Week 5: wikis in the classroom

I teach both high school chemistry and biology. In both cases, wikis can be used for both small and large group projects. Some research projects contain so many parts that it is sometimes necessary to have the students work in parts and then bring the ideas together in order to make sure all students have grasped the concept. Rather than have the students work together to create paper drafts during class on a research topic, I could instead have the students discuss their findings and create individual and groups summaries of their ideas or findings. Since some students can be reluctant to engage each other in face to face conversations and debates in class, this may serve as a safe zone to voice opinions and ideas. In addition, they would not be restricted to working only during class or when it is convenient for all to meet.

The projects would start off as large group projects which eventually whittle down to small group and then individual wiki projects. At first, I would use the wiki to allow students to provide feedback, support, and constructive criticism for class projects. In my vision, all students perform individual research on a particular question and post their ideas on the wiki. They would then work as a class to refine the idea. By providing the class with a project, the wiki can be used to separate the project by tasks, having smaller groups responsible for particular parts. For example, one group would be in charge of finding resources, another figures and diagrams, and yet another for editing. Some students would be in charge of summarizing the data into a coherent set of ideas, and others for formatting in APA. As the year continued, student groups would be rotated, allowing students to each fulfill a role in creating a properly researched investigation model. This would allow students to hone skills and model what is both good and bad about producing a group wiki. In doing so, they can develop individual skills so that they can ultimately create individual wikis that can be peer critiqued and edited.

Another idea would be to create a wiki for class notes, vocabulary, and study guides. After posting some guiding questions, students could work together to create a comprehensive resource for their studies in the classroom. This will allow them to teach other as well as encourage students to teach themselves. By having the students work on this a little bit each week, by the time testing rolls around, they will have a student created study resource to use to prepare.

Week 3: Blogging in my classroom

I want to be realistic in terms of how I could use blogs at this moment. Although I would like for students to use it without having to attach a grade to it, I know how difficult that can be. For the most part, I see myself using blogs in my high school chemistry and biology classes as an area for debates, presentations, and more efficient feedback.
For example, in the past I have had students research and learn about a scientist and his/her theories/ contributions to the fields of chemistry and biology. The students would then present the information in the form of a PowerPoint or poster and the other students were required to ask questions or make comments during class. It is a time consuming process that has varied and sometimes lackluster results. As a result, I could now have students reach the same project except use the blog to present their finding, ideas, comments, pictures, videos, etc. Using students groups for collaborative feedback, small groups of 3-4 students would need to subscribe to each others blogs and comment and provide constructive criticism and feedback based on a blog rubric that would undoubtedly need to be created to avoid unruly behavior. These would be the students they are normally in lab with and would keep the same group for several weeks to build a repertoire amongst and between them. 
In addition, with science fair coming up, I could have the students keep a blog on their projects from start to finish. Through the blog, their peers and I could provide feedback and support on all steps in creating a proper investigation, from questions and hypothesis to ideas for presenting. This can help me help them keep on track. Lastly, I would likely post a questions or controversial science topic online and have the students reply back and forth to each other a few times with their thoughts on the topic and citations for support of their ideas.

The iGeneration- the bane of my existence?

One of things that I still have to wrap my mind around is the idea that for many of my students, technology is natural. To me, a  phone is still a phone: it's for phone calls and text messaging. Sometimes I check facebook or look up movie times; but I have yet to fully comprehend the power that some phones have in terms of communication, information, and creative potential. iPads, iPods, smart phones, etc., are not only used regulary by the iGnereation, but the access and availability of technology is so normal that it is expected. That is a new idea to me in terms of technology: expectation. They expect more: more applications, more uses, more speed, more videos, more vivid pictures, more entertainiment,  more access to information, more,more more. I still remember the first time I surfed the internet as a sophmore in highschool. I was so excited to look up information on a band I liked (No Doubt). Now my 4 year old nephew uses an iPad with ease, is a regular on pbskids.org and thinks of the few games I have on my severly outdated cell phone are not worth his time.

