users to edit, add, and delete information in collaboration with other users. Prior to this week, my knowledge of Wikis was very limited. However, after exploring this week's resources, I realize how simple Wikis are to create and use. I also recognize their effectiveness, particularly in the field of education. As educators, most of us are familiar with Wikis being used for student-teacher communication and collaboration. In this scenario, the teacher would make a Wiki for the class and upload class notes, resources, homework assignment, etc. Students would then access the site to retrieve these materials, as well as upload assignments. However, Wikis can  also be used for other purposes. For example, small groups of students can utilize Wikis to collaborate on, contribute to, and edit group projects. Students can visit the Wiki site from any device with internet access, whether they are in school or at home. This accessibility allows students to communicate and collaborate on group projects beyond the classroom walls.

          The ease and effectiveness of Wikis allow this technology to be easily integrated into classroom teaching and learning, and the benefits are tremendous. Students' collaboration, communication, and creativity as they design and edit group Wikis, increased student involvement as active learners, improvements in students' writing, and increased participation are just a few benefits Wikis provide. Aside from benefitting students' learning, Wikis are a fun and interactive tool for students to explore. There is no "right" answer when creating a Wiki, which allows students to express their creativity while also displaying their content knowledge. Students will enjoy collaborating with classmates and teacher to edit their Wikis. Wikis can even be shared with friends and family members outside of school!
          The most well-known Wiki is Wikipedia. How many times have you heard teachers warn you not to use and cite Wikipedia because it is not a reputable source? I know I have been hearing advice like this since high school. Many individuals are weay of trusting the information read on Wikipedia because the information can be edited by anyone, anywhere in the world. However, there is not reason for concerc. The information posted on Wikipedia is reviewed and monitored to ensure its accuracy and credibility. As with any website, it is the user's responsibility to determine whether the information is valid.
          Wikibooks is simply a collection of textbooks and annotated texts that can be edited by anyone. Users of Wikibooks are known as Wikibookians. "A Window on Wikibookians: Surveying Their Statuses, Succeses, Satisfactions, and Sociocultural Experiences" explores the experiences of Wikibookians who have already developing or who are in the process of developing Wikibooks. Some findings of the study include the following.

• Wikibookians are typically young, with 58% of users being 25 years or younger
• Wikibookians are typically males, not necessarily with higher levels of education
• 94% of Wikibookians felt their Wikibook was fun

Due to my unfamiliarity with and knowledge of Wikis, I do not feel that I would currently enjoy being a Wikibookian. However, if I continue to explore Wikis and experiment in creating my own Wiki, perhaps I can get to that level of expertise. Being a teacher candidate, I feel that it is important to familiarize myself with the technology needed to educate the digital natives that I will encounter in my future classroom. Through practice and exposure, I hope to become a Wikibookian in the near future, and perhaps lead my students to become Wikibookians as well.

Check out our group's Wiki promoting the Web 2.0 tool TubeChop.

Excited or Exhausted?

Excited or exhausted? Both of these emotions could be used to describe my feelings this week. I began working full-time as an elementary reading teacher. Although this position is only temporary, it's an exciting opportunity. However, it is also exhausting. I find my mornings starting earlier and my nights ending later as I plan for eight different groups of students each day! Planning for students in kindergarten-fourth grade, each with different strengths and needs is exhausting to say the least. Aside from the work that comes along with this exciting opportunity, I am taking two graduate courses. The combination of reading, writing papers, and other assignments in between leaves me with barely any free time. Though exhausting, I can't complain about my life. I am blessed to have the opportunities I have been given and definitely do not take them for granted. Although I may be exhausted, I will keep pushing through and come out stronger in the end.

