ThingLink allows for the annotation of images. Images can be made “hot” through the addition of files, images, text, URL. This is something I’d like to explore with my students when I get a few minutes!
I initially struggled with how to present my learning in this course; how can a non-linear understanding of course material be wrangled into a linear presentation? My final a-ha moment of ETEC540 is that I should present the information as I understand it and not necessarily in a linear fashion, but still put it in a format that makes sense to meet the grading criteria (insert emoji face here). For that reason, I have chosen a hypertext environment to present, knowing that my reader will be pulled off in many directions while performing the webquest that is my final multi-media project.
This project explores the impact of social media environments on literacy development among second-language students. Immersion students’ learning tasks are double as they progress: learning a second language and learning to read and write. How can teachers take advantage of social media environments to speed up vocabulary acquisition and support literacy?
“Weblogs, wikis, trackback, podcasting, videoblogs, and social networking tools like MySpace and Facebook to give rise to an abbreviation mocking their prevalence: YASN (Yet Another Social Network)” (Dobson, p19). While students may be familiar with the tools for socialization, they also provide a powerful opportunity for developing literacy skills when leveraged in the classroom.
“WebQuests favor cooperative and project-based learning, as they are used for interaction and problem solving. As learners work in pairs or in teams, “they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to perform” (Aydin, 769)
This is your invitation to adventure! The Webquest to improve student literacy begins here!
Delicious feed with links to above social media platforms. This course has pushed my thinking, and in deciding how to represent my learning, I decided to fully leap into some of the digital technologies that I may have been reluctant to embrace to this point and found that my own learning improved by leaps and bounds.
This class gave me the theory behind some of the practices already in my classroom and introduced some new ideas. Technology is a tool for learning that changes the way learners interact with text. I realized that the digital tools provided in classrooms are not an accommodation to meeting the learning needs of a few but tools to allow all students to express understanding.
Aydin, S. (2016) WebQuests as language-learning tools. Computer Assisted Language Learning Vol. 29 , Iss. 4,2016. Retreived from http://www-tandfonline-com.ezproxy.library.ubc.ca/doi/pdf/10.1080/09588221.2015.1061019?needAccess=true
Calhoun, E. (1999) Teaching Beginning Reading and Writing with the Picture Word Inductive Model. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/199025/chapters/Describing-the-Picture-Word-Inductive-Model.aspx
Dobson, T. Willinsky, J. (2009) Digital Literacy. https://pkp.sfu.ca/files/Digital%20Literacy.pdf
Durante, C. B. (2016). Adapting nonverbal coding theory to mobile mediated communication: An analysis of emoji and other digital nonverbals (Order No. 10120382). Available from ProQuest Dissertations & Theses Global. (1805884511). Retrieved from http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com.ezproxy.library.ubc.ca/docview/1805884511?accountid=14656
Mills, K. (2010). The multiliteracies classroom Multilingual Matters.
Schrock, K. (2016) Resources to support the SAMR Model. http://www.schrockguide.net/samr.html
Verga, L. (2013) How relevant is social interaction in second language learning? https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3759854/
Ong, Walter J. (2003). Orality and Literacy. Routledge. Retrieved November 2016, from http://www.myilibrary.com?ID=1960
Forgive my cross-posting. This was originally written for a class and I’m reposting here to share with those educators I frequently interact with. Thoughts welcome.
When reference is made to classroom accommodations, there is often expressions of distress — concern that if the student just can’t cut it in the classroom with the “normal” expectations then there will be adjustment in the tools available or to the curricular expectations. But, if, as Cazden posits, the fundamental purpose of education is “to ensure that all students benefit from learning in ways that allow them to participate fully in public, community and economic life”, then providing tools for students to do the job is not an accommodation to meet their learning needs — it is part of the job of teaching. Digital tools for teaching and learning are simply the latest iteration in a long line of technological advances. When discussing a return to the “good old days of teaching and learning” the reference is not to a return to wax tablets nor to a return to one-room school houses with ink-wells and chalk and slate. To what, then, is the return to basics advocating?
