2nd batch of articles

Coogan, P (2000 October 2). The Technology-infused English classroom. International
Electronic Journa , 4, Retrieved Nov. 16, 2007, from
http://www.acs.ucalgary.ca/~iejll/volume4/Coogan/

This article outlines the minimum code for a technology infused English classroom. It then presents a series of scenarios in which teachers and students utilize technology to enhance the learning process. Finally, Westside Elementary School in Hood River, Oregon and Tahatai Coast School, in New Zealand are used as case studies to explore the teacher development processes which are a necessary precursor to the technology infused school and technology enhanced learning.

Kumar, Muthu (2004, Sept). Learning with the Internet. New Horizons for Learning,
Retrieved Nov. 16, 2007, from
http://www.newhorizons.org/strategies/technology/muthukumar.htm

This article is about how using the internet can help with student learning. It explains how the internet can be a useful tool, but teachers need to be careful because their is so much information out there, they need to guide the students as students may not know the differences between an authentic site and sites that contain biased information. It also explains how it is becoming more and more important for students to be able to know how to find information on the web quickly.

Erekson, T. and Shumway, S. (2006).Integrating the Study of Technology into the
Curriculum: A Consulting Teacher Model. Journal of Technology Education. 18,
27-38.

An article about the different ways there are to use technology as a tool in teaching students. This article discusses how technology is in every facet of out lives and we need to incorporate it into our curriculum if we want to help students learn. We also have to realize that technology is something that needs to be intergraded into every subject. There are five different models for integrating technology discussed in this article: the stimulation model – teachers making simultaneous reference to ties between the courses, the braided model – content from varies disciplines viewed as strands and woven together throughout the lessons, the topical model – focusing on one topic for the year across all disciplines, the unified model – Two or more teachers from different disciplines working together, and the full interdisciplinary model – merging content from two or more disciplines fully.

WebQuest madness

I really like Webquests and can see their merit in the class. I think it is a lot of work for the teacher, but I think the students, for the most part, will enjoy them more than a lecture. They also seem like they would lead to higher levels of learning due to the involvement the student would have in the process.

I hope and plan to use webquests as part of a unit fat least once a year, maybe more. I will use them for introductions to certain novels, or as an entire unit, like the heroes unit our webquest covered. I will also use them to show students how topics are still relevant today. For example, our webquest on heroes was to show students that the heroes in literature are not just in the past. They are still being used in movies and books today.

The process of creating our webquest in a group had its advantages and disadvantages. It worked well to have people to bounce ideas off and come up with the plan, but the disadvantage was not having enough time to work on them together. It worked well that we had one member of our group that loved the visual aspect and offered to put it all into the powerpoint format. It also worked having a googledoc page for all of us to brainstorm on. I feel that ou group worked well together. I don’t feel as if there was one person doing more of the work than another person, we all pulled our fair share. For example, I did most of the actual writing, but we all found websites about each of the heroes and posted them on our googledoc page, so it was more of the organizing I did. Hailee made the teacher’s page and took care of making sure that was all ready to add in. And Justin put everything into the powerpoint format we chose.

I think that we might have needed a bit more instruction on how to put it together, like having the rubric sooner so we all knew what we needed to work on. If I were to do another group webquest, I would make sure we knew what was needed first; make sure we knew the rubric before we started. I would also have set times like “ok, we will all be online tonight at 8:30pm and work on this for xxx amount of time.” I also would have liked to have a few minutes just to make sure everything was finalized, but since I was unable to be in class today, that didn’t happen. I also think next time I might narrow it down. There is just so much information out there that it is easy to be overwhelmed.

I would really like to have spent a bit more time in class talking about the different formats. It seemed as if we rushed through it really fast. I think our group chose a powerpoint format because we didn’t really know how to put it in another one. I honestly think you actually showed my curriculum class more about how to build a webquest. And make it live. I don’t really feel super confident about making a webquest to go online. I love what we did and think that content wise, our webquest was strong, but I am not sure if I like it being in a powerpoint format. So I would really like to actually know how to take our content and put it into a true webquest format so it can be found online. Does that make sense?

Five ideas for Publisher

Five ideas for publisher:

Create a flyer for a class poetry reading
create a brochure for the fire chief to use as reference in Fahrenheit 451
Create a brochure as a book response
Create an advertisement for a product in a novel
Create a sign for a book

Monroe, Barbara (2003). Learning with Technology. English Journal. 92(3), 116-118.

A teacher gives tips as to how using E-mail In the class can make a teachers work load a bit easier. By using class email to send out notices to the whole class, the teacher is better able to stay in contact with them. Having individual e-mail makes writing and reviewing papers with students easier as both have a written record of the comments and suggestions on how to revise it. As an additional benefit, the e-mail does not have to be done face to face and therefore can be done on hours that you would normally not be able to meet with a student.

Perry, Alan (2003).PowerPoint presentations: A creative addition to the research process.

English Journal. 92 (6), 64-69.

A teacher uses PowerPoint as a secondary aspect in student’s research projects. He finds that by having the students create a PowerPoint project on the same subject as their research paper, and presenting it three weeks before the actual paper is due, more students handed in their papers on time. He also compares two different classes to see if the results are the same between his college prep classes and his tech prep classes. He finds no significant differences between the two classes. They both enjoyed the PowerPoint presentations and thought doing both the PowerPoint and the research paper was too much work.

Pieters, B. (2002). Infusing technology in the English classroom: One teacher's journey. Contemporary Issues in Technology and Teacher Education, 2(1).

One teacher who discusses the journey into technology most teachers face. He discussed how technology improves lives in the classroom and ways to incorporate it. HE also discusses the point of Plato being afraid of the technology of his time—writing. Plato feared that people would stop speaking the oral tales. This is then compared to computers and the notion of people stopping reading.

annotated bibliography

Here it is! the three articles for class: http://docs.google.com/Doc?id=ddkqxr5n_14gjjphw

excel document

http://spreadsheets.google.com/pub?key=pcgrzIxhBGnTFD5IRJhdtcQ
this is my excel doc. it is a way for students to map thier sentences to make sure they have variety to improve their writing.

Slide show

Check out our slideshow By SuAnn, Kira, Dave