Slice Of Life

"BUZZ, BUZZ, BUZZ..." The sound of my alarm at 6 A.M is enough to make me scream. It's time to wake up - but I feel like I just went to sleep. Fighting to open my eyes, I get out of bed and my day begins. I get myself ready, grab my cup of coffee, and I'm out the door, ready to tackle another day. My mind races as I drive, reminding me of the busy day ahead, but the first sip of my hazelnut coffee gives me hope that I will make it through the day. I walk down the quiet, empty hallway, open the classroom door, and prepare for the hectic schedule that lies ahead. Suddenly, the sound of hundreds of children's voives and feet fills the school. I corral my second graders and the day has officially begun. Second grade, fourth grade, third grade, and kindergarten. After a full morning's work, it's time to reenergize. A healthy lunch and a few laughs with my colleagues is enough to do the trick. Bring on the second half of the day! The door bursts open and in come the first graders. Next, it's kindergarten and second grade. At 2:45 the groups end and it's time to prepare for the following day. Writing lesson plans, making copies, gathering materials, but all I want to do is put my head down on the desk and take a nap. Exhausted, I get in my car and head home. The upbeat music playing on my favorite station gives me a burst of energy, and I'm ready for Zumba! A quick change and I'm out off to the gym. With my mind well exercised, it's time to exercise my body.

Educational Blogging, Podcasting, and Oral Histories

This week was devoted to educational blogging, podcasts, and oral histories. A blog is a personal website or web page on which an individual records their thoughts, ideas, opinion, links to other site, etc. on a regular basis. "Bloggers: A Portrait of the Internet's New Storytellers" describes the ways in which blogging is bringing new voices to the online world. Although bloggers blog for several reasons (to entertain, to keep in touch with friends and family, to network and meet new people, ect), there are several similarities among bloggers. This study found that

• the blogging population is young and racially diverse
• the main reasons for keeping a blog are creative expression and sharing personal experiences
• bloggers are avid consumers and creators of online content

Since blogs are bringing new voices to the internet, why not utilize blogs for educational purposes and bring our students' voices to life? Blogs can be incorporated throughout nearly all classrooms to improve student-teacher communication, enhance teaching and learning, and serve as a form of reflection. "Content Delivery in the Blogosphere" provides the following suggestions for integrating blogs into classroom instruction.

• Consider blogging yourself
• Spend time visiting other classroom blogs
• Model blogging for your students
• Make the blogs more public
• Explain the "reach" of blogs to students

Aside from suggesting practical steps for implementing classroom blogs, this article also states several benefits of blogging on students' learning. The use of blogs helps students become subject-matter experts, increases student interest and ownership in learning, gives students legitimate chances to participate, and provides opportunities for diverse perspectives, both within and outside of the classroom.
          After reading about the many benefits of blogging on students' learning, I am definitely interested in incorporating blogs into my future classroom. Blogs allow each student to have their own personal, published journals. Blogs provide and opportunity for reluctatn learners to participate in classroom discussions. For example, in the classroom environment, shy students may be outspoken by their vocal classmates. However, blogging allows each student to have their own voice. Students can prepare and craft their responses before posting them to their blogs. Students can comment on each other's posts, allowing for ongoing discussion and communication. Students will be eager to share their ideas and opinions on their own personal websites.
          Podcasting is transforming education, as it is stimulation creative teaching and learning and introducing new ways of communicating. According to the article, "Why Every School Should be Podcasting," students and teachers are producing podcasts such as children's stories, audio diaries, plays, interviews, lectures, news, and reviews. Author George Cole suggests podcasting for several reasons, including.

• podcasts allow you to publish to a vast audience, using technology that gives you feedback
• podcasts are a great way to distribute learning materials, such as sound, image, and video
• podcasts are a great communication tool 

