Technology Integration Plan

            For the past several assignments for this class, I have been working with a Language Arts unit on protest music. My chosen lesson plan for Interactivity #3 that was the stimulus for this unit was "A Collaboration of Sights and Sounds: Using Wikis to Catalog Protest Songs" (not an original, although I surely wish I could take credit for it!), and importantly, is one that requires technology to foster learning and long- term retention.

            The first standard that this unit meets involves understanding how words are used in the text and how they impact the meaning of the text as a whole (R.L. 9-10.2). To meet this goal, I would initiate a discussion with the students about protest music and activate their prior knowledge on the subject. After (and during, as it would be on- going) our discussion, I would introduce the students to different protest songs using a Smartboard with which I could project the Internet site YouTube that would allow the students to hear the music while simultaneously reading the lyrics. Again, we would discuss what the song meant to the students, and what ideas they have as to what the songwriter was trying to convey, paying special attention to word choice and literary techniques. Following this conglomeration of lecture, Q&A, and discussion, students would work in small groups to research other protest songs using laptops or tablets and the school library's music collection. Within their small groups, students would then discuss their findings (i.e. songwriters, what issues the songs addressed), and how the text as a whole and specific word choice shape the songs' meaning. This portion of the unit also meets two ISTE*S standards: locating information from a variety of media (the Internet and music collections made up of CDs, records, etc.), and selecting and using applications effectively and productively (i.e. using Google effectively).

            The second standard that this unit meets is citing textual evidence to support those claims about the text (R.L. 9-10.1) that students made through their research. Several of the same strategies would apply (research, group work), and students would use the same technologies listed above. But as this portion of the unit is focused more specifically on lyrics themselves, such sites as YouTube that allow students to read the lyrics while simultaneously listening to the song would be most effective. The same technology standards (ISTE*S) apply as well.

            The third standard that this unit plan meets is the strategic use of media in presentation to enhance understanding (S.L. 9-10.5). At this point in the unit students would compile their research and insights about their protest songs into a class Wiki. The Wiki would allow students to demonstrate their understanding of the material not just to the teacher (me!) but to their peers as well. This form of assessment is one over which students have ownership: as a group, they collaborate with one another to construct a Wiki, a source of information, that would be available for viewing by the public on the Internet. Students could also construct a Padlet where they could include a link to the Wiki, as well as pictures relating to the unit as a whole (artists, social/ political issuese that generated the songs, links for further reading/ research). The final step in this process would be to compile all their songs onto a shareable playlist or CD that the students could have access to outside of the classroom. This was an addition that I made to the unit as part of my analysis of it in Interactivity #3: my reason for this extra step was that students would be more apt to remember the material if they could continue listening to the songs long after the unit was completed. Plus, such a compilation of songs promises to be one awesome CD!

            This final portion of the unit meets two ISTE*S standards: processing and reporting data (which would be met by constructing the class Wiki), and collaborating and communicating effectively using a variety of media (which would be met as they work together to construct said Wiki, Padlet, and CD).

            One of my favorite things about this unit is that it allows students to show ownership over their work in creating a class Wiki and Padlet. Sure, a similar unit could have been carried out before these different technologies were available, but ownership of the material would have been limited. It is only through technology that this goal can be met; therein lies the truly transformative nature of technology for this unit.

 

Google Doc: https://docs.google.com/document/d/16iHRanYhseiQ7lJLxaA2HIvvYagjOz1lCIDR_PvBMIQ/edit

Padlet Unit Plan

            Padlet: Pinterest for teachers. As soon as this realization hit, I was hooked! My own Pinterest boards contain, admittedly, desserts that will never be baked, crafts that will never be made, and outfits that will never find a home in my closet. That is where Padlet has Pinterest beat- its practical (as opposed to wishful) application.

            My unit involved protest song research and analysis. I chose this unit because I had observed a Language Arts class that addressed this topic and wanted to understand the process from the "inside out". I developed unit goals for my this unit by broadening the goals of the lesson plan (i.e. a lesson goal was to identify contemporary and historical protest songs; a unit goal was to analyze different literary techniques used in the songs). With my unit goals in mind, I formulated my open- ended essential questions for the unit in such a way that they would generate discussion (i.e. requiring the students to draw on personal experiences and observations).

            Now, on to the Padlet itself! I placed my unit goals, questions, and standards at the top of the Padlet as an outline for the students. I included YouTube videos (with lyrics) of two well- known protest songs as a way to engage students right off the bat. I also included a "meme" that I thought would get a laugh out of them- and one that is actually applicable to the lesson!

            Padlets are wonderful, interactive teaching tool, and I cannot wait to incorporate them into my lesson plans. Finally, my Pinterest skills will be put to good use! 

