Being researchers and questioners
This year, I trained my students on how to create a PowerPoint presentation as a culminating inquiry project for OCR’s Unit 2 theme, “Medicine: Past and Present.” Within this theme, we felt that the subject of staying healthy was an important one that hadn’t been addressed much at school and students at Sequoia would benefit from learning more about. Along the way, we focused on learning how to comprehend informational text, navigating through informational text features, identifying elements of good informational writing. Through readings and discussion, we eventually developed a list of staying healthy topics such as “Staying Fit,” “Germs,” and “Influenza.” Student groups were then formed based on interest to research each topic. Each student in a group selected a question related to their group’s topic which framework for each student’s PowerPoint presentation.

“When are we going to the Computer Lab?”
Although some students were familiar with PowerPoint, this didn’t dampen or lessen their enthusiasm. In many cases, students already familiar with the software were more than eager to share out the next step, a shortcut, or a neat feature. It wasn’t difficult to keep the class engaged; there was such a high level of motivation. Interestingly, an interesting result of using PowerPoint was the level of collaboration and cooperation it engendered among the students. There was genuine interest in learning all that could be learned about PowerPoint. As a result, students were constantly sharing and helping each other, especially several of my English Language Learners (ELLs) who became THE experts and troubleshooters without my prompting. The ELLs were able to participate in ways they hadn’t before. At the same time, the ELLs were more than willing to share their slideshows during “Author’s Chair.” Whenever we were in the Computer Lab, there was a clear sense of everyone learning on a level playing field in contrast to Math or Reading when it was clear who the good Math and Reading students were and those who were not. Was this the result of the novelty of learning something new? Or, perhaps, that somehow the technology provided a bridge of sorts for all the students?

Thoughts for next year
This past year, I focused on integrating technology via BIG projects—Staying Healthy Research Project and the 5 R’s Video Project. These projects consumed much time and personal energy. I wonder if it was all worth it. To what extent did student learning improve, or was enhanced, with the use of digital technology? How did the technology impact student writing and student thinking? We didn’t have the time for student self-reflection nor did I have enough time to fully assess their work so it’s hard to draw any solid conclusions. On the other hand, as I mentioned before, the technology seemed to enhance student dialogue for all students on several different levels. It wouldn’t be difficult to implement something along the lines of what Joel set up at Galileo HS. At the same time, I’m intrigued with the idea of giving the students the freedom to create their own topics for discussion and response. And, setting up a “student forum” could stretch across the curriculum.
For next year, I plan to focus on how digital technology can enhance student discourse—student-to-student, student-to-teacher—across the curriculum but with a focus on writing and literature response. I think the using NiceNet for peer response in writing will open up new doors into the subject of revision. I’d also like to complement this by using NiceNet during Literature Study Circle time. Too often, the students see me as “the one who must be spoken to” when it comes to literature rather than relying and listening to each other. I’m hoping that with the right prompts—from me or from the students—NiceNet will spark more engaging literature discussions.

# - Department: TI Reflection - 7/7/06; 12:13:21 PM - Discuss

Folks, as I was browsing the WWW, I came across a website that I've visited before, but never really explored. Upon further digging, I found a set of interactive online tools students can use when reading or writing. The website is maintained by the IRA, NCTE, and marco polo. Check it out. There may be something for your class...

# - Department: Digital Teacher Resources - 10/15/05; 12:44:47 PM - Discuss

Much of what I've been thinking about with regards to writing and digital technology has been my own use of the tools and it has affected my writing. I keep coming back to how the digital tools affect how I think about my writing--what do I want to say, how can I best say what I want to communicate, what do I want the reader to learn from my writing. So, I've been wondering about how this translates to my 4th graders. What do they think about when they write? Where do their ideas come from? How can I get them to think about their writing...beyond the assignment requirements? How can the technology facilitate my students to advance their thinking about their writing?

# - Department: TI Reflection - 10/15/05; 10:16:18 AM - Discuss (4 responses)

This week, I tried using the Powerpoint software. I wanted to create a timeline "before their eyes" on the Ohlone Shellmound for my students, which they would then use to create their own shellmound timeline. I'm here to say that if you know how to use MS Word, then you can use Powerpoint (Ppt). Ppt is a revved up version of MS Word. I'm more confident now that I can teach the class how to use Ppt. I'm planning on teaching the students the basics for our second OCR unit. In the past, I've had the students  write an informational report--last year we produced a video that took forever. This year, I think I'll have the students work in teams to research, write (of course), and produce a Ppt presentation. In reading workshop, we've been focusing on learning and using the comprehension strategy of visualizing. The crossover to writing is fascinating and seamless. It will be interesting to see how their understanding of visuailizing/creating multi-sensory images plays out when they begin working on their Ppt. presentations. Does the writing enhance the visuals, or should the visuals enhance the writing?

# - Department: TI Reflection - 10/13/05; 11:46:21 AM - Discuss

There is an assumption, I think, that digital technology, when used appropriately, can enhance student writing. During the summer institute, I was aware of how creating a video presentation made me much more sensitive to tone, audience response, and purpose as I wrote the script. Producing a video forced(?) me to consider these aspects in a more critical manner.

For students, how will we document or measure the impact technology has on student writing? Perhaps a pre- and post assessment tool to be used for student work created with and without the integration of technology.

# - Department: TI Reflection - 9/17/05; 12:09:26 PM - Discuss (1 response)

The only way to learn how to use the Manila content management program is to actually use it. I'm thinking that creating a classroom webpage will be the ticket to mastering the web-based software.

# - Department: TI Reflection - 9/17/05; 11:59:01 AM - Discuss (1 response)

Click here to read the guiding questions for our inquiry this year.

# - Department: - 9/17/05; 11:32:05 AM - Discuss

First, it's going to be difficult for a teacher to do it on her/his own. The very nature of the medium--digital multimedia communication--begs us to work collaboratively. I'd say there needs to be at least two teachers at a site who are committed to pursuing this technology exploration. Second, the site needs to conduct some kind of infrastructure survey--what kind of hardware, software, and knowledge do we have on the site? And, what are we capable of doing with what we've got? Third, it's critically important that the teachers involved collaborate with other sites. There will be discussions on the "how did you do that" questions, but more importantly will be the discussions on how this technology helps/facilitates/improves/opens doors to student writing...and documenting what we try, our successes and failures, our answered and unanswered questions. Perhaps we could have monthly get-togethers, or have "virtual get-togethers" via this forum. Finally, for now, there may be teachers not connected to BAWP or the TI who are already doing this kind of work.

# - Department: - 8/11/05; 11:36:29 PM - Discuss

Revision. I wanted to revise my script while working on the rough cut. The images I had to work with weren't working well with the script. But then another issue came up--which takes precedence, text or image? I found myself making changes based on the images instead of the overall purpose and intended audience. I had to make changes to the storyboard as well. So, it seems that revision in multimedia is multi-dimensional which is also true for writing, but it seemed much more evident to me as I was working on my video. Perhaps multimedia can help to illustrate the power of revision in a more graphic way to students.

# - Department: - 8/11/05; 11:22:11 PM - Discuss

Success, no matter how small, breeds confidence. Despite the pressure of finalizing a script and storyboard, the best part of the day was to complete the voice-over and replay the recording. The abstract is becoming far more concrete.

The most challenging task of the day was to finalize the script. I realized there is a tremendous amount of interplay between the assets, the purpose of the video, the intended audience, and the structure of the video. I kept having to come back to the purpose of my piece and the intended audience.

# - Department: - 8/9/05; 3:26:09 PM - Discuss (3 responses)