Aside from their versatility and usefulness in education, podcasts are simple to create. Teachers and students alike can quickly and easily produce podcasts on a range of topics.
          Oral histories are methods of gathering, preserving, and interpreting the voices and memories of people, communities, and participants in past events. In today's digital society, this raises a debate. Should educators record their lectures and make these lectures available online? Jeffrey R. Young's article, "College 2.0: More Professors Could Share Lectures Online. But Should They?" addresses this issue. Although lectures are being recorded throughout some colleges, most are only available to students registered in the course.
          When it comes to this issue, I realize both the pros and cons. On one hand, recorded lectures can be utilized as a study aide, allowing students to review information they may have missed in class. We all know how hard it can be to listen and take notes at the same time, especially if you attempt to write down virtually every word the professor utters. However, recording and making lectures readily available online also has several cons. The first thing that comes to mind is educators who may be camera shy. Personally, there is nothing I dislike more than seeing and hearing myself on camera. If I were required to record my lessons each day, I would be extremely uncomfortable. The classroom is a place for teachers and students to interact, without outside distractions and interference. In addition, particularly at the college level, students wouldn't think twice about skipping class knowing the lecture could be accessed for free online. Obviously this wouldn't be fair to those responsible students who attended the lecture in-person.
          The role of oral histories in digital literacy is sure to become a frequently debated topic. If this type of education would lead to decreased costs of college, I feel that many people will be on board. However, as the field of education transforms with the development of technology, this is something that will need to be discussed in further detail.

Experiences with Technology in Face-to-Face and Online Classes - Dr. Abhilash Nayak

          I attended the Moodle MOOC session "Experiences with Technology in Face-to-Face and Online Classes" with Dr. Abhilash Nayak. Throughout the session, Dr. Abhilash Nayak recounted both the difficulties and achievements he experienced in using technology in face-to-face and online classes, both as an educator and a student. The session was focused on three main topics - technology as a tool, technology as a trap, and experiments with technology: trials, trips, and triumphs.
          To begin, Dr. Abhilash Nayak discussed the countless ways in which technology acts as a tool not only in the field of education, but as in the world in general. The following are several ideas discussed by Dr. Abhilash throughout this portion of the session. Technology ensures effective, efficient, and engaging learning, promotes educational empowerment (levels inequalities), improves access and success of disadvantaged people in remote and inaccessible areas, enhances the scope of social networking for people across the world, enables teachers and students to create materials that enhance teaching and learning, is a powerful mode of experiential and constructivist learning, is a powerful tool for struggling learners, and acts as a supplement for face-to-face learning
          Dr. Abhilash raised several valid points regarding the use of technology as a tool to enhance teaching and learning. As Dr. Abhilash discussed, when used effectively, technology becomes an engaging supplement in face-to-face instruction. Incorporating technology transforms instruction, enabling educators to create interactive and meaningful lessons that will motivate students. Increased motivation and active student participation will likely lead to increased student achievement. However, in order to effectively integrate technology into classroom instruction, educators must understand the use of technology as a tool within the field of education.

          After discussing "technology as a tool", Dr. Abhilash discussed "technology as a trap," stating the negative and/or problematic aspects of technology. Dr. Abhilash mentioned several ways that technology acts as a “trap.” Some of Dr. Abhilash’s ideas include the mismatch that exists between the expectations of technology and the competencies of users (doesn’t facilitate effective use of technology for academic purposes), the threat of damage to technology due to inappropriate use by users, technology ignores the ability of users and expects equal expertise from all, the time differences between teachers and learners affects appropriate communication between them, and technology hasn’t found a significant place in face-to-face education.

          After reflecting on Dr. Abhilash’s thoughts, I realized that there are some negative aspects of technology. However, I disagree with some of the points raised by Dr. Abhilash. For example, he stated that technology has not yet found a significant place in face-to-face education. There are countless free and effective Web 2.0 tools that can hold a significant place within classroom instruction. The Web 2.0 tools that I have explored thus far can easily be integrated throughout instruction. These tools can be used to enhance literacy skills as well as content area knowledge. These programs allow students to create, collaborate, communicate, and think critically while strengthening their skills in other areas. If educators take the time to explore these resources, these tools can become a significant area of classroom instruction.

Finally, Dr. Abhilash concluded the session by recounting his own personal experiences with technology and providing suggestions to consider when conducting an online class. He discussed that feedback in online courses is less effective than is received in face-to-face interactions, the differing preferences of users when there is an opportunity for collaborative learning, and the ways in which social and official commitments get in the way of submitting assignments within the given deadlines. When considering online classes, Dr. Abhilash suggests that students enrolled should have the ability to complete the assignments within the time period of the course so they can complete the assignments at their own pace and educators should utilize cost-effective and learner-friendly technology that is used for both instruction and evaluation to improve teaching-learning transactions.

