Part C- Implementation

www.msu.edu/~satovsk6/implementationtake1.mp3

Web Conferencing

We used Vyew (www.vyew.com) to try a video conference with the web cam feature.  This is the second time using the Vyew site- the first time we used the text tool.  While the web cam seemed like a great tool to use for working with people across long distance, it was rather unrealistic for our group because finding a time that we could all communicate at once was nearly impossible.  It was awesome the first time when we could all do the work simultaneously, but it is rather unrealistic.  Between school work, after school meetings, after school classes, etc, using Vyew is just not practical.  For us, communicating via email and text messaging or talking on the phone worked best because we were "on the go" so much and never sat down to actually do the work until all different times.  While Vyew has offered some great tools, it simply didn't work for us.
On another note, I could see where this tool would fit in to communicate across schools and classrooms whether within the district, across the state, or on the other side of the world.  I think it would be very interesting to see what students could collaborate on given a specific topic.  What a great learning experience it would be for them!

Part B- Application of TPACK

1. I have chosen to use Flip cameras and/or the video option on digital cameras to record my students’ reading.  I always try to incorporate many different learning styles into my teaching and this is one way I can do that.  It reaches students who learn by hearing and seeing because of the use of videos.  I first thought maybe audio technology would be all it takes, but I think actually seeing themselves read will be a greater benefit to the students.  It is also a hands-on approach because I intend to have the students actually do the videotaping and hopefully a few of them will take interest in learning how to upload them onto the computer.  I believe this process will make the students feel as though they have ownership of this project. 
2. The technology that I am using will make the content accessible to not only my students and their families, but also to others out there who would like to see this project actually being implemented.  Once students have begun taking part in this approach to increase reading fluency, they will also be able to reflect on their own progress- successes as well as challenges.  Because the video recordings will be video-casts online, other educators, parents, and students will be able to view the progress that the children are making.  Since the readings are recordings, we can truly study what the students have done and try to figure out ways to better teach reading fluency.
3. I have designed this project so that students are getting the opportunity to learn in a variety of methods while striving to reach one goal- fluent reading.  The primary focus of this project is on the students.  I am looking to improve students’ fluency by increasing the number of words they read per minute.  Secondary to that is the way they sound- expression and clarity.  Once my students begin to watch themselves and hear what they sound like as they read, I am confident that they will begin to take greater interest in how they can improve their own reading fluency.       

Part A- Description of Need or Opportunity

There is a great need for students to become fluent readers.  This means they are able to read their books at a good, smooth pace.  It also requires them to know the words without thinking about them and to read with good expression.  For many students, this is a really big challenge.  Just remembering what the words say is hard enough for some students, but then putting that together with all the other aspects of fluent reading!?!  That is just too much to think about.  This is where my idea comes in to play. 

            In my classroom, we do weekly fluency checks.  Students sit with their table group and every child gets the chance to be the reader.  When it is their turn to read, they sit in the chair with the other students on the floor in front of them.  They read a book to their tablemates just as a teacher would read to the class.  During this time, I have the opportunity to observe my students and give them a fluency grade.  This tells me who has been practicing their books from their book bag and who needs to work on this.  If a student knows the words, but doesn’t read them fluently, that is where my challenge comes in.  
             How do I get these children to really read with expression and enthusiasm?  Well, in our school we have limited funds.  However, we have these great Flip cameras that can record students.  My idea was to record students and upload them to a place where they can see themselves.  When I spoke with my class about this, I had a lot of enthusiasm in response to seeing themselves on a website as a podcast.  They really liked the idea.  My hope is that it will motivate them to work harder on their reading fluency and that they will watch themselves and pick up ways that they can improve their reading.  It is also a way to share with families what we are doing in class and for students and families to see how far they have come.

            Logistics: Students will be videoed anywhere from once a week to twice a month.  We will continue this process for the next three months (until the end of the school year).  If I see that it has helped, it will be implemented into my plans for the next school year as well.  My plan is for the students to learn how to video each other so that I can observe more than one student at a time.  I would like to see one Flip camera per table group.  That way everyone gets videoed.

