Week 11: 4/7 Technology Inventory

CLASSROOM: Hardware

1. How many computers/printers are in your classroom? Each student has a Chrome book assigned to them. The classroom teacher has an iPad. The classroom does not have a printer. Teacher has access to 2 black and white printers and 1 color printer

2. Do you have a connection between a computer to a television or projector in your classroom? Teacher has a document camera (Elmo) with connection to Smartboard. Also a connection between computer and SmartBoard.

3. Do you have any cameras in your classroom (webcam, video, still or digital)?
Teachers use personal cell phone for still camera and video when needed.Teacher has a document camera (Elmo).

4. Do you have any additional hardware not described above (SmartBoard, scanner, etc.)? The classroom has a SmartBoard (Notepad software). Students have tablets that are rarely used because they are old and problematic.

CLASSROOM: Software

1. What computer applications/programs are on the computers in your classroom? Second grade classrooms have: Typing Training, Xtra Math, Quizlet, Reading A-Z (subscription)

2. Do all the computers in your classroom have the same software loaded? The computers in grade 2 are Chrome Books and do not have software on them.

3. Do the computers in your classroom have Internet access? Yes. Students ONLY access the internet with teacher support and supervision.

4. Which hardware/software have you seen the teacher use? How was it used and with whom (e.g., whole class, small group, individuals)? I have seen teachers use the SmartBoard, the document camera (Elmo), and Chrome Books.

OUTSIDE YOUR CLASSROOM: Hardware

1. Are scanners, LCD projectors, or digital cameras available for teachers from the media center? (Please list what is available) What is the system for signing them out? LCD projectors are used only on the SmartBoard. Teachers use the copiers as scanners when needed.

2. Are there computers in the library for students to use? How many? How are they used?
(e.g., Open computer time? Directed by the teacher? By the librarian?) There are three iMacs available for student use in the library. However, they are only used for locating books within the Wethersfield public school card catalog. Students are directed under the librarian and available paraprofessionals.

3. Is there a computer lab at your school? How many computers does it have? What is the system for using the lab (e.g., sign out or designated days)?
The computer lab has 28 desktop computers. Teachers are required to sign up for lab use in a notebookat the lab in advance.There is also one black and white printer and headphones.

OUTSIDE YOUR CLASSROOM: Software

1. What applications/programs are available upon request? (List only those that are not already installed on the classroom computers) Teachers need to submit an IT request if they are interested in using applications/programs that the school does not currently subscribe to.

Activities

List two ways you could integrate the technology available in your current or future classroom. For example, you could use the SMART Board to support a literacy activity by having students make different phonetically regular words or you could have students explore an interactive website to learn new information about a science topic. Remember, you will need to teach one technology-integrated lesson for your unit plan. The lesson could be one from this class or one of your methods lessons.

1. In Writer’s Workshop, The SmartBoard can be used to analyze a piece of writing in Bend #3 (Independent Application), of the Writing Process. For example, the classroom teacher shows a piece of writing for the whole group to see on the Smartboard following a brief mini lesson that focuses on one aspect of revising (re-writing, elaborating, adding details, etc.). The classroom teacher then models how to revise the piece by doing a think aloud. Then she asks students to offer ideas after they have discussed ideas with their writing partner (think, pair, share activity).

2. In Reader’s Workshop, the classroom teacher could have her students use iPads to read a digital text that uses captions to help scaffold one-to-one text correspondence.

Week 11: 4/5 My Multimodality DS Reflection

What are the 3 intentional uses of multimodality in your DS and why you chose them?

1. Imagery: I created each graphic slide in order to achieve a cohesive look throughout the piece. My goal was to put together a video that was simple and straightforward. The piece uses a lot of white space around the graphics. This helps to keep the video simple and uncluttered. When artwork does not match, appears busy, or shares too many styles, it becomes distracting and is more difficult to view. For interest and variation, I threw in a few watercolor images. These images also helped the flow from slide to slide in parts of the video.