I can certainly relate to the suggestions Dr. Abhilash made in regards to online classes. As Dr. Abhilash mentioned, it is important to allow sufficient time for students to complete assignments. Often, students enrolled in online courses chose these classes so that they are able to work independently at their own pace. In addition, technologies utilized throughout online instruction should be cost-effective and easy to use. The numerous resources and technologies we have explored thus far in this course have been free and simple to use, which makes completing assignments and working collaboratively with group members a much simpler task. We are able to meet online through programs such as WizIQ and Google Hangouts to discuss course resources and assignments. Meeting in this way is a great way to accommodate each group members’ schedule, while allowing us to complete assignments on-time. The suggestions made by Dr. Abhilash are important ideas that professors of online courses should definitely consider when designing the course curriculum.  

Smore: Design Flyers to Spread the Word Online

This week, we were challenged to use one of the Web 2.0 tools to create a digital Newsletter. I chose to create my Newsletter using Smore, a free tool that allows you to design online flyers to promote events, products, and much more. To begin, you are able to browse and choose from a variety of templates. Once you have chosen your desired template, you can personalize your flyer by changing the design, layout, colors, fonts, and adding text, pictures, videos, and links.

          Smore was extremely user-friendly and easy to use. Before creating my Newsletter, I took the “design tour,” which walked me through the design process step-by-step. Aside from customizing the colors and font, I liked that I was able to rearrange the layout throughout the design process. I found myself continuously moving text, pictures, and video to determine which design I felt looked best. It was definitely helpful that I could simply slide things around without losing anything.

 

          I enjoyed using Smore and feel that students would really appreciate this tool as well. Smore can be used throughout nearly all content areas to make assignments more engaging and interactive. Aside from appealing to students’ interests, Smore addresses the 4 C’s of literacy as students create, communicate, collaborate, and think critically while designing their personal Newsletters, related to all topics. This is a great tool to connect the “old” literacy skills (reading, writing, listening, and speaking) with the new. It would be interesting to see all the unique creations students produce as they experiment with this tool. I look forward to incorporating Smore into future literacy teaching and learning.   

    

Teaching Literacy and Web 2.0

          The focus of this week was “Teaching Literacy and Web 2.0.” Each of the resources discussed the importance of utilizing Web 2.0 tools to enhance literacy instruction. The abundant Web 2.0 tools explored this week provide the “digital natives” present in today’s classrooms with opportunities for creating, collaborating, communicating, and critical thinking. Students participate as active learners, engaged in meaningful educational experiences. As we have discussed on numerous occasions, this active participation leads to increased student achievement, as students are more likely to retain and generalize information when they are involved in the learning process.

          “Building Schoolwide Literacy with Free Web 2.0 Tools- a Grade by Grade Elementary Model” introduced the idea of incrementally incorporating Web 2.0 tools throughout the elementary grades. Students are introduced to new Web 2.0 tools at each grade level, which allows students to gradually develop both literacy and technology skills in the context of reading, writing, listening, and speaking. For example, the article suggests incorporating Wordle and Bookemon throughout kindergarten literacy instruction. Teachers can use Wordle to create practice for sight words, word families, numbers, etc. Using Bookemon, the teacher and students can collaborate to create simple stories, books about classroom activities, and more. Although students at this age are not yet utilizing these tools independently, incorporating these tools into instruction is a great starting point for these developing “digital natives.” As students progress through each grade level, they begin to experiment with these tools and build their “literacy toolbox.”

          Creating a school-wide initiative to incorporate Web 2.0 tools throughout literacy instruction is an effective way to promote both literacy and technology skills in a meaningful context. In addition, this program creates a community of learners between teachers, students, parents, and administrators. It promotes communication, creativity, collaboration, critical thinking, and digital citizenship while encouraging students to become active learners. After reading this article, I was left wondering why more school districts nationwide have not taken the same imitative. “Building Literacy With Free Web 2.0 Tools” seems like common sense in today’s digital society; however, these programs are not as common as they should be. If more schools implement such literacy programs, students would undoubtedly improve their literacy and technology skills. As a future educator, this seems like a suggestion that could be offered within local school districts to improve literacy instruction.  

