Prezi Comment

My favorite section was the exact lesson plan giving a specific example of how Edmodo can be used in an upper level English classroom. It incorporated Edmodo not only in the classroom, but its ability to be used outside of the classroom as well. The only thing I noticed about the structure was that there could have maybe been pictures in the 'Lesson Plan' section. Other than that, I thought it was a very good presentation, especially in regards to using Edmodo in a secondary school setting, which was not covered very much during the in-class presentation.

Comment 3

Still not working for some reason.

I too had a lot of experience with Smartboards in high school. Most of the honors and AP teachers had them in their rooms. In my 12th grade English class, we did an activity similar to your lesson plan. Our teacher separated the class into four groups and he would have questions based on Oedipus Rex on the board. The first group to raise their hand was allowed to answer and our teacher kept track of the points on the Smartboard. Smartboards are a great way to incorporate content and technology, especially in an English classroom setting.

Bridget Berry - Prezi - Edmodo in High School Language Arts Classrooms

Edmodo in High School Language Arts Classrooms on Prezi

Instructional Use of Edmodo

Description/Experience 


Last seminar we were introduced to a social networking site called Edmodo. I was fascinated with this site because it is essentially Facebook, but classroom appropriate. Facebook was big when I was in high school and has continued to expand greatly every day. High school students would definitely be big fans of this site if used properly in the classroom, which is something I would like to use as a future teacher.

Application

Assuming that my students have already made their Edmodo accounts, I would incorporate the website with whatever novel the class would be reading/discussing at the time. Hypothetically, we'll say "To Kill a Mockingbird." I would have each student post their favorite quote, who said it, why they personally like it, and finally, what connected the quote has with any theme in the novel we've previously discussed. This should be designed for any high school student, grades 9 - 12. The learners will gain insight on fellow students' thoughts, the class thoughts as a whole, and also be able to share their own opinions on the novel. They will see how every person can interpret literature differently and how various outlooks and opinions can open up their own eyes to new ideas. For assessment purposes, I would have the students get into small groups for the day, and later on during test time, have them write a short essay on what they learned during the lesson.

First, the students would post their quote in the appropriate place on Edmodo - the quote, who the speaker was, and the connection it has with any theme we've previously discussed. After, they would get into small groups based on similar quotes (same speaker, same idea/concept, etc.). They would discuss their quotes and opinions/analysis in their groups, then we would go around the classroom and discuss out loud what each group has discovered/concluded. Later, during an exam on the novel, they will have an opportunity to explain what they learned during the specific lesson in a brief essay.

Reflection

Pedagogy-Content:

·      I would represent the content for students' comprehension giving them an example on what they are supposed to do. I would show them my own favorite quote and how I tie it into existing themes. Hopefully this will give them an idea on how to produce their own post. Some conceptions/pre-conceptions students might have towards this content would be doubt towards themselves and their peers. They might think, possibly from previous experience, that just because you "like" a quote, doesn't mean it has any value towards the theme/message of the novel. They might also be very big fans of the activity because they each have something personal to say.

Technology:

·      This technology allows students and teachers to be on a social networking site. They can all see what each one of their classmates post (unless stated otherwise) and the teacher is the overseer of everything that goes on. Each student has their own personal profile and can post anything that is needed of them. It's accessibility is quite easy and can be accessed from any devise with the internet.

Technology-Pedagogy:

·       The technology would come in use when the students need to post their quotes online. Rather than just me seeing it, the entire class would see everyones' different quotes. This would change the way the activity is taught because everyone gets to see each other's answers, rather than just discuss them. I would need to consider a higher level of classroom management because it IS a social networking site. I would have to step up my behavior monitoring and just make sure that everyone is staying on track...it should only take a few minutes for them to post then get into groups.

Technology-Content:

·       This technology would change the way content is represented because multiple perspectives would be shown, not just mine or the specific student. It would change the way students understand/practice the content because it would all be contained in one spot. There would be no need to flipping through the book, highlighting quotes and writing notes in the margins. Instead, it would all be nicely grouped on a computer screen for simple access.