2. Filters & Sound Effects: I wanted to add a sense of drama to the three book scenes I included in my digital story from Flora and Ulysses. I did this for two reasons. First, I wanted my audience to know we were inside the book in this portion of the digital story. By adding the aged movie filter, each of these scenes stood out from the rest of the video. Second, these three events within the story have significant feeling and emotion associated with them as they relate to the plot components, (rising action, climax, resolution and solution). As the storyteller, it was my duty to represent each of the scenes as the author had intended them to be read. It was important that I communicate each of these scenes using the appropriate tone. Adding well chosen sound effects helped me achieve this too. I’m hoping it also kept my audience engaged too.

3. Music: I took my time and carefully chose music to accompany my cover slides because I wanted my audience to be met with an inviting and engaging tone. My goal was to engage the audience right away. The acoustic guitar offers a simple low-key sound that is also friendly and invites the audience to watch. The music I chose for Flora and Ulysses had to be upbeat and entertaining. It  had to say, “Hey, look at the squirrel! How many stories include a superhero squirrel? I chose music that was playful, engaging and a little zainy. This helps tell the audience that this story is fiction and fun.

What qualities would a good digital storytelling product have? Please elaborate.

A good digital storytelling product contains a combination of well-balanced multimodal elements including:

Audio- This includes sound effects, music, and a friendly and upbeat narrator

Graphics/Images- Use images that work well together and communicate meaning without confusing the audience
Concept- Make sure the objective is made clear and is explained well

Audience- Know your target audience and keep them in mind when you are building
your piece

Care in Execution - If you do not care about your piece, it will show and it will not be successful

Engaging - Grab the audience, Make them want to watch

Final Digital Story

Week 9: 3/20 Digital Storytelling Reflection

My name is Jackie Destefano and I was born and raised in Connecticut. I attended the University of Connecticut, where I earned my undergraduate degree in Fine Art (BFA). Upon graduation, I began my career as a graphic designer working in small studios and then later moved on to the larger agencies. I worked in the field for twelve years before deciding to begin a career in elementary education. I earned my teaching certification in 2015 from the University of Saint Joseph. I’m working to complete my Master’s in Education for Literacy (k-6). Presently, I am working as a literacy tutor servicing students in grades 1-6 at a neighborhood school. In my undergraduate program half of my classes were computer-based. However, my experience was in designing graphics on the computer. I do have some experience with designing for the web but, most of my experience lies within print. I definitely don’t consider myself tech savvy. In fact, I still struggle with troubleshooting and using some of the design software I have used for years.

My overall experience with EDUC 584 has been positive. I was surprised at how well I was able to follow along with in-class assignments as well as exploring several digital tools on my own. I am excited about my progress. Best of all, I am no longer afraid to use a PC or Chromebook as opposed to a Mac. I no longer fear testing apps or using educational websites as tools in my instruction. My confidence has increased beyond what I thought was possible. I enjoy blogging and I hope to continue.

When I began my digital storytelling project I started with a content outline and objective. I had a vision in mind of what I wanted this piece to look like. It had to be clean and simple but, I also wanted it to have an upbeat and engaging vibe for my anticipated audience (grades 3-5). First, I began building my graphics slide by slide in Illustrator and Photoshop. After transferring all of my art to iMovie the fun began. At that point, I was able to edit my content based on the flow of my mini lesson. I spent a lot of time slowing things down to ask myself how individual slides would be viewed and if they made sense. I thought about what needed to be included in the mini lesson but, was also economically aware of time. That was difficult. I also had difficulty with recording my audio on my computer. The sound was poor. I figured out how to upload my recordings from my audio app on my cell phone. I was happy to have figured that out. The most meaningful experience has been learning how to use iMovie and the building process. I never thought I would have a reason to animated a mini lesson (or artwork). This experience has been challenging yet, so rewarding. I hope the rest of my editing process goes smoothly.

