Chapter 10

In chapter ten, Richardson provides an overview of the role of technology in the educational world.  He begins by reminding the reader that web content is expansive and continuously growing, and that "the creation of that content is collaborative" (147).  He then states a fact that emphasizes the urgency for educators to incorporate the use of technology into their teaching practice: the needs of the workforce have changed making the old style of reading and writing insufficient preparation.

Richardson  points out that as educators, "If we fail to graduate students who are not able to create, sustain, and participate in these networks in safe, ethical, and effective ways, we've done them a disservice" (149).  This startling warning, suggests that the teacher needs to intentionally teach students new literacies.  Students need to learn to be editors who read critically; publishers who take their ideas and products online; resources managers who collect, store, and retrieve relevant information; and collaborative students who learn and teach together with people from around the world.

Richardson identifies 10 "Big Shifts" that are occurring as a result of the Read/Write Web.  "Big Shift 9: Mastery Is the Product, Not the Test" most caught my attention.  I agree with Richardson that the "one size fits all" assessment format of a test is not an accurate way to measure mastery of a product.  Many of my students can memorize a list of vocabulary and definitions for a quiz.  However, these vocabulary words often then have no impact on developing their ability to use sophisticated and varied vocabulary when writing or speaking. Today I had a group of students create a photo peach slide show for their current list of vocabulary wotrds.  It was exciting to hear them discuss the meaning of the words as they searched for the "just right" image to use to depict the definition.  I plan to have them post their shows so that their classmates can view the shows and post comments.  I think there is the potential to use their slide shows to more accurately asses their mastery of understanding for the words.  I believe that many teachers are aware of the need to change the way they teach and assess, but I am not sure that evidence shows that DOE is ready for the shifts.

Richardson also defines five new roles for teachers in this new techonolgy driven world.  I want to make this shift  because I want to make sure that my students will have the necessary skills to successfully navigate the work force that they will be entering, but this change is going to be challenging.  I wonder why students are not required to take a class where these tools are explicitly taught to them.  How is a content area teacher supposed to cover all of the course curriculum and also teach students a new literacy?

Chapter 8b Screencasting and Live Streaming

In the second half of chapter 8, Richardson gives an overview of Screencasting and Live Streaming.  Screencasting is defined as "verbally narrating one's computer work."  Richardson suggests that screencasting can be used by educators to create training videos, tour of created powerpoints, and for a video collection of exemplar student work. I like the idea of having students use screencasting to annotate their work, especially their power point presentations.

I would like to use screencasting, as Richards suggests, to have students read a story or poem that they have written and accompanied with appropriate visuals.

 My questions is, "Is it possible to post a screencast.com project on Edmodo?

Richardson also discusses Live Streaming in chapter 8. He defines this tool as "web tv for classrooms." He gives a recommendation for the site, <ustream.tv>. I believe that live streaming is a great way to help students who are absent keep up with class discussions and lessons.

 I have two questions regarding this tool: First, are the needed resources available for use at FHS? Second, does this tool compromise people's right to privacy?

Chapter 8a: Podcasting and video

Chapter 8 is a long one.  Richardson covers quite a bit of territotry in this chapter.  In the first half of the chapter, he gives an overview of Podcasting and Video. 

Richardson defines podcasting as, "The creation and distribution of amateur radio."  He explains both how to create a podcast and  how to locate podcasts that might appeal to the reader.  Richardson's suggestions to use podcasting to give guided school tours or narrate a science lab make it clear that podcasting is a tool that can be useful in an academic setting.  I would like to try podcasting by having a class create a lesson that gives an overview of our class textbook and its features.

 Richardson's discussion of Video points out that "Video publishing is like podcasting with visual imagery".  I believe that video publishing might be an exciting way to have students create a script, practice it, video their performance and then publish their completed project.  I think this tool has the potential to be an effective method for helping students take the initiative to improve their public speaking performances and other oral presentations.

Chapter 7

Having spent some time earlier today experimenting with using Photopeach for my personal blog , I was eager to read chapter 7, "Fun with Flickr," to learn how photography and technology can be used to improve the learning process for my students.  In this chapter, Richardson discusses how photos  can be made a part of the Read/Write Web context.  Richardson gives instructions for signing up for a Flickr account and presents several reasons for doing so. The benefit of such a web site is that Flickr is a photo-hosting site that allows users to annotate and post photos. Users can then tag their photos and connect with other sites who have photos for the same subject.  

Several of the examples for application made it clear how Flickr can be used in an art, geography, science, and even history classes. However, I had trouble at first determining how I would use Flickr to enhance student learning for my junior English classes.  I am already pressed for time to complete all of the curriculum for the course, so I do not want to add technology just because it is available.  Fortunately after brainstorming by looking at the various components of the subject matter that I teach, I came up with a question: "Is it possible that using Flickr would allow me to teach vocabulary in a way that would make the words more meaningful?".  To answer this question, I went to the web.  A google search led me to
 http://teacherdudebbq.blogspot.com/2007/01/teaching-vocabulary-using-flickr.html

At this blog site, I found a practical suggestion for using Flickr to teach students to identify the subtle differences between closely related words.  I have already been trying to address this topic in the classroom, so I can easily see how having students attach images to words like vexed and wrath will help them recall the definitions and understand the appropriate applications.