Adult learners have the experience with tools to decide which tools are necessary for which jobs. While occasionally handwritten work may trump digital tools (when the writer experiences difficulty wrangling a sentence into the desired form, when the learner feels like the task is not engaging or that they are falling asleep during reading, when the learner desires a bodily-kinesthetic connection between concepts), adult learners, workers, citizens, rely heavily on digital tools for work and play. Lists are made on a phone. Reading is done from digital textbooks where the reader can highlight, annotate, and export notes, which are then turned into written responses in longer form using digital mind mapping tools to plan and google docs to write, wordpress to publish, share and interact.
Digital voice assistant-controlled software, including Siri and Google, are frequently used to interact with devices. Of iPhone users, 98% have used Siri to interact with their phones, although a smaller percentage use a digital assistant regularly. “Hey Siri!” or “Ok, Google” have already become common vernacular among young learners. Blog posts, essays, letters, and emails can be dictated via talk-to-text tools that are fast approaching the accuracy of humans, although there remains reluctance to engage in voice engagement with digital tools while in public. Yet classroom educators continue to insist that if a child cannot write with pencil and paper with flawless spelling and grammar with only the support of a photocopied graphic organizer as an outline tool and a ten-pound-brick of a dictionary that they cannot write and the hand wringing begins.
As stakeholders in education, let’s let go of the double standard and denying tools to learners until after they have mastered “the basics”. Luke and Luke assert that competence with one domain is often inappropriately reconstrued as incompetence with print-based literacies and “that the crises of print literacy and their preferred ameliorative social strategies are being used as a nodal point in public discourse both to delay and sublimate the emergence of new educational paradigms around multiliteracies, around new blended forms of textual and symbolic practice and affiliated modes of identity and social relations” (Luke and Luke p. 96). The paradigm shift will happen with us or without us.
As in the 70s with the introduction of calculators into calculus classrooms there was considerable concern that the new technology would suppress learners’ abilities to master the basics. Calculators are now standard tools in the classroom and there is an app that can easily read and solve handwritten complex equations. The work of classrooms is not to deny learners access to tools that facilitate learning and working with information but to teach them “to be information literate, […] to recognize when information is needed, and have the ability to locate, evaluate, and use effectively the needed information” (ALA, p18)
American Library Association (ALA) (1989). Presidential Committee on Information Literacy. Final Report. Chicago, IL: American Library Association.
Cazden, C. Cope, B. Fairclough, N. Gee, J. et. al. (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. http://newarcproject.pbworks.com/f/Pedagogy%2Bof%2BMultiliteracies_New%2BLondon%2BGroup.pdf
Clark, B. (2016). Microsoft’s Speech Recognition is now just as accurate as humans. The Next Web. http://thenextweb.com/microsoft/2016/10/18/microsofts-speech-recognition-is-now-just-as-accurate-as-humans/
Dobson, T. & WIlinsky, J. Digital Literacy.
Leswig, K. (2016) Here’s why people don’t use Siri regularly, even though 98% of iPhone users have tried it. Business Insider. http://www.businessinsider.com/98-of-iphone-users-have-tried-siri-but-most-dont-use-it-regularly-2016-6
Luke, A., & Luke, C. (2001). Journal of early childhood literacy: Adolescence Lost/Childhood regained: On early intervention and the emergence of the techno-subject. Sage Publications.
This one got buried in my drafts folder and I’m pulling it out to share since it was such a happy bit of “this never happens” that happened for my students when I stuck my neck out and made a “the worst thing that can happen is he says no” request of a writer I have long admired.
Our author visit with William Joyce came about quite by accident. I wish I could say I planned it.
