Rebecca's+E-Portfolio

Rebecca's E-Portfolio
I think the above clip art truly captures the emotions I felt when I first began taking this course. Beyond Powerpoint and the occasional use of the web 2.0 tools, I had little experience in using technology in the classroom. After the initial terror subsided, however, I began to realize how necessary technology is in terms of keeping students engaged and motivated to learn. The wonderful part of using technology in the classroom is that the kids feel so empowered when THEY teach ME how to use the various tools! While I still feel like a beginner in so many ways, I have learned so much from this course. I no longer feel panicked when I am given a technology assignment because I know that I can learn how to use the technology and my students will be more creative and engaged in whatever lesson plan I devise. Between the wiki, blog, podcast site, and various 2.0 tools, my students have demonstrated their academic skills in an enthusiastic manner that I never quite reached with my past classes. They get excited by the "new" lessons, and I get excited when I see what they are capable of producing.

When I think about future lessons, a few plans immediately come to mind. One major task involves working in collaboration with one of the music teacher's at DMS to get the students podcasting. We will be kicking off our poetry unit in January, and I think it would be amazing to have each student podcast a line or two of his/her own original poetry. I can then link the poems to my wiki for student comments. Another plan involves skyping my sister's friend in London who is studying theater. What a great way to introduce Shakepeare when we read Gary Schmidt's //Wednesday Wars// (Shakespeare's plays are incorporated into much of the plot of the novel). Whatever the future holds, I am excited to continue mastering the technology I have already utilized and try out some new resources as well!

=Web 2.0 Tools: =

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= I used the Vocab Ahead site to review vocabulary words for Parts I, II and III of //Maniac Magee//. Vocab Ahead has a speaker who defines a vocabulary word and a visual skit (with commentary) that goes along with it. The students enjoyed seeing the visual depiction of their vocab words and they liked looking up other challenging words. My eventual plan is to use the site enough times so my students can make their own version of "Vocab Ahead." They can make a visual/audio representation and skit of their future vocabulary words. [] = = This site enables students to create comic strips online. The students can email their finished products or print them out for class. My students were required to create a comic strip based on one scene from Part I of //Maniac Magee//. Students were given the option of using the website or making a traditional paper-and-pencil strip, and I'd say approximately 96% of the students used the site. = =[] =


 * This site is perfect for teaching creative writing in the English classroom. Students choose a picture from a variety of works and create a story to go along with the picture. There are opportunities for collaborative storytelling as well. This is a good activity to try when you want a creative writing lesson for one or two class periods. **

= SOCIAL NETWORKING: =

I created a //Maniac Magee// blog for students to use a social networking tool to express their feelings about the characters, setting, conflicts, plot and/or themes of the novel. Students were required to create their own page (1-2 paragraphs) and write comments on 2-3 of their peers' pages. It was interesting to read the peer comments, as I am used to being the one to write the comments. The comments were reflective and positive. __ [] __

=In addition, my __Wiki__ is also posed on my Blackboard page. I've tried the following activities on the wiki: =
 * Created a fall Haiku
 * Revised a sample ORQ response
 * Listened to idiom podcasts and add student's own idiom
 * Collaborative storytelling (haven't tried this one yet but it is my future plan!)

=PODCASTING: = = =  []

== This site has great resources for teachers at every level. One resource I used repeatedly with my students was the //Idiom a Day// podcasts. The students listened to an idiom example (with a visual representation) to become better educated about various common expressions. I found a variety of useful poetry podcasts that I will be using during the month of January when we begin our poetry unit. == = Feedback from my students: =

__Responding to wiki work ~ Do you have any ideas/suggestions for future use of the wiki in English__?

 * ===We should use it more often - at least one assignment a week. ===
 * ===Use it a little bit more and give us more feedback when we revise a response. ===
 * ===We could all make a story together (tall tale or something) by writing a few lines and having someone add to those lines. ===
 * ===Add current event topics that we could comment on and debate with our classmates. I like sharing my opinions and debating with other people in the class, and the wiki would be a good place to do this. ===
 * ===<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Write letters to each other. ===

__<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Responding to the blog ~ Do you like blogging with your peers? Why or why not? __

 * ===<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">It is way better than writing or typing a paragraph or essay. ===
 * ===<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">I get nervous that someone will criticize my writing. So far everyone has been good about their comments, though. ===
 * ===<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">I love reading the comments from others. ===
 * ===<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">We should blog all the time! ===