My search also led me to another useful site,
http://eduwithtechn.wordpress.com/2012/02/21/flickr-vocabulary-pictures-based-on-real-objects-for-your-class/

I have taken a few classes in teaching ELL students and, therefore, I am aware of the importance of using real images to effectively teach new vocabulary and concepts.  However, it has not always been possible to gather enough objects to fully teach a complicated list of new vocabulary words.  The above site offers a great suggestion to use Flickr to create a file of images.  Harry Tuttle, author of this site, has also generously offered access to his collection of over 600 images.  He introduces this use of Flickr by stating, "Elementary teachers, special education teachers, modern language  / foreign language teachers, ESL teachers, and   people working with refugees can use these pictures.   The pictures usually have no words.  They can be used in any language."

Chapter Six

In the chapter, "The Social Web: Learning Together," Richardson provides an overview of Twitterverse and Social bookmarking services.  He gives the reader simple step-by-step instructions to sign up and use these tools.  As I understand it, Twitter will allow me to "be a part of the larger conversation, more a part of the community" (87).  Richardson points out that this microblogging tool makes it easy to "ask questions and get answers, link to great blog posts or resources, or share ideas for projects" on an ongoing process.

In his discussion of social bookmarking services, Richardson attempts to address the user's concern for keeping track of all of the great information out there.  Richardson points out that social bookmarking services allow students to participate in "folksonomy", which is a collective sorting and categorizing of resources.  Richardson discusses two of these services: Diigo and Delicious.  He points out that the primary benefit of Diigo is that it has many advanced features, while the advantageous feature of Delicious is its simplicity for users. 

I am interested in trying Diigo because this service will allow me to highlight and annotate resources.  I can visualize the value of this feature for teaching students to read deeper into an assigned text.  This feature would allow students to read exemplar annotations and then try annotating text in a format that both I and their peers can comment.

I am also intrigued by the potential uses of twitter.  However, FHS currently bans cell phone usage during school.  I would love to see twitter used to replace the daily announcements and calling of students to the office over the PA system.  In the classroom, I would love to use twitter for review games and also to for immediate feedback assessment activities.  This is one tool that I know my students are currently using; it would be nice to connect a skill that they already have with the new skills and strategies that I want them to acquire.  I am aware of the potential problems associated with allowing students to use their phones in school, but I think that cell phones are a medium that can also be used in positive ways.

The following link is to a resources that gives some compelling reasons for allowing phones in school.
http://www.ehow.com/info_7876837_reasons-kids-should-phones-school.html

Richardson gives a convincing argument for improving the integration of technology with education.  Given the limited access to computers during the school day, I think cell phones might be a more practical way to begin using technology in the classroom.

Chapter Five

Chapter Five

I found chapter five, “RSS: The New Killer App for Educators”, to be a bit overwhelming.  Richardson, frequently emphasized that RSS will save the user time, but I admit I am skeptical.  I followed the instructions given by Richardson and set up an “aggregator” through Google.com/reader.  His directions are clear and simple to follow.  I now have subscribed to a few sites and stored them in two different folders: Russian Literature and Grammar.  

Although from my initial experience I can easily recognize that RSS is easy to use, I am intimidated by the daunting task of maintaining an ongoing interaction with this tool. The comment by Richardson that leaves me unconvinced of the value of this resource is, “…Maybe you check it right after you check your e-mail….. However you do it, you need to build up a habit of checking to see what’s new on a daily basis” (82).  I currently check my personal e-mail approximately once every 4-6 weeks.  I make this effort because that is how my book club communicates reminders about the next book and location of our meeting.  I usually check my school e-mail once a day, but often only after someone asks me what my response was to an e-mail that was sent to me.  I cannot imagine how having one more source that I must daily check is going to save me time.  I have no doubt that there are volumes of useful details, resources, suggestions, and facts out there, but I have no desire to have a barrage of information constantly coming at me.  I prefer to go and search out the sources and information that I want when I need them.   I need to experiment more with RSS in order to discover its benefit.

Chapter 4

Chapter Four

In chapter four, “Wikis: Easy Collaboration for All”, Richardson introduces the reader to Wikis.  He defines Wiki as “quick”, “an easy authoring tool”, and “a Web site where anyone can edit anything anytime they want.”  A strength of Wiki is that it allows anyone to go to any page and add, edit, and delete notes, but as Richardson is quick to point out, there are risks involved when a Web site is open for anyone to have input.   

I found the discussion of information reliability to be the most interesting part of this chapter.  I have long been perplexed by the “Wikipedia” dilemma.  I am aware that most of my students turn to Wikipedia as their primary source for information.  I have been in the habit of advising them to use Wikipedia with caution, suggesting that Wikipedia is a good place to begin, but warning them to then move on to more reliable sources. The aspect of my instruction that has left me a little unsettled is that I primarily define a reliable source as one that has been able to stand up to scrutiny.  Richardson’s discussion of the way that Wikis, particularly Wikipedia, work challenges my skepticism of Wikipedia by pointing out that there is no other resource available that is so closely monitored and widely scrutinized. Major news outlets, scholars and successful businesses already utilize Wikis to both obtain and dispense information.  This chapter has inspired me to revisit the role that Wiki sources should be playing in my classroom.