As I often do with students, I watched a wordless short film, The Fantastic Flying Books of Mr Morris Lessmore, as a vocabulary building activity. We shook loose juicy vocabulary in a PWIM-type activity.
The following week I was at a dental appointment and had an extra minute after getting a gleaming smile but before I had to pick up the darling children, so I swung into Chapters where Ollie’s Odyssey jumped off the shelves and into my hands. I read it myself and adored it and decided to share some of it with students as a book sell.
That night I tweeted to William Joyce that I was loving his book and would he be interested in Skyping with my class. To my enormous surprise, he said yes!
Prepping students for the meeting was a wonderful experience in pushing them to ask more open questions as we sought to ask questions that would make him talk more. “We don’t want him to just answer yes or no! That’s boring!”
Other books we read included:
The Fantastic Flying Books of Mr Morris Lessmore
The Guardians of Childhood
Thanks to my amazing team of teachers the Skype chat was an enormous success! Would you believe I had a tooth extracted days before the visit and my face swelled to the size of a pumpkin… so I missed it! But my students were incredibly excited to share when I got back.
This goes to show for me what a powerful experience digital tools can help create for our learners when we bust the “silos” of solo classrooms!
This bit of awesome happened the other day when a student brought in an old wasp nest as we designed our classroom. An awesome bit of see, think, wonder followed. Loved it!
I’m not sure what to call what I’m attempting… maybe “author study plus” where the “plus” means more authors and more subject areas? The following is a list of the books I plan to read aloud with my Grade 3s this year as we work to find our place and tell its story. It is far from exhaustive and the work of planning is in another document. It’s a bit hard to say at the beginning where exactly our work will end up because there is always an element student questioning to drive the learning, but in planning for inquiry, there is a great deal of laying ground work for student and teacher understanding. I am using the Designing Worthwhile Work template available through the Galileo Network and would be happy to share or collaborate if you leave a comment or message me.
I started planning after having read a couple of foundational books. Foundational in that they influenced my thinking around what I understand to be true. This summer, I am participating in a Twitter slow chat surrounding the calls for Truth and Reconciliation by reading “In This Together; Fifteen Stories of Truth and Reconciliation” and discussing using the #2k16reads hashtag. The book and the conversation have pushed my thinking in a new direction and there were several “aha” moments.
I don’t claim to have the answers but I am willing to demonstrate that I am a learner, too. I begin with this:
North is not always up.
Richard Louv‘s Last Child in the Woods introduced me to the idea of “affinity for place”, which fits with the concept of situated cognition, in which what we know is directly related to where and how we know. I’m going to come back to this idea when I discuss Bouchard’s If You’re Not From the Prairie (Si tu n’es pas de la prairie).
The slow chat question asked was: In what ways do the TRC’s Calls to Action provide a roadmap for teaching and learning? How will you bring the discussion of #2k16reads into the classroom?
It took a really long time to come up with an answer. For me, the first step is creating empathy, which often starts in books. Bibliotherapy is a powerful tool in helping students to understand the perspective of others. I have deliberately chosen books written by First Nations and Métis authors because I want the perspective to be honest and authentic and I think the reading of these books will take the whole year. I deliberately chose bilingual titles because I want student thinking to happen in both languages. Many of the books I chose are also written in a First Nations Language.
What is the role of language in shaping our identity?
What does language have to do with “quality of life”?
I discovered David Bouchard by accident. Wandering through the library, the book Long Powwow Nights was on the top of a shelf and, knowing the question I was working on, I picked it up to read later. Later, it took my breath away. Literally. Which lead me to explore Bouchard’s other work. This reminded me of the importance of letting a question sit, sometimes for an uncomfortably long time. Answers come sometimes by accident.
An author study of David Bouchard plus others will lead into the work we will do for the year related to Canada’s 150th. Students will find their connection to these stories and my hope is that it will give them an entry point for telling their story and the story of their connection to this land and all of its people.
