#9: Standards- Common Core

The Common Core standards at the 9th-10th level ("College & Career Readiness Anchor Standards for Writing, Wr.6) include one technology goal to "Use technology, including the Internet, to produce & publish writing and to interact & collaborate with others." One example that I had hoped to try last year was to give an informative presentation using Google docs that will analyze the rhetoric used on a persuasive work of their choice (e.g. a commerical, political cartoon, public service announcement, Facebook pop-up, campaign ad, etc.). This project was for junior English and I had planned to do it, but ran out of time. Students did create a shoe ad using at least one kind of rhetoric they studied from other commercials or ads. They had to present it to the class and it counted as a speech work sample. Because my students have grown up using technology, it would have seemed natural for them to explain the rhetoric used on something like commerical or campaign ad with a Google doc. Next year, I'm scheduled to teach 5 sections of sophomore English and one section of freshmen English, which is a new prep. I know the freshmen focus more on narrative writing and the sophomores do one persuasive writing unit. Hopefully, I can use technology like a Google doc or a narrated slide show to engage students with the content and skills they nees to learn next year.

#8: Rubistar

Wow! A super easy, quick tool for a novice like me. I set up my account in a minute or two and checked out the already created rubrics. It was easy to search for rubrics for almost any kind of topic or assignment. There were already created rubrics for all levels and subjects. I was interested in the speech rubrics because I thought of a group project I had my students do last year to build background knowledge before reading To Kill A Mockingbird. I looked at the different criterias and the grading or scoring scales that they suggested. It was very helpful because it was clear what students needed to do to do well and demo.strate their knowledge. It also has a benefit of giving excellent feedback. Some rubrics have already been created for the Common Core, like for informative/explanatory and argumentitive writing that I've used last year. However, Rubistar can help you make one quickly for your needs or borrow one that is available. I'm so glad I checked Rubistar out.

#7: Avatars

Avatars can make information on the web more interesting and inviting for a student. The reading speaks about the benefit of students being able to interact with the characters like in a virtual world. By recording messages, text, announcements, etc. students would be more engaged by using your teacher website and getting information they need to learn. Having an avatar present information is a better alternative than just a text-only version. As a novice technology user, I don't think I would use it right now. I have other priorities, but this class has made me more confident to try tools out and I want to implement three technology goals. I'm going to commit to a basic assignments calendar (if our school website remains the same or a Google calendar), learn Synergy (for attendance and grades) and use one other tool. That other tool is most likely a narrated slide show for presenting material and having students create one or using Rubistar for rubrics. I have to learn Synergy because my district is dropping eSIS. I know an assignment calendar will help with communication with parents and students and I think it will also improve achievement because my students can stay organized, make up work if they're absent, parents can keep track of their students, etc. The narrated slide show is something I'll commit to doing a few times when I have a good amount of prep/planning time to make it work. I think it will be a good tool when introducing a novel study or a major writing assignment that has some steps to "front-load" information for the students to take notes on. I found the Rubistar easy to use and would be a great way to provide clear expectations about how I'll assess work and give great feedback.

Welcome to my class avatar.

#6: Tool- Video (Chapter 16)

     A tool that students would enjoy using and teacher can offer is the use of video with YouTube.  Comment feature allow interaction that a student or a group of students could research and respond to.  When students have to support their arguments in response to comments shared, they are working on their persuasive/argumentative writing skills.  Setting up an account with YouTube is free and students can share their specific videos with other students based on the given assignment.  One assignment that I've done with students is to analyze their favorite music and write about the themes and style that the artist uses like language and use of music with lyrics.  I could locate music/videos and provide links for them to review by my students.  Students would be responsible for writing a review, and responding to each other.  Another project is to compile or create video that sets up background for a piece of literature or a time period in history.  Music is an easy topic for nearly all students to analyze, find connections with their lives and each other in the classroom.  YouTube would be a great tool to have students review, create or compile music and writing in my classroom next year.

#5 Tool- Discussion Forum (Chapter 8)

     A tool in the classroom that many educators should consider using is a discussion forum like Voice Thread or NING.  These discussion forums can be used for online, blended or traditional classrooms because they encourage student-to-student communication and collaboration.  Quieter students who tend to be held back by more aggressive students or students who like to "chill-out" in a traditional classroom have to participate by answering important questions about the content or collaborating on a group project.  Another benefit is that asynchronous discussion makes it fair because it doesn't matter who posts first.  When students post on each other's ideas, it adds to their learning and new ideas build on what was shared.  Another benefit to using a discussion forum is that I am at a novice level.  I think that I can use NING as a discussion tool on literature.  Students can answer assigned questions and respond to each other.  The questions would have to be open-ended and be about connections a students can find with what they read and their life.

#4 Standards Response - Oregon Ed. Tech. Standard (adopted Dec. 2008)

     An important standard from the Oregon Education Technology Standards is number four that reads: "Critical thinking skills to plan and conduct research, solve problems and make informed decisions using appropriate digital and resources."  If students can filter through all the information on the internet and find credible research for a topic, they are well on their way to becoming successful as a life-long learner.   The next step is to make informed decisions by looking at both sides of a controversial issue or topic.  It's rewarding to see high school students think they know a topic and find by the end of their journey, that there is so much more to learn and they also see the complexity of life.  I've done projects or units when a student crafts their own essential question, whether it be expository or persuasive writing, and students get so excited about how much they learn on their own and can't wait to share it with friends and even sometimes the whole class.