Journal #8

     Since my last posting, not much has happened on which to update.  This week I am wrapping up my last service hour and making a last update to my website.  I plan on attending the optional class tomorrow (11/29) night in order to fix a problem I am having with uploading my site to the web and also to receive some last minute design advice. 
     For this week I read Project KID DESIGNER: Constructivism at work through play.  The title immediately caught my attention as I am always trying to find new and engaging things to bring into my classroom.  After finding this article is about students integrating curriculum into games they create, I was hooked.  Due to time constraints, I find it challenging to set time aside to play games.  I have heard recently from several students that they would like to play more games.  KID DESIGNER would allow students the opportunity to be involved intellectually and socially with the learning process.  While the setting of this study was in the elementary school, this concept could be applied to any level of schooling. 
    I particularly appreciate the phrase "creative investment" used to describe the design process.  Through this study it was obvious that students were taking ownership of their projects as I could imagine them beaming with pride when their idea was chosen or when they enjoyed playing a game they had just created.  The enthusiasm that follows would allow students to connect the curriculum with a favorite pastime and will result in sustainable learning.         
     The fact that collaboration was actively taking place in these classrooms is crucial to both social and intellectual maturity.  When the article mentioned that nearby high school students could mentor and participate in the designing of the games, I again pictured proud creators impatiently waiting to show-off their creations and how honored they would be to receive feedback from the older students.  The process of constructing knowledge, as demonstrated by Project KID DESIGNER, gives students a unique opportunity to build character through identifying each others strengths and developing a love for life-long learning.

Holly


Rieber, L. P., Luke, N., & Smith, J. (1998). Project KID DESIGNER: Constructivism at work through play. Meridian: Middle School Computer Technology [On-line], 1(1).

Journal #7

     Following our dress rehearsal last night, I came home feeling much better about my project.  I am so grateful that Dr. Clinton was able to sit with me and help me with file management and uploading my site to the web and that two second-timers, Josh and Michelle, were able to offer suggestions on how I can improve my project.  As a result, I've added several improvements to my to-do list such as adjusting the menu bar, adding graphics, and finishing my videos.  I feel that all of the advice I have received will be beneficial in finishing and polishing my Studio project before the final Showcase in a few weeks. 
    During my reading of the last "C" in the Krause book, I began thinking about how I wanted to hook my viewer's through my website.  Much like a good lesson plan, I feel that capturing the interest of my audience is vital to the success of the website.  I used C.A.P to help me evaluate the concepts presented through my website... 

Clarity - I feel the literal, stylistic, and thematic messages of my website work toward the same overall message and goal which is to teach the basic functions of the Mimio to my colleagues at school.  My website is designed with the idea of simplicity.  Tabs on the menu bar will effectively direct viewers to tutorials based on either Mimio hardware or Mimio software. 

Audience - The target audience for my website are the teachers at N. Gwinnett MS who struggle with operating their Mimio interactive whiteboard.  I've designed my website so that the viewer can access the needed tutorial in just a few clicks of the mouse and be able to obtain the needed information through a video in less than a few minutes.  The concept behind the tutorials I have designed will be well-received by its audience through the use of appropriate lingo. 

Purpose - This website was established to provide necessary information needed to perform basic tasks during instructional time.  To ensure that this website addresses the needs of my clients, I have surveyed coworkers in my content area.  Their feedback has helped me immensely through the development stages of my site.   



Krause, J. (2004). Design basics index: A designer's guide to designing effective compositions, selecting dynamic components and developing creative concepts. Cincinnati, OH: How Design Books.

Journal #6

     Last Thursday, I had the opportunity to do a presentation to the technology committee at my school on how I use the Mimio interactive whiteboard daily in my classroom.  I felt the presentation went very well.  The most rewarding aspect of the presentation was at the end when a teacher stated that she didn't know the Mimio could do so much and that she couldn't wait to play with all the new features she learned and plan new lessons during her planning time.  I took that as a huge compliment as we don't usually have much planning time due to meetings.  : )  In addition to this committee presentation, I continue to present "Technology Tidbits" during our language arts curriculum meetings on Wednesdays.  Last Wednesday I compiled a list of language arts games and demonstrated a few of them using the Mimio.  This Wednesday we have a guest speaker coming to speak; however, this gives me time to prepare a presentation (and learn) the Turning Point student response system.  Our school recently purchased several new sets of these remotes, and I would love for my language arts teachers to be the first to use them!      
     This week I read Kevin Oliver's Integrating Web 2.0 Across the Curriculum.  I really enjoyed this article and will definitely be printing a copy to keep on hand at school.  I immediately zoned in to the language arts section where I found my head spinning from all the free Web 2.0 tools available for our curriculum area.  I'll have my highlighter handy when I read it a second time.  While reading the article, I found that I was already familiar with Quizlet and Shelfari; however, Diigo and Gliffy were new to me.  I could use Diigo during collaborative classwork projects for students to share their work and Gliffy would be awesome for students to use for creating story maps and for help with creating graphic organizers for reading responses.
     I find it so beneficial that these great tools that are available, at no cost, to promote sharing, collaborating, and creativity.  My goal is to not only make better use of these resources in my classroom to promote student engagement and interactivity, but to share them with my colleagues so that everyone benefits. 

Oliver, K. (2010). Integrating Web 2.0 across the curriculum. TechTrends: Linking Research & Practice to Improve Learning, 54(2), 50-60.