          “The 3 E’s of Literacy: Strategies to Nurture a Love of Reading” discusses the ways educators can create a love of literacy in the classroom. First, creating a positive, encouraging, and motivating environment for students is an important component of literacy instruction. Students should no longer be humiliated through “popcorn” reading experiences (as many of us can recall). Situations such as these are especially traumatic for shy, struggling readers. Instead, educators should encourage reading out-loud together, which provides opportunities for scaffolding and modeling and creates positive memories of reading. Another important factor to consider is engagement. Exposing students to higher-level literature and making connections to students’ interests are likely to increase their engagement and allow them to discover and understand new books. Finally, as educators we are responsible for setting an example for our students. This involves positioning ourselves as a reader in the eyes of our students, modeling reading behaviors, and taking advantage of school and/or community programs that promote literacy. By keeping the 3 E’s of literacy in mind, educators can create a love of literacy in the classroom and provide their students with abundant positive memories of reading.

          “A Web 2.0 Class: Students Learn 21^st Century Skills, Collaboration, and Digital Citizenship” discusses the efforts of educators from three high schools who have created a “virtual classroom.” This program is designed to teach Web 2.0 skills, digital citizenship, personal network building, and social media responsibility and practice. The use of Skype and Blogs allow students from these three schools to communicate and collaborate with each other. Through this virtual learning environment, students are developing valuable skills, including how to be efficient, effective, and responsible communicators. The students are being instructed how to be digital learners and understand the responsibility that comes along with the term. They realize that what they publish is permanent and are able to use proper judgment in choosing reliable, valid sources of information. This Web 2.0 class has allowed these students to connect with “strangers” to create a community of learners that stretches far beyond the classroom walls. It is safe to say that these students are benefiting greatly from this learning environment and are developing the skills needed to succeed in today’s digital society. As one student states, “You have to adapt to the world around you or progress can never happen. That is the ultimate goal of education, right? Progress. Continuous progress.”

          “Five Free Web 2.0 Tools to Support Lesson Planning” discussed the use of Pinterest, EdCanvas, LiveBinders, Storybird, and Voicethread to support teachers in lesson planning. These tools can be utilized to teach content, store data, create and edit videos photos, collaborate, and much more. This article was particularly useful because of the tools mentioned, I have only used Pinterest. However, after exploring the other resources discussed, I am definitely interested in incorporating some of these tools into my future classroom planning and instruction. I definitely see myself using EdCanvas to organize, create, and share online resources with colleagues and other educators. EdCanvas is a simple, quick way to organize lessons and materials and save them for future reference. Storybird is a great tool to encourage collaboration and creativity. Stories can be created as a whole-class or in small groups, published, and shared with other students, classes, and families. It’s a great way for parents to see, save, and share what their children have created. Finally, Voicethread is an interactive tool that can be used to deliver multimedia slideshow presentations. I think students would enjoy viewing pictures and videos while simultaneously receiving information from their teacher. Voicethreads can be used to supplement in-class instruction. Students are also encouraged to communicate by posting comments in response to what they have seen and heard. Each of these tools is effective components for lesson planning and literacy instruction. I look forward to exploring them more throughout this course. 
          Education must parallel the shift from Web 1.0 to Web 2.0. Web 2.0 tools are widely available and abundant. Wed 2.0 tools encourage and develop the 4 C’s of literacy the digital natives must possess in order to succeed in today’s society. Through the use of such tools, educators can reform and enhance the education of their students. In return, students are able to communicate, create, collaborate, think critically, share information, and become active learners. As educators, it is our responsibility to ensure that our teaching styles align with our students learning needs and styles.  Are we reaching our digital students? If not, these tools are a starting point to bridge the gap between education and 21^st Century technology. 


Check out Cool Tools for Schools to explore tons of Web 2.0 tools that can be incorporated throughout instruction to improve students' literacy skills. You're sure to find many tools you never knew existed!