First Draft Feedback (from class 3/19):
Positive: 

- Artwork is appropriate
- Sound and narration is appropriate
- Content is appropriate (two videos in one)
- Songs selections are appropriate

Editing Advice:
- Length: Maybe video should be split into two mini lessons for two days instead of one
- Content: Maybe choose Cinderella as example instead of Flora & Ulysses
- Artwork: Maybe more graphics should be used on the four mountain component slides

Digital Story: Draft

Weeks 8 & 9: 3/15 Digital Storytelling Presentation and Survey

I have been hard at work on this project and I've faced a few challenges that were less than fun. However, this experience has been rewarding and enjoyable. I'm working with iMovie to create my presentation. I'm new to the software so I'm learning as I go. So far, I have been able to pick things up without too much head scratching. The graphics and layouts in my presentation were all designed from scratch. My background in advertising has come in handy. The project has taken longer than I anticipated due to file compatibility but, I'm hoping it will pay off.

I have not yet narrated my piece. That is my next step. If anyone out there has sound effect sources I would be interested in what they are. I am struggling to find soundbites that make sense.

My goal is to create and publish a presentation that is classroom worthy. I really want to incorporate this presentation (into Writer's Workshop), the next time I discuss 'plot' with my students. I'm thinking and re-thinking my teaching objective, content, and modalities so that I can deliver a purposeful and engaging presentation. Please watch my presentation and let me know what you think. Digital Storytelling Video

We all have the tendency to get caught up in our own minds when working on a piece. We give it our all and sometimes don't notice the obvious and glaring shortcomings. Thank goodness we have established digital feedback groups! Valerie, Jessica, Vicki, Paulina, Gufran, please visit  Surveymonkey and complete the survey for my digital storytelling presentation. Thank you!

Week 7: 3/7 Digital Storyboard: Using Story Mountain Strategy for Analyzing Plot

At first, I thought about sharing some sort of funny story involving my husband or my kids through a small moment objective. Then I considered where I am as an educator this year. Last year, I was a grade 5 teacher and this idea of storytelling would have been very appealing. I definitely would have chosen it especially because I was impressed with one of the digital story samples shared in class... the one about the couple getting stuck in an elevator. Well, this year my role as a teacher has been shifted from classroom teacher to title 1 literacy tutor. So instead of creating a narrative, I chose to use this opportunity to create a tool that I could use throughout this school year with my students. In particular, I chose the strategy of the story mountain because I rely on it whether I'm working with book club groups, small remediation groups, or when I'm just working with one student. Understanding plot (the events that make up the story), is important for students especially in the upper primary when students are reading longer texts.  

CCSS.ELA-LITERACY.RL.3.5

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

I'm excited to execute this project and I'm hoping my students will find it helpful and engaging. 

It was fun to see what our classmates have been working on for their digital storytelling projects. I really like the storyboard that focused on concepts of print for kindergarten students because the idea is engaging and lends itself to be interactive at the same time. I cannot wait to see how it is executed. 

I also wanted to comment on the blog that was shared last week, identifying the qualities of an engaging story blogged by your previous student, Katie. The information she provides is a great outline to follow. 

Digital Storytelling - Qualities of an engaging story

Week 7: 3/8 Using Digital Tools for Writing Instruction

I work with a small group of first grade students on a daily basis, helping them master their handwriting skills. In addition to using paper and pencil for writing sight words and sentence dictation, I also have students use an iPad to practice correct letter formation using the app LetterSchool. A basic form of the app is free and is available in ten different languages.