Technology-Pedagogy-Content:

·      This technology would enhance content to be more in depth and more specific. Quotes could be short, yet they could be very long. It would terminate the need to hand write long quotes and allow the students to focus on multiple quotes, all from their classmates, right on a computer screen. It would allow me to teach using a bigger picture, rather than focusing on one or two quotes as a class. I would choose teaching strategies based on encouraging very personal insight. I would go about the lesson keeping students in mind that no answer is right or wrong, as long as you can explain yourself and backup your analysis, everyone will do fine. I would keep it a very fun and light hearted lesson/activit

Instructional use of Ipads

Description/Experience
The technology presented in the last seminar was the Apple Ipad. I've concluded that it is a much better technology for the elementary and middle school levels, rather than high schools. There are a plethora of educational games, mostly mathmateical and reading enhancements. I learned that they are valued in classrooms across the country, and many teachers are trying to get them for their own students. I think they are quite useful for younger children when learning the basics of reading, writing and math. 

Application
Language Arts is probably one of the more difficult subjects to incoorperate Ipads into. But if I had to create an activity regarding poetry, I would have my students get into pairs to create their own poem, using some sort of creative, Power Point-y type application offered on an Ipad to present to the class. It could have pictures, graphics, sounds, animation, anything. I would also have the students comment and analyze each other's poems and presentations, perhaps the next day in class.

First, provide some details regarding:

• Learners: I think this would work best with middle schoolers and underclassmen in high school, the freshmen and sophomores.
• Learning outcomes: The students will gain their knowledge on the never ending possibilities of poetry. They will also learn to incoorperate their visually creative side with their internal writing side.
• Assessment: I would know my students acquired the knowledge through various examples of poetry (sonnets, beat poetry, rhyming vs non rhyming, etc.) and see how they react to each one. I would also want them to comment and analyze their peers poems and presentations

Second, break down your activity into a timeline of planned events and procedures. Here you should describe what students and the teacher will be doing chronologically during the activity. Below is one of the good examples from previous reflections:

• Assuming we have already had lessons on various poetry and poets, i would have the students pick partners as they please. They would then pick what type poetry style they would like to write, and think of various visuals/audios they could use.
• I would then introduce the app to them and show them how to use it.
• The students would write their poems and pick their visual/audio inclusions.
• Eventually, the next day, the students would present their poems to the class
• After each presentation, the class as a whole will comment and analyze each other's poems.

• I would go over multiple, very different poets. I would go over more famous, sterotypical poets and their poetry, then discuss lesser known poets, and why their work would still be considered poetry. We would learn about context, language, and phsyical stucture of the poetry as well. I'd also talk to them about how visuals and audo can affect poetry and how it is received too.
• Some conceptions students might have is what poetry is exactly. They would probably have some sort of solid idea on what makes a poem a poem. I would be concerned that they think a poem has to rhyme, it has to have a meaning, it has to flow, etc. I would worry that they subconciously might be trying to imitate other poets as well, instead of going with their own, personal instinct. 

• The technology would mostly be used to add the audio and visual effects. It would also be used to do the actual presentations.
• The technology would support my activity in proving that aduio and visual effects DO have an impact on the poem and how the reader comprehends it. I would maybe present the poem HOWL by Allan Ginsburg (only the appropriate parts of course) in silence, then again with music and art in the background.
• I would have to make sure that the students were staying on task and not going to different websites they shouldn't be on. I would have to make sure that the students aren't physically rough housing, considering the expense of each Ipad as well.

• The technology would enhance the way the content is represented because the students get to make it personal. Like i mentioned before, I could give examples of how audio and visuals effect poetry using other poets and probably an overhead presentation. Using Ipads would give the students to get personal and see first handedly how it effects their own poetry. They could practice creating their own presentations and what sort of influence the audio and visual, at their own choice, would effect their own work. Then they'd be able to see it in other poetry later in life.

--Technology-Pedagogy-Content:

• It can be effectively taught because i'd be able to see what my students are creating, and hear their feedback and analysis of each other's work. The selection of this technology would enhance how i teach because each student would have their own way of expressing their creativeity and what they've taken from the lesson as a whole. I would choose a teaching strategy that harnesses with visual and audio learners to make them able to produce the best poetry and presentations that they possibly can

Technology Reflection: Instructional use of Smart Boards

Description/Experience
The technology from the last seminar was SmartBoards. I personally had a lot of experience with SmartBoards in my high school; we had one in almost every classroom. Honestly, I didn't take away anything from the seminar. It was all focused on elementary (as usual), and soley for math and science. I like SmartBoards a lot, but the presentation wasn't very helpful for me specifically.