 

http://padlet.com/lockwooda1/protestsongs

Supporting Instruction with Technology

A Collaboration of Sights and Sounds: Using Wikis to Catalog Protest Songs

            Two words here jumped out at me as I was browsing the web for applicable Language Arts lesson plans: "Wikis" and "Protest Songs". Firstly, wikis were referenced in Domine's Rethinking Technology in Schools, and as I was unfamiliar with them prior to reading the text, I thought that analyzing a lesson that incorporated wikis would be an excellent learning experience. Secondly, I observed a lesson last year on protest songs in a Language Arts class, so using this particular lesson would give me the chance to see the lesson "inside- out", as it were: I might now see the rationale and planning behind it.

            Objectives for this lesson included collaboration between pairs, (and later, the class as a whole), research and analysis of song lyrics, compilation of said research in a class wiki, and understanding about the collaborative nature of wikis. To start the lesson, the teacher plays "recent" (i.e., Kanye West, Dave Matthews Band) protest songs, and then asks students if they can think of any other protest songs. The students then divide into pairs to research their own protest song, and finally, compile the research collected by the class as a whole into one class wiki. For the most part, the strategies align with the objectives; however, I think more time should be spent by the teacher at the beginning discussing with the students why the songs are protest songs, rather than just indentifying other protest songs. Additionally, the teacher might use other technologies to compile a CD or shareable playlist with the students after the lesson to facilitate long- term retention.

            The primary technologies used in this lesson are the Internet (more specifically, a reliable search engine) and wikis. Students would need the Internet to research their chosen songs and subsequently analyze them, and as two of the objectives involved wikis (understanding and using them), they, as the other primary technology, are essential as well.

            This lesson as a whole particularly applies to two stages of Domine's "Pedagogical Development": authorship and collaboration. Students work together, first in pairs, and then as a whole, to format their "authored" class wiki. This is definitely a lesson I'd like to use one day!

 

https://docs.google.com/spreadsheets/d/10cdRMkcXVKkHHFzZQS001vTE3NaMnfpv_mBafZ46cAI/edit?usp=sharing

Pedagogy and Technology

Strategy: Monitor Progress
Supporting App: Subtext
http://www.renaissance.com/products/subtext          

             Using Subtext, teachers can upload PDFs for students. I would use this app to regularly post current event articles for students to read and evaluate (i.e. posting their opinion of the article, what questions they would have for the author, etc.), thus monitoring their critical thinking skills. 

Strategy: Form Groups

Supporting App: Vocabla
https://itunes.apple.com/us/app/id616731725?mt=8   

            Is there anything more fun than vocabulary?? Certainly not with Vocabla at your fingertips! This app contains vocabulary flashcards and games, with which I could have students form groups and have at it (testing each other, etc.)!

Strategy: Adapt Content

Supporting App: Book Creator
https://itunes.apple.com/us/app/book-creator-for-ipad-create/id442378070?mt=8

            I would have students use this app to show their own interpretation (a retelling, a modern- day interpretation, etc.) of a particular text, using the video, audio, text, and picture capabilities of Book Creator. This would allow them to gain a deeper understanding of the text, and (I hope) have fun doing it.

Strategy: Take Notes

Supporting App: Evernote
https://itunes.apple.com/us/app/id281796108?mt=8

            School and the classroom environment may be changing, but note- taking will never be obsolete! Using Evernote, students can take notes, record voice reminders, create "to- do lists", and importantly, keep it all organized and in one place!

Reflection on Emerging Technologies

            The NMC Horizon Report illuminated the changing aspects of formal education, regarding both the use of technology in the classroom and broader changes that schools hope to implement. One among these changes I found particularly compelling as a future English teacher: that of the initiative to connect more fluidly one subject matter to another with a focus on project and challenge- based learning. This would result in a more comprehensive understanding of subject matter on the part of the students.

            Works of literature must be understood not just from an aesthetic point of view, but also within a historical and cultural context. We can appreciate the beauty of language in any work of literature, but it is also necessary to understand the setting in which it was composed. Might the "powers that be" have had any influence on the work? What were the prevailing social norms? What was occurring at the time that the work was composed? "The Crucible", for example, "literally" is a play about the Salem Witch Trials, but may also be seen as an allegory for the "McCarthyism" movement of the 1940's and 1950's (during which time the play was written). If these two topics, "The Crucible" and McCarthyism, were taught simultaneously in English and history classes, students would gain a deeper understanding of both. Teachers of different content areas could work together to further students' understanding by creating projects and challenge- based learning experiences that integrate both the literary and historical aspects of the content being taught. Teachers could also utilize social media (i.e. Twitter, class blogs) to direct students to virtual learning opportunities outside of the classroom. This integrated learning style would meet "the need for learning design that better connects each class and set of subject matter to each other (NMC, 3)."