My students were first introduced to Letterschool in kindergarten and they love it. They see the app more as a game than as a handwriting tool and ask to use it daily. I like the app because it teaches young writers how to form the letters of the alphabet correctly. With repeated practice on this app, students learn to let go of the bad habits they acquired before they were formally taught how to hold a pencil and form letters. The app is designed to work in four stages. First, a letter is introduced visually and the sound the letter makes is introduced by a child's voice. Second, points are made visible on the letter so that young writers know where to put their pencils down (index finger), and in what order. Third, young writers learn how to trace each letter form by tapping their index finger and then dragging to form letter strokes. Finally, young writers are tested by writing their letters from memory.

I introduced the app to my 5 year old son, this afternoon, (who is not yet in kindergarten). Evan sat and used the app for 15 minutes. I could tell he was enjoying himself as he gestured and said, "Yes!" when he completed individual letters. This app is perfect for mastering kindergarten writing standards. CCSS.ELA-Literacy.L.K.1.A Print many upper and lowercase letters.

I also explored Bubbl.us Bubbl.us is a website that allows users to create mind maps for organizing and categorizing thoughts, ideas, notes, and almost anything else because the possibilities are endless. I signed in for the free version, which includes 3 free mind maps. The full version allows users to attach images, and documents, and allows users to play around with color options for the bubbles. I began mapping personal writing ideas. Within a few short minutes I had mapped out three categories that each contained sub-categories. Even though I've only explored the free version and was unable to add images or documents, my exploration was a good one because I really like the site.  It is great because it is easy and quick to use. If I had known about this resource last year when I was teaching grade 5, I would have had my students use Bubbl.us for generating writing topics during our first writing unit. I know my students would have enjoyed the aspect of organizing their writing ideas by categories and sub-categories. I would have had each of my students print out their maps so that they could tape them into the writing journals for reference on days they had opportunities to free write.

Week 7: 3/5 Multimodal Digital Writing & TPACK

When I began this course 7 weeks ago I didn't have much of an interest in integrating literacy and technology. It seemed more of a hassle having to become some sort of techie for a multimodal trend that just complicated my instruction and quite frankly made it harder to teach. Why not just stick to the basics, it worked for my generation? Why push more technology onto our kids who are getting too much outside of school already? From video games to cell phones loaded with apps to Twitter, technology has certainly changed the way our kids communicate, socialize and entertain themselves.

That was my position before I learned how important it is for educators to help our young learners navigate this new landscape in a manner that could actually benefit their learning. Aside from all the social media platforms and games, there are some great tools out there being used to engage and scaffold learning in a positive and meaningful way. I am glad to have had the opportunity to learn how technology can and is being used positively. Web 2.0 isn't going anywhere and as an educator, I know it is important to teach our young learners how to interact and use the medium thoughtfully and responsibly.

Through my reading and participation in class, I have become familiar with the Technological Pedagogical Content Knowledge (TPACK) model. A conceptual framework developed by Mishra and Koehler in 2006. TPACK defines the domains of knowledge teachers need in order to develop and deliver pedagogically sound, technology intergrated-instruction (Mishra & Koehler, 2006).

As a new teacher, I am aware of my deficits and gaps. I am working hard to learn and master aspects of classroom management, learning content, while developing my own style in working with young learners of all levels. I certainly don't want to be that teacher who avoids technology simply because it intimidates me. In the last several weeks I have made a conscious effort to not be overwhelmed by the technology I am unfamiliar with. Instead, I take this opportunity to explore, test and imagine ways I could integrate technology to help me become a more relevant literacy tutor. So far, I have surprised myself. I'm using tools I thought I would never figure out, let alone incorporate and scaffold in my remediation instruction with students ranging in grades 2-6. This course has proven to be beneficial and I feel more confident using digital tools. I have come to enjoy implementing such tools and feel I'm a better educator for it. There is no turning back! The challenge now in multimodal literacy is to identify and use modes appropriately. For example, how many modes should I use to introduce a particular poem? Do I need to consider the content and meaning within the poem? Would an image be appropriate? What about color? Would the poem bare more meaning to my audience of learners if it were narrated? These are the questions that need to be asked in the planning stages having the objective in mind. It is also important to reflect on the lesson after it has been taught just like any other lesson. I need to ask myself how it went and if I could improve upon it by making modifications to the modes being used.