The iGeneration needs more. Yet their voracious appetitie for the latest technology confuses me. The same generation that can use these techonologies with ease (some of them are so versed they have ofered to help me hack sites if I would really like to use them in class) often claims they can't find my webpage on the faculty coursepages to download notes and assignments. After reading this article, I must admit now I think some may being using the "novice" card in order to get away with not doing my assignments. But I must also admit that although this may be the iGeneration, it does not mean that all of my students have had the same opportunities to access and use these technologies. They may have "knowledge" of the techonology, but that is certainly not the same as "use" of them . They may be able to multitask when it comes to entertainment, but they still need to be trained to use technology in the classroom.

But they still need more. I need to learn how to harness that expectation of technology that they have an incorporate it in the classroom. It will be met with resistance at first- facebook for learning? Videos and posts on academic topics?  Creation for the classroom? I can see the eye rolling already. They will struggle and they will fail. I will get upset inside, and try to remain optomistic on the outside. But with training on both sides, this too will become "normal". In fact, it will become expected. And with that, I hope to merge my generation with the iGeneration in the classroom.

testing :)

UTEP link

Web 2.0 and the Constructivist Classroom

A web 2.0 classroom looks like controlled chaos. The classroom is more student-centered, with the teacher guiding the students lessons through modeling and examples versus direct instruction. Teachers facilitate learning with lessons that encourage more engagement and application of knowledge and skills, in addition to quicker feedback and more opportunities for help and understanding through online instructions, notes, videos, and email that can be accessed outside of school hours. The days of handouts and dittos and workbooks are gone, replaced by lessons that give students the confidence students to create and express what they have learned in different ways using technologies that they enjoy and need to be familiar with in today’s increasingly technological world.  Students, although learning the same concepts and processes, can accomplish the goals of the classroom and lessons in ways that make more sense to them and can then share that information with others much more easily than traditional methods. Some students may be looking at video recording of lessons in order to take notes or review information while others are creating the videos for peers to view. In addition, student can use a variety of means to communicate and express their thoughts and opinions using various forms of media such as webcasts, podcasts, videos, pictures, comments, blogs, etc. Students may articulate and debate their ideas with each other without fear or embarrassment using comments and blogs. For many students, this can encourage more active participation in activities versus a traditional classroom activities and group discussions.  In a web 2.0 classroom, students can use their imaginations to take apart and reinvent information, resulting in higher levels of critical thinking and creativity. They become active problems solvers versus passive questions answerers. It is a different classroom that appears less orderly but is more effective in developing a love for learning. Although it will be necessary to ensure that all students have access to web and other  technologies (on and/or off campus), the web 2.0 classroom will bring education to a more engaging and imaginative level than ever before.

A  technology-rich constructivist classroom is created through trust. You must trust that the students will take ownership of their learning through the use of technology and work together to learn and grow as students, peers, and individuals.  The teacher does not take part in direct instruction for the majority of classroom time. Although direct instruction is a vital part of any classroom, the bulk of the time is dedicated to lessons the teacher creates that inspire students to use and manipulate the information they receive in class to create and imagine new possibilities for that information. Collaboration with peers is valued so many projects involve group activities so that students can discuss, debate, and clarify information with each other and work together to become problem solvers .For some students, it does not matter how many times the teacher repeats the information in class- sometimes seeing it in a video, hearing it in as a podcast, or  working with a classmate via a social network may provide the right push to encourage the student to seek help to understand difficult material on their own which will only serve to deepen their knowledge and love of learning.  Student opinions and ideas are valued and the teacher serves as a facilitator who helps clarify misunderstandings and instructions for students but, largely, takes a step back and lets the students take responsibility of the learning.  Questions are encouraged as well as finding the answers using technology and other resources versus the teacher merely telling them the answer. Sometimes in technology-rich constructivist classroom there is no answer; instead, the students are engaged in learning processes to solve future problems. Much like hands-on learning during labs, by allowing students to manipulate the material on their own using technology can only improve their knowledge of available technologies in addition to learning the content for their courses and necessary academic and life skills.

Welcome!

This is my first real attempt at blogging.  The closest I have ever some to anything like this was back in 2005-2007 when I would use the Myspace blog to vent  and leave jokes, cartoons, videos, etc for my friends and family.  But now I am on facebook, and the only time I post anything is a to leave a quick update or to comment on someone else's post.

I am blog-challenged.