I’ve been looking at my fellow students’ presentations and this segment has a lot of various options. As my “ah ha” moment was the time consuming of making a personal videos consisting of homemade videos and pictures. However, when looking at some of the text-to-talk apps that might be an excellent way to incorporate student producing their own video without demanding too much class time.
My new Venn diagram:
This model is more similar to the TPACK model below than my original Venn diagram displayed at the bottom of this post. I stated that I am semi competent in Technological Knowledge as of right now, as there is so much out there for me to learn to feel that I am completely proficient. However, I feel a lot more experienced now than what I did in the beginning of this class.
This is the ideal TPACK model teachers want to strive to be close to.
Below is my original Venn diagram made in the beginning of class in August 2014 displaying my use of technology on a personal and professional level.
I was a little hesitant utilizing PBL for Health Education on the more personal units. I still stand by that, as I can see there might be an issue with collaboration and presenting emotional and personal topics such as mental health issues, drawing personal boundaries, and positive versus negative role models as they might vary widely between the students. However, I think utilizing PBL will be perfect for examining body structure, organs, body functions, studying various diseases including STDs, and bullying.
By being involved in the creation of digital storytelling students are able to express themselves in a different manner than traditional writing. Some students may watch a lot of movies and feel more confident in expressing themselves through digital storytelling rather than writing. To produce a digital story about a topic within health education for example, students will have to do research and use creativity to produce a movie. Learning effective collaboration is also an important benefit when creating digital storytelling projects with other students.
I have utilized iMovie on my mac producing a video of a wonderful event our family recently experienced. On November 22nd Greg and I participated in Tour de Tucson, a 104-mile bike ride. I was able to make a video displaying what the ride was all about for us, and the support we felt within the Type 1 Diabetes community. By incorporating both short videos and pictures I was able to tell a story emphasizing the value we gained from our involvement in Tour de Tucson. The feeling of accomplishment of being able to produce a video was for me pretty amazing, and I am sure that other students will be surprised at what they can do.
Digital storytelling can easily be incorporated in ELA focusing on imagination and story building. However, I can also see how one can utilize digital storytelling in Health Education. For example, students can make an awareness campaign for smoking prevention, birth control, teen pregnancy, or various diseases. As mentioned in class, it is important to let student choose their own topic to encourage participation. Therefore doing this project at the end of the semester and letting the student use any subject matter from the entire semester might be a good idea.
Always a Family
Story Corps is a non-profit organization making recordings and animated stories of personal conversations. First, let me say that I listened to many of the stories and they pretty much all made me cry. They are very emotionally loaded, as people are talking about where they first met, war veterans talking about their experiences overseas, or family secrets being revealed.
The story I choose to write about is Always a Family. This story is about the phone call Monique got from her ex-husband, Michael, on September 11th, calling to say goodbye. He was in the 103rd floor of the World Trade Center.
The story is heart breaking, as we all know how this will end. Though they were divorced there is no doubt in my mind they were a wonderful loving family. They had two kids together and Michael wants Monique to tell them that he loves them.
The visuals make the story seem more real. Though it is a cartoon the images of the family together makes the story even more touching. The audio, which is the heart of the story, is a monologue of the surviving ex-wife and mom. I believe it is the combination of audio AND the cartoon images that makes all of these stories so moving.
I have spent significant time online attempting to find the perfect (inexpensive) booklet-making application. I’ve experimented with various book creators such as Snapfish, Smashwords, and Storybird. The best thing I’ve found so far is a downloadable app called Create Booklet through TheKeptPromise.
The way it works is that one can simply choose Create Booklet as part of the PDF option during printing. Unfortunately it does not make an amazing online version with beautiful imagery nor is it interactive like Storybird. However, it can help students create a booklet by the end of class. The downside is it will have to be worked on as a regular word document and it does not have the collaboration opportunity as some of the online application versions I’ve been exploring.
However, since I wanted the students to be able to print a booklet at the end of class, this is the way to go. Each topic the students pick out of the hat can be worked on individually. Everyone gets to utilize just one page and they can add an image as well.
Font and size will be stipulated in the directions of the project to make the booklet consistent and flowing.
I will hand out the assignment as A BOOKLET as a way for the students to get an idea of what the final project will look like.
Storybird is an application where one can make specific storybooks. The exciting thing about Storybird is that a teacher can invite the whole class as collaborators.
In my lesson plan about Diabetes, I can generate multiple topics to be covered. Each student will pick a topic by drawing it out of a hat (literally!)
I made an assignment within the application to be shared with my students, asking them to make their very own Diabetes Awareness Book/Booklet to be handed out at school during the month of November (Diabetes Awareness Month).
However, the downside with Storybird, is that one cannot upload any images. This means the students have to choose from Storybird’s library of very artful images, though not much focus on diabetes or health.
I found this to be a deal breaker as I do not quite see how I can utilize this tool connects to the content. I am choosing a different way for my students to publish their Diabetes Awareness booklet.
Google Forms can be utilized for testing purposes, but also to see where the students are at when it comes to comprehending the topics taught as the students can be asked to fill in various forms. One can choose different question forms such as multiple choice, text, check box, chose from a list, grid, time, and date. This kind of forms would evaluate, monitor, test, or check the students. If one incorporates the correct answers in the completion page, the students can check their own answers and function as an instant feedback to the students.
My “ah ha” moment was when I initially made one form, consisting of True/False questions, but realized it would not give me enough information to evaluate the students’ comprehension.
An additional similar tool would be survey monkey where the teacher can build questions to assess where the students are at academically and also utilize it as a different way to give quizzes for evaluating knowledge.
I chose to experiment with Google Forms as a way of testing/checking my students’ knowledge and understanding. At first, I utilized a True/False from Kids Health as basis for my questions. I liked how they provided a basic explanation after each question, so I referred to the web site in the final confirmation page for the students to go there to read and check over their answers after taking the quiz. I figured this was a way to get them to read through the material once more.
HERE is an example of the first quiz I made in Google Form to be utilized for testing purposes.
However, I then realized I was not really gathering enough knowledge about the students’ understanding of the topic to know where I would need to emphasize my further teaching. So I made a second form consisting of mostly short and long answers.
HERE is the second Google form that I would use instead of the first quiz.
I solely re-wrote the questions for the students to respond with longer answers, so I still included the link in the final confirmation page as a means for the students to read and check if they got their answers right.
HERE is the page they are referred to where they can read and check over their answers after completing the quiz. This helps them participate more in their own learning.
These questions in the second quiz require a higher level of participation from the students.
When presenting, students have to demonstrate knowledge and an understanding of the topic. As with many presenting tools today the students can find information online and remix information in the form of videos, text, images and sound. As a teacher it is important to ask a few questions at the end of each presentation to ensure the students understand the topic assigned as it is easy to merely repost information without generating knowledge or understanding. Planning a presentation includes some organizing of materials including making an outline with what order to present in. Group work is an important skill for dynamic workforces in the future, and presenting skills are essential.
My “ah ha” moment must have been after spending a whole day trying to figure out various pages, reading teacher blogs, and watching YouTube videos as resources for how to use these tools in education, and I had decided on Globster, BUT I COULD NOT GET IT TO WORK!!! The day came to an end and I slept on it for a few days and was debating on what tool to change it too, as Globster seemed inevitably very difficult to create. However, the page must have been down that day as none of the problems I experienced that day reoccurred. Nevertheless, this made me think of what one would do in case a page you have decided to use as a teacher is down. (No matter what tool one chooses to utilize).
An additional, pretty similar, tool as Glogster is TACKK. Instead of a visual poster board as Glogster TACKK is a page that extends downwards as you build on it. It has the same functions of being able to add video, text, music, images, and so on. TACKK can be useful as the students can collaborate at the end of the page in the comment sections rather than stating a new page as I suggest in my Glogster PBL.
After watching the short videos “Everything is a Remix” part 1 and part 2, by Kirby Ferguson, I’ve been reflecting on the idea of plagiarism vs. remixing. When students write papers, they are essentially finding information online, in the news, in articles, or through videos. A considerable amount of the papers are paraphrased and quoted, but it is essentially acceptable as long as it is cited correctly and credit is given where credit it due. Even research papers and theses with literature review sections are filled with other people’s ideas or findings.
It might be frowned upon to have students’ solely write papers where they paraphrase other peoples’ statements and ideas. However, some research consists of interpreting other people’s findings. The internet consists of a multitude of incorrect information as well, and young people today need to learn to sift through the World Wide Web, to fact check and do background assessments to identify the sources for the statements they write. As stated in Everything is a Remix “creation require influence”.
The ultimate way of remixing literature is writing a literature review for a thesis. As I was writing my Literature Review about The Impact of Various Diabetes Devices -Such as Continuous Glucose Monitor, Insulin Pump, and the use of Cellphones- on Hemoglobin A1c in Youth, I must have read almost one hundred articles on the topic to narrow it down to the forty-three articles I chose to reference. I learned a whole lot on the topic of ways to lower A1c in youth by summarizing peer-reviewed articles. I think it is essential for youth to be able to utilize existing information and they need to learn early on how to use it effectively and responsibly.