Karchmer-Klein, R, Shinas, V., & Park, S. (2014). Preparing teachers to immerse students in

              multimodal digital writing opportunities. Handbook of research on digital tools for

writing instruction in k-12 settings.

Week 6: 2/26 In a Pinch: A Few Great Book Club Resources

One of my favorite reasons for teaching reading to students in the upper elementary grades is that I really enjoy facilitating book club groups. However, it is also one the most challenging because I feel I should know each of our texts inside and out in order to instruct and scaffold my groups understanding and progress. As a second year teacher, I realize that is impossible! At any given time, I am facilitating 4 to 5 groups, all reading different texts. Every so often I find myself struggling to keep up with the reading. Problem solved as of last week... I found some great websites to help in a pinch. I discovered Shmoop as I frantically searched the internet for a descent book summary for Patricia MacLachlan's text, "Waiting For The Magic".  I had just about thirty minutes to catch up on the first half of the book before meeting with a group for remediation. Having access to book summary on this particular day saved the lesson and discussion. Even better, the site also included comprehension and critical thinking questions for discussion. As a teacher, I don't necessarily want to rely on these resources for every day use. But again, it is helpful when you are not familiar with a text and don't have the time to read beforehand. Self-described, Shmoop is a one-stop-shop for educators and students. In my explorartion, I foundthat the site offers many resources. From taking courses, to finding book reviews, it has it all. Check out the link, What is Shmoop? I do however, have one disclaimer. I completed a search and then tried to search the same topic, using the same key words and had difficulty finding the summary at a later date. I'm not sure if this was just a fluke. It was a bit frustrating. I also discovered Kidsreads. This website was much easier to navigate and locate summaries. It is a very kid friendly resource, intended for young readers and has a so many titles.

When I met with my grade 4 book club members we zeroed in on vocabulary in order to understand and discuss the feelings related to each of the characters as they dealt with their father leaving for two months. As I mentioned, I meet with this group for remediation. One of our goals is to become familiar with unknown vocabulary. The CCSS below is one that guided my instruction.

CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Week 5: 2/25 Digital Graphic Organizer Tools

I wanted to explore iBrainstorm because this tool really jumped out to me in this week's reading, (Hutchinson and Colwell). This particular tool looks worthwhile because it allows students to contribute and collaborate together in a way that scaffolds information and thought. The tool allows the user(s) to determine how notes are displayed and organized. Students can assign colors, draw, write and, type text as the document is shared among different devices. In our text, Hutchinson and Colwell point out that creating a visual retelling of a narrative could provide a way for students to ensure that they have included pertinent details. I would like to see students using the app sequencing and retelling in small groups. In the example shown above,  a teacher uses a Venn diagram to show students the similarities and differences between fiction and nonfiction texts. However, I was disappointed to discover that it is not compatible with Chrome. I am interested in hearing about anyone's experiences with the app.

Timetoast.com is another app I explored. It allows users to create timelines using images and text. In my exploration, I decided to map out the significant dates since I met my husband. As I worked, I moved back and fourth within my browser to find images. Uploading the images was easy and quick. Within just a few short minutes, I had my timeline finished. I posted images that contained titles, dates and even included brief explanations. I like the app because I was able to zip right through my project. If I could create a timeline this quickly, I know my students could handle the app without a problem. Last year, I read a number of historical fiction texts aloud to my fifth grade class. Some of the texts were more complex than others containing multiple story lines. This app would have been a terrific tool to use to sequence the events as the plot progressed in combination with real historical events. I wish I had come across it sooner!