The first book, Voices From the Wild might be the most accessible of the ones I chose in that the subject matter, animals, is familiar to primary students, so I think this is where the work will begin. Inquiry, art and writing in French and English, and I see it continuing culminating in a year-end project that will include an interactive book and art project.
The Secret of Your Name begins with a message that it should be read without interruption an preferably in a natural place. Students will explore the power of a name.
Our author study will be a bilingual exploration of literature related to place. The beauty of these books is in the way they evoke emotion related to place. Visual journaling and the use of all of our senses to experience place will be a tool in our exploration.
The following books still need some planning on my part:
Long Powwow Nights by David Bouchard and Pam Aleekuk will provoke students to make connections (text-to-text, text-to-self, and text-to-world). Because it’s written as a poem, the meaning of it is not necessarily accessible on first reading and it will take a couple of reads with lots of patience to make inferences and connections. In addition, “See, Think, Wonder” would be a powerful inquiry approach to this book as the art and story are beautiful and complex. For me, Long Powwow Nights was the most beautiful of the books I read and one that literally took my breath away, but it might be one of the most difficult books at the same time because I think it requires a deep understanding of what it means to inhabit one’s culture.
The books by Tomson Highway contain beautiful art and tell the story of a family caring for one another and living their lives connected to their environment. I hope they will lead to a discussion about how environment contributes to our quality of life.
Shin-shi’s Canoe and Shi-shi-etko by Kim LaFave explore residential schools in a way that’s accessible for young learners without being too frightening or overwhelming. I think they will lend themselves well to a conversation about home and education and what contributes to a good quality of life when paired with the documentary film Sur le chemin de l’école.
Tant que couleront les rivières (As Long as the Rivers Flow) by Larry Loyie is a touching true story about a young boy in the forties sent to residential school.
How will we integrate technology?
I think that digital tools need to follow the learning. As I start to plan, I see the following being useful with lots of leeway for additions and subtractions. We will use:
- Digital portfolios
- Augmented reality
- QR codes
- Books, ebooks, audio books
I don’t know if I’ve done justice to my thought process here and there is still so much planning to do. This is just an overview as I start to plan and far from being a complete unit plan but it’s a starting point for me. I would be lying if I said I wasn’t nervous about this work; my intention is not to provoke a political conversation but to evoke empathy for myself and my students. There is enormous power in experiencing the story of others and in finding your connection to those stories.
As the year draws to a close, I start to think about my hopes for my students over the summer and into next year. So, dear students, here are some of my thoughts:
We spent a whole year together getting to know each other better. We definitely pushed each other to be better in the classroom. I think we all learned to ask better questions and to seek answers. We learned something about creating multiple iterations of our work. We read, we wrote, we laughed, we made beautiful messes while we learned. Here are some of my hopes for you over the summer and know that I will be doing the same.
Read a book
Jump in a lake
Stay up past sunset
Roast a marshmallow
Write something (a story, a book of awesome, a diary)
Ride a bike
Wake up early and listen to the birds wake up
Eat your veggies
Spit watermelon seeds
Play your favourite sport
Visit with someone you love
Meet someone new
Notice the way a campfire smells and sounds
Dig in the dirt
Climb a tree
Ask a question and find the answer
Recommend a book to a friend
Listen to a story
Wake up early, wrap in a blanket and watch the sun come up
Hatch a plan
Walk through grass without your shoes
Find and name the constellations
Enjoy an ice cream cone
Discover a new favourite ice cream
Sit in a quiet spot outside and notice with all of your senses
Visit a museum
Take a swimming lesson
Use your French!
Split a Popsicle with a friend
Take a long walk down a shady path
Go back in time
Watch a movie on a rainy day
Spend time upside down
Walk in the sand
Memorize a good joke
What about me, dear students? What would you wish for me over the summer?
You know that you become “my kids” when I get to know you and some of you I have had the good fortune for more than one year. I hope you will look me up again someday and we can look back on this time together!