Glogster: More Technology Fun

A friend recommended Glogster.com to me, and I have found it to be a neat resource to use in the classroom. The great thing about this is students can create "posters" without having to sign up for an account, or as a teacher you can sign up for a classroom account and add your students to it. Best of all, this is all completely free. Here is a small example of what can be done with Glogster.

Click on the image to be taken to the full poster.

Using Goodreads.com Part 2: How To Review Books and Set Up Your Shelves

For the second part of my how to use Goodreads.com in your classroom series, I will show you how to add books to your shelf, make multiples shelves, and how to rate and review books.

1. Once you are logged in to Goodreads, on the main page, you can search for a book to add by typing the name of the book in the search box.

2. When you have found the book you want to add, move the arrow over "Add to my books" and click on the appropriate button.

3. Now the book is on your shelf. In the view that comes up, you can give the book stars based upon how much you liked the book (if it's something you previously read), you can also type in your review of the book in this box that comes up, and there are advanced setting if you would like to enter when you read the book and other information.

Now, that is how you review a book. You will, by default, have three shelves to add books to. The primary shelves to add your books to are "read" (books you have already completed), "currently-reading," and "to-read" (a good option for books that you want to read later). Now, in the options at the top of the page, if you click on the MY BOOKS link, your shelf view will come up. The image here is what my shelf view looks like. If you click edit, then go to the bottom, you can add shelves. What I suggest here is adding shelves that you can then sort your books by. You can add books into multiple shelves, and if you have your students using this option, they can have different categories, which helps in terms of organization.

So this is a basic beginners guide on starting off with Goodreads. By following the two posts I where I have outlined the Goodreads experience, you should be a pro in no time. Good luck!

Setting Up A Goodreads.com Classroom: A How To Guide

In the past I have discussed the merits of the social networking site Goodreads.com for use in the classroom. I am currently teaching 4th grade and am using the site with my class. The goodreads environment is easy to monitor even with young students, and provides a social (web 2.0) place for sharing book reviews and book shelves. It is a good site for students to build a library of read books and books they would like to read, and using the classroom environment gives the students many options to expand on what is being read. So here is how to get started:

1. Your students need e-mail addresses. Some districts give these out for students, and if so you can use those (you don't need to log in to the e-mail accounts, they're just needed to sign up). If your district does not give accounts, you can either have students use their own e-mail accounts (appropriate more in the upper grade levels), or you can go to Epals.com and create monitored accounts for all of your students. If you need to go to epals, just do the following:

SIGNING UP FOR AN E-PALS CLASSROOM ACCOUNT: Head off to Epals and click on the join now button. When you have finished filling out the information, sign up and then log in. You can then go to monitored accounts and create e-mails for your students. What I did was I gave the same beginning to each students address (in my case it was the abbreviation for my school), then I put each students name, first and last, into the form box. Epals then makes their addresses automatically, so once you've filled it all out, you're set.

Once your students have e-mail addresses, you're ready to go to Goodreads. If you haven't registered for your own account, do that first by clicking the register button at the top of the page.

Once you're registered, log in. From the options at the top of the page, start by clicking on GROUPS.

Now, follow these steps to make a group for your classroom:

1. On the page that comes up, in small letters, you will find a "create a group" link. Click it.

2. Fill out the form that comes up, giving your group a name and short description. You don't have to put rules in unless you want to. For topic, I suggest student groups / academic groups. Also, select the group type according to your needs and the level of privacy you would like to have. The group for my class is set to private. Once it's all filled out, click the create button at the bottom.

3. Once you're in the page that you created for your class, the basic items of interest are the discussion board, currently reading list, and the bookshelves for upcoming reads and books we've read. It's easy to add books to these lists. Simply click on the list you would like to add a book to, click add a book, search for it, and then make sure you give it a starting date you will begin reading it. To set a new discussion board topic, simply click the appropriate link and type in the information as you would like to see it.

FINALLY, you need to invite your students or have them request entry into the group. As an elementary school teacher, I invite the students in. This is a little more time consuming, because they need Goodreads accounts. What I suggest is having students each click the register button, type in the information as you give it to them (the e-mail addresses, either their own or the one you gave them). Once they're registered, they can fix their information, add a picture, and search for you as a friend.

Once each student has added you as a friend, you can go to the invite people link under the home page for the group, and add them through the friends link. Do this after you have confirmed your entire class as friends, then all you have to do is check them off in your friends list to add them. From here, you will have a group page set up, and each student will have access. Now from there, you need to show them how to do book reviews and discussion postings, and that will be the topic of my next post. Sorry if this was a little confusing, but with some basic internet skills, you can figure it out.

Some More Technology in Literacy: Finding My Way Under New Mexico's Response To Intervention Model

I've been talking about technology in literacy a little bit lately, so I figured I'd stay on that topic today. My school district, like all school districts in the state of New Mexico, is implementing a "Response to Intervention" model (from here on referred to as RTI). The RTI model does have some MAJOR issues, including the fact that schools are basically left to their own devices to implement it, that it takes instructional time from the day, and that in many cases (whether the state department wants it or not) all students are given the interventions.

If you're not familiar, and I don't want to get too deeply into this, RTI is a mainly literacy intervention where kids are given extra small group tutoring sessions in heterogeneously grouped settings. I can't honestly say that I agree with the model and in the two years we have implemented it I haven't seen it do any good. But that's not the point here.

My grade level implemented RTI by taking one classroom teacher a quarter, as well as support staff, and splitting up the students in need of intervention (we defined them as "below benchmark"), while the other teachers took the kids not needing it and did science. When it was my turn, I had an intensive group of four students.

Rather than beat them over the heads with worksheets and mundane tasks, I pulled out some technology and had them interact with each other and texts in a new way. This was easy because there was four of them and I had eight computers in the classroom. One of the biggest things they did during their 9-weeks with me was they would read Diary of a Wimply Kid on Funbrain.com. This was basically the same book that I had six copies of on my bookshelf, but they came to me every day begging for more.

We were on computers four days a week during my RTI cycle (the entire 9