Week 5: 2/20 Using Visionthread Instead of Anchor Charts

As a literacy tutor, I spend a lot of my instructional time reviewing reading and writing strategies with students. I've often thought it be wonderful to produce a slide show or video instead of having to draw anchor charts just for them to be thrown away or tossed in a closet for storage when the lesson had passed. Having something in a digital format for students to watch might just be the way to go. When I think about the pros there are many. First, ease of use. What could be easier than having a digital how-to slide show to support my teaching point and mini lesson? Just tap a few keys and there it is. It is accessible and always ready to go. Additionally, this tool could be replayed or paused during a lesson to accommodate questions, think-pair-share opportunities, and even fire drills. The tool could be one of many added to an informational library for students to access during workshop or while at home. Having the ability to also add the tool to a classroom blog or website would allow students access anywhere as long as they have a compatible device.

My goal while exploring Voicethread, was to produce a slideshow that would focus on a strategy I refer to often. As a book club and guided reading facilitator, I remind students to use the TASC strategy when responding orally or in writing. The acronym can be explained in four linear steps. The first step is, Turn the Question Around. When asked to respond to a text, rephrase the question by turning it into a statement. For example, when asked "What color is Lily's plastic purse? " respond with ... "Lily's plastic purse is..."   The second step is to  Answer the Question... "Lily's plastic purse is purple." Third, Support Your Answer with Evidence From the Text. This step is crucial. In order to prove your statement, text evidence is needed. One or two pieces will do... "I know that Lily's plastic purse is purple because I see her holding it in the illustration. The author also says she always carries her purple purse." And lastly, Conclude Your Thoughts with a Brief  Statement. This helps to wrap up your thoughts... "I think Lily's favorite color is purple."

Often I am pressed to reteach the concept in the middle of a lesson without having planned for it. Before I know it, we've run out of time and have not discussed our reading topic. Having a digital tool on hand would make it easy for a student to view while his/her peers continue with their group discussion without disruption and delay.

Check out the links below. Any and all comments are welcomed and appreciated.

TASC Strategy

Week 4: 2/12 Exploring Digital Image Apps & Digital Resources for Storytelling (Uncle Ry and The Moon)

I used flickr as my digital image resource. It was easy to search for images and there were some really terrific options. I found a few I got excited about because they expressed the emotion and tone of the story in my mind. For me, the story has an unexpected twist-- It is the robber who is without power not the man who's dwelling is invaded by a stranger. It is the robber who runs away thinking the man in the hut is crazy. The story also seems a bit melancholy. The author chose simple yet descriptive words to depict a lonely picture. This man lives simply in a small hut only owning a few possessions. It sounds as though he is poor. I struggled to find all of the images I felt would best tell the story as I pictured it. I took my time and kept searching until I found those I thought would work well enough. In the future I will use multiple resources if I struggle. In this case, I was determined to use this site exclusively.

When I sat down to create my product, I explored Thinglink, Voicethread, and FotoFlexer. In the end I decided to work with FotoFlexor and flickr because I liked the way each allowed me to annotate, narrate and design my story elements using photography. In all, I have a total of six frames that tell the story. Below is the first frame (and google docs link). I chose this image because the small house looks isolated in the hills. This is the setting I envisioned as I read. An ominous sky with dark and  heavy low-lying clouds. A simple house nestled on the crest of a hill. It looks isolated and meager.

I like the idea of using a narrative and having students present what the story looks like to them, individually. An activity like this is a great way to reinforce tone, mood and setting within a text. It is another way for students to connect to a character, the setting, etc. CCSS ELA-Literacy.R16.7 allows students to integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue. In addition, CCSS.ELA-Literacy.SL.6.2 is another standard that allows students to interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. By using CCSS.ELA-Literacy.SL.6.4  students can present claims, findings, sequence ideas logically while using images as visual description. This is a great way to lead students into discussion about personal findings and meaning from their own perspective. This is a great way for students to compare and contrast information.

Uncle Ry and The Moon (via flickr & FotoFlexer)
Uncle Ry and The Moon (via Voicethread)