Application
I would break the classroom up into two groups. Each group would come up with questions (regarding whatever novel we were reading at the time), and the other group would try their best to answer them. They would present their questions on the SmartBoard using a matching game type set up - the questions would be on the front part of the slide, and with a tap of the board, the slide would flip over to reveal the answer. The students would physically be in charge of bringing up questions and answers on the SmartBoard.

First, provide some details regarding:

• Learners: This could be designed for any Language Arts class from 7th-12th grade.
• Learning outcomes:The students will have a better idea of ideas, concepts, characters and factual information from the novel.
• Assessment: I would specifically ask questions based on this activity on the exam that they would usually take in regards of the novel. I would even use a handful of questions verbatim. 

Second, break down your activity into a timeline of planned events and procedures. Here you should describe what students and the teacher will be doing chronologically during the activity. Below is one of the good examples from previous reflections:

• The students would be broken up into 2 separate groups
• They would each come up with questions (at least one per student), as well as the answers
• They would use the handheld smartboard keypads to create their slides on the smartboard, question on one side, answer on the other
• One group would present their questions and the other group gives their answers, then we would switch 

--Pedagogical-Content:

• My strategy is having my students come up with their own questions based on their knowledge, as well as the answers. They would have a better concept on the novel because they would be discussing it with their friends. They could talk to one another on an informal level until everyone understands what's going on. It's more fun for them to answer their friend's questions rather than my own on a piece of paper. 
• I would be concerned about how they would behave and answer questions. Although it's more fun for them to answer their friend's questions, they might not take it as seriously. I would have to make sure that the students were putting forth full effort to properly answer the questions logically and discuss it thoroughly. 

--Technological-Pedagogical:

• The use of this technology would support the way I teach by providing a fun way for my students to be involved in the activity. Using the SmartBoard instead of a regular piece of paper or chalk board is more interesting for the students. It is a hands-on type of instructional tool that they would possibly consider a toy, which is good! Toys are fun! It would support me in keeping my students' attention as well.
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• As far as classroom management goes, I would have to keep an extra eye on the students who have the smartboard handheld keyboard with them. They are expensive and shouldn't be tossed around. The class would be broken up into two large groups - I would walk around and eaves drop, making sure everyone was staying on task. This is for secondary use, so the students shouldn't have to be to severely monitored. 

--Technological Pedagogical Content:

• This would help deepen explanations of the novel we would be reading. It is essentially a structured class discussion. The students would be able to communicate with one another and make sure that each person understands the answer to the question. For bigger, more complex questions (such as ones related to theme), it's a prime opportunity for students to verbally express that they have knowledge of the existent theme. It is also an opportunity for them to see questions and answers written out in front of them in a way they will remember, rather than just on a piece of notebook paper.
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• The students can see what their peers think about the novel. Without this technology, it would take excess communication on their own time to study and gain better knowledge on certain ideas and concepts. The SmartBoard is basically a fun way for them to feed off each other's ideas and make sure they understand the novel in depth. 

Comment 2

It still won't let me comment so here it is.

I really like the idea of using the iPad for poetry. It allows the students easy access for viewing and commenting. Also, having access to graphics and sounds allows for a broad spectrum of creativity. I also agree that these graphics and sounds have a huge impact on the effect the poem gives the audience.
Using the iPad also allows for the easy collection and organization of the poems which saves a lot of time. In classes that are only 50 minutes, time is very valuable.
This is a really good way to incorporate the technology with the pedagogy and content. It is also very creative. Using the iPad for a lesson plan such as this will yield positive results in pretty much every aspect I can think of.

Comment

It wouldn't let me comment on your blog because for some reason, it wasn't on this page. But I was able to read it. I really like the idea of using Edmodo for a literature lesson. This allows the class access to each student's quote without having to go around one by one sharing. It saves a lot of time and in a class that is less than an hour, time is precious. It also allows for easy access outside of the classroom if a student needs to refer to something when they are at home.

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