            Some of my ideas have been tried in other forms (using an ipod to keep recordings).  This link from teachertube.com shows how students record themselves for timed reading fluency: http://www.teachertube.com/viewVideo.php?video_id=210987&title=Oral_Reading_Fluency

The Oregon Department of Education has similar ideas and has planned out a lesson that is similar to what I plan to do.  It can be found at:

http://teach.oetc.org/lessonplans/reading-fluency-and-expression

There is a lot of research about fluent reading, but here is one article that relates to my idea specifically:

http://educationresearchreport.blogspot.com/2010/11/webcam-research-helps-kids-improve.html

            My plan is to begin this in my classroom now.  I will choose some of the students with lower fluency rates and start with them.  They will be recorded weekly and will be asked to observe themselves.  I want to know what they think of their reading.  I will not compare them to anyone else, but will simply ask them how they could improve.  They will be recorded again each week (maybe more than once at the beginning) so that they can see the improvements.  This will be implemented into my basic reading plans (if all goes well) beginning in the fall. 

            This project will be considered a “success” if students make improvements in their reading fluency.  I believe this will be an “easy-to-assess” assessment and will keep students motivated to want to be fluent readers.

All Things "Casting" Lab

Here is my introduction for the All Things "Casting" Lab.
http://jaycut.com/community/mixes/2U0KRHTAL/h264-mp4-medium.mp4?lhylem

Part A- Brainstorming Session

We just completed our brainstorming session for the Professional Development project in CEP812.
1.  Our group used Vyew (www.vyew.com) as a tool to carry on our text conference about using Publisher to create a news letter. 
2.  There were a few advantages to using this conferencing tool.  First, it was easy to navigate and it was free.  I noticed how easy it was to use the side bar to add text, cut, paste, and also move the text.  Also, I liked that there was an option to record our voices if we chose to do it that way.  There were also ways to video ourselves, which we will be able to try out in the future.
3.  I can only think of one disadvantage to this web conferencing tool.  It was hard to follow the conversation at times. People have the opportunity to write all over the page, so we kept stopping so that we could organize the text.  I actually think it would have been easier to do an audio capture with it so that people could follow easier. 

Here is the link to our web conference using Vyew.
www.msu.edu/~satovsk6/part3.swf

Final Reflection: CEP 811

1.    I’ve learned a couple things about effective teaching strategies when integrating technology.  First, and probably most important, be prepared.  Technology works differently depending on the computer you are using or the program you are running.  There is always a really good chance that a video clip that once worked on your home computer might not work on the computer you are using in the classroom.   On a more serious note, I’ve learned ways to incorporate technology into my teaching that I don’t actually have to present.  For example, a StAIR will allow students to learn a concept or practice something they have already learned using technology and I don’t need to be there telling them what to do.  Technology can be a great way to make learning more effective for students if used appropriately.  

2.      Integrating web-based technologies has helped me think about and evaluate uses of technology in different ways.  Some teachers might think that using Power Point to present information to students is a good way of incorporating technology into their teaching.  While this is technology, there are so many other ways to help students learn concepts.  Take wikis for example.  Students can contribute to an existing wiki or create their own to prove that they have understanding of a certain concept.  Other students can also get on to that wiki and contribute their information or edit what has been written.  It can be a great tool for collaboration as well as demonstrating understanding.  If a teacher is set on using Power Point, then there are ways to make the presentation more appropriate for a variety of different learning styles.  They should add video clips or even their own sound or voice-overs.  

3.   Personal Goals for Learning and Technology and Integration:

One of the things I really wanted to do before this class started was create a class web page.  I have one through my school district, but it is not a very good system- it is more of a holding place for information.  I was extremely excited to be able to use Weebly with such ease and most importantly, without taking so much time.  I was able to create a professional looking web site for my classroom and can use it to communicate information to families.  Another goal of mine was to be able to learn about some tools that would better incorporate technology with ease into my curriculum.  I have found tools like using wikis and creating a StAIR to be two things that I can use.

4.    I am not sure about new goals.  Right now I am still trying to take in everything I’ve learned and am trying to incorporate them into my teaching.  It is hard to imagine what else I can do right now, but hope that in the future I will be able to use technology in all areas of my teaching and that it will become second nature to think about technology when doing plans and designing lessons.