Learning with Technology

              For our first foray into "Ye Olde English Literature", my tenth grade English teacher, Ms. Walter, assigned our class a group project that my classmates and I fondly remember as "The Beowulf Movie". This project, a significant part of which involved the use of technology on our parts, was one of the most not only useful, but fun projects I completed during high school. The assignment was simple: make a movie based on the epic old English poem "Beowulf". As such, it could more accurately be referred to as "technology integration outside of the classroom", but the same goal, namely a better understanding of the subject matter, was accomplished.

            "Beowulf" was the first text we tackled that year, and our first exposure to epic poetry. A daunting prospect, to say the least. After we read the poem, we separated into small groups of three to four students and were given the assignment. We were given no real guidelines; our only instructions were to film our interpretation of the text. In my group's case, this culminated in a memorable weekend spent scouting locations, script-writing, and finally filming. Filming took us all over my small town, from the nearby river (location for Beowulf's arrival in Denmark) to my own cellar (the mead hall, "Heorot") and many places in between. We all had different "roles" to play: director, editor, actor (I got to play Wiglaf and help Beowulf slay the dragon!), prop master, etc. The result was a film certainly not worthy of any Oscars (maybe a "Razzie"), but one that allowed us to dig deeply into a text and creatively demonstrate our understanding of it.

            After the fun of filming, we were in for another, and possibly more important, treat: seeing our classmates' work. On a literary level, this allowed us to see other interpretations of the text and ultimately learn from each other. It also allowed us to see how much more technologically savvy our peers were; we were equipped with a simple video camera (that used a VHS tape!) and a boom box. Other groups had DVD recordings complete with special effects and clearly audible soundtracks. While I would not concede that our technology was "outdated", some of my classmates' technology was certainly more innovative. One group's film featured a "Beowulf" version of the famous "Star Wars" introduction, as did ours. However, that group utilized a computer editing program that resulted in a nearly identical introduction to its inspiration, while we just handwrote our "Beowulf" introduction and scanned the camera down the sheet of paper (while playing the "Star Wars" theme on the boom box of course).

            Ms. Walter could just as easily have shown us a film version of "Beowulf", or a documentary about the epic poem. Instead she chose to challenge us to be the filmmakers and demonstrate what we understood from the text, thus making it an active, as opposed to passive, learning experience. In giving us this assignment, Ms. Walter also showed us that she had confidence in our ability to translate our understanding of the text into a creative medium using technology.  It is learning experiences like this one that I hope to integrate into my lesson plans, as I know from experience that they are effective!

            "The Beowulf Movie" was one of the most memorable experiences I had in high school. Not only did it provide hours of fun and countless memories, but it also fostered peer collaboration and encouraged creativity. The use of technology outside of the classroom was integral to this project, and it resulted in a better understanding of the subject matter. And while our film did not win us any Oscars, it did earn us an 'A'!  

 

Technology used during this learning experience:

http://www.mediacollege.com/equipment/jvc/camera/gr-sx/grsxm320u.html 

Flipped Classroom

Lesson viewed: "Insults by Shakespeare"

This video lesson addressed one of the reasons why Shakespeare remains popular with audiences today: namely, his use of insults! The narrator used two examples from two well known plays (Hamlet and Romeo and Juliet) to illustrate how Shakespeare's choice of words, foreign as they may sometimes seem to us, could really "burn"! (I'm saying that in Kelso's voice from "That 70's Show"...) The process involved examining the word or phrase in a literary and/ or historical context. Multiple choice and open- ended questions followed the video: the multiple choice questions were recall questions related to the video, while the open- ended required the viewer to come up with his or her own ideas and relate the content to modern- day examples.

As a viewer, I felt this was an effective use of technology! It utilized both visual and auditory teaching methods, humor (useful for keeping students engaged!), and application of an important skill (using literary and historical context clues).

As with any new method, there are both possibilities and limitations when it comes to this sort of teaching technology. On the positive side, there are so many videos and activities on the Internet allowing teachers to create fun, interactive lesson plans. Without falling asleep to a boring textbook, students can come to class already familiar with the material. Thus, the teacher does not have to spend as much time introducing the topic as he or she ordinarily would. Essentially, students get extra (pre) lecture time! And therein lies the potential problem: this extra lecture time is one- way. Students do not get the opportunity to ask questions of the teacher, and may come to class under a misapprehension, or already frustrated with the material.

Used judiciously, I feel that the "flipped classroom" can be an effective teaching tool for the modern student.