Part B- Storyboard and Script

Here is the group project by Group 3. I completed the slides dealing with Google Documents. I explained the similarities between Google Documents and Microsoft Word. I also explained the many benefits of using Google Documents. I took several screen shots of both programs. I added arrows to show how each program offers similar things. I thought this was important for teachers to know. Many teachers are reluctant to learn new things so I wanted to use their prior knowledge and provide detailed reasoning why they should look into using Google Documents. I also wrote the script that goes with these slides.

Group leadership project storyboard with script on slides

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Digital Storytelling-CEP 800

Video

Mobile Learning Lab

Since my Wicked Problem Project involves iPods and reading fluency, I’ve been looking into a lot of resources to use with them. I’m currently writing a grant and meeting with my PTO to (hopefully) receive funding to buy additional iPods. When I used to teach upper elementary, all the students brought a flash drive to school to use during Writing Workshop. I look at the USB lab in hopes of gaining additional uses or ideas. I encountered the same problem mentioned in the article. Many students lost their flash drives early in the year because of their small size. I have been interested, personally, in getting a Kindle so I was curious about how this could be used in the classroom. I read the article for the Kindle Lab. I was impressed with the number of things that Kindle is capable of, but I would be a bit nervous to use this technology with first graders. I think the largest challenge is gaining money and resources. I just received a Promethean board in my classroom and will soon be getting student clickers. I’m not quite sure if this counts a mobile learning, but I think it goes along with the topic. Students are able to individually and independently answer questions. I think another challenge is finding the time to introduce students to a new technology and provide background knowledge. Many students already know how to use some technologies, but not all lower elementary students have the same skills.

Part D- Findings and Implications

Formative: Did the project get implemented as planned?

The project did get implemented in my classroom during Reading Workshop as planned. However, all students were given a chance to use the book on iPod, which was not planned. Initially, the plan was for only those working on fluency to participate in the implementation, but the hype and excitement of the students could not be denied. I believed it was important for each student to get a turn to experience using the iPod in order to make it common practice/routine in the classroom.

Summative: Evidence of success in addressing the problem of practice

Due to the change in implementation, my evidence is inconclusive. Also, many additional factors impact reading fluency and I don’t think books on iPod and reading fluency can be individually assessed. The students I wanted to target didn’t get as much use of the iPods as I would have liked since everyone as given a turn. I will continue using the iPods for the remainder of the year, mainly with students working on fluency and see if I get any results. Students also continued to use my tape/CD listening center, read with partners, parents, older peers, teachers, etc. These are all additional times throughout the day when “good” reading fluency is modeled for them.

How would you approach another project of this type differently given what you’ve learned here?

I would plan for a longer implementation and anticipate every student needing an initial turn using a new technology. I think I would have an introduction phase, where the new technology is introduced and all students are allowed time to explore. After that phase, I would begin using the technology with targeted students on a more regular basis. Then I would assess those targeted students to see if I noticed any changes in their overall reading fluency. I would also try to have more materials available (if possible.)

What are the lessons learned that others might benefit from knowing about?

I learned that many students and parents are excited about the movement of technology into the classroom. Many parents were eager to assist and allowed the students to bring in their own iPods. I think involving parents and not being afraid to ask for help if very important. I even had a parent research various grants I could write in the future. Another parent has extensive experience writing grants and offered to read it over and give feedback. I think we often forget how many resources we have available right in front of us.

In what ways will you endeavor to do the same project again, and what will you change or not do?

I would love to do the same project again provided I had more classroom materials. Using one iPod and passing it around during Reading Workshop wasn’t that effective. I would also need to find more books to download to keep students engaged and motivated. I would definitely involve parents and request their support. I think I would also allow for more time to complete the project or keep the project ongoing all year.

Part C-Implementation

Part C-Podcast

Part A-Brainstorming Session

Our group used Vyew to conduct our brainstorming session. We were all able to easily access the chat room. One person set up the group and invited us. Each person was able to enter the room by clicking on the link sent in the invitation. We were all able to access the chat and use our microphones. I personally wouldn't use this tool again. I'm not sure if we had too many people or what, but the chat was very slow. The microphones were echoing and we were talking over each other. The program also seemed to work better in explorer as opposed to firefox. We also had trouble finding out how to record the session. We found several posts online that stated the free version of this program could not be recorded. One person attempted to use Jing to record, but with the slow communication, it didn’t really work well. We decided to focus on Google Documents and Google Presenter. We want to show educators how those two programs are similar to programs they already know how to use, such as Microsoft Word and PowerPoint. We thought this was beneficial because some teachers are nervous about using new technology and this would be a great way to show them that they can apply what they already know. We will also be showing the benefits of both programs and the reasons why teachers should use them. Our group also decided to use PowerPoint with a voice over to present our project. Each member of our group was assigned a specific portion of the project to complete. Each member will complete their section and email their slides to Lisa. Lisa will compile the slides and set a common color theme. Liat will then create a voice over of the script each person sent in addition to their slides. Each person's individual tasks are listed below.


1) introduction, how to create a login (Kris)

2) Google docs basics, compare to Word (Brittany)

3) Google Presenter basics, compare to PowerPoint (Karey)

4) how to share the docs- email, link, blog, etc, and a conclusion (Andrell)

5) put 4 Powepoint parts together, add transitions, etc (Lisa)

6) voiceover (Liat)

The group creator was able to make a pdf of the work space in Vyew. (No one else was able to.) She emailed us each the pdf. While we were able to discuss our project, timelines, decide who was doing what, etc. it was much more complicated and the process took much longer because of Vyew. We may have another group meeting using Yugma to catch up a member who missed the last meeting and answer any questions. Here is the link to our web conferencing video.

Web Conference

Part B-Application of TPACK

1. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

I have found that students benefit from hearing fluent readers read to them. The iPods would deliver one on one modeling of fluent reading at any level. This would allow students yet another opportunity to hear fluent reading during Reading Workshop in addition to reading with the teacher, volunteers, and their peers. They would also have the opportunity to hear the book they are currently reading. That way they will be better prepared to model the pace, expression and speed when reading that same book on their own.

2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)

Currently, I have a listening center in my classroom that takes both tapes and CDs. Unfortunately, many of the books on tape are outdated, worn, or falling apart. The books on CDs are more current, but are not as functional for first grade use. Students often scratch the CDs or the story skips while playing. This creates for an unpleasant experience and doesn’t effectively model fluent reading. Additionally, I can only order books on tape or CD that are offered in book stores or on scholastic. Many students have books that they are interested in reading, but the listening resources are not available on tape or CD. If I incorporate the use of iPods, I could download books that students were currently reading or interested in. This would in turn increase their motivation. I could also incorporate books that I already have available in my classroom. This would also broaden my “listening library” and be more user-friendly.

3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?) Be sure to think about how the student will experience the content given these instructional strategies.

First grade is a year where reading success is essential. Much of the year is spent developing the reading strategies, practicing and modeling fluency, and assessing comprehension. I have found that students benefit from hearing fluent readers read to them. Through this project I would like to incorporate technology to increase reading fluency in first graders. Being a fluent reader is linked to comprehension and understanding. Fluency doesn’t ensure comprehension, but comprehension is difficult without fluency. If a reader is constantly stopping to decode and figure out unknown words, most likely meaning will be disrupted and the process of reading becomes long and laborious. With increased class sizes, it is difficult to model fluent reading of each book that students are interested in or currently reading. Using the iPods would allow students to experience additional one on one modeling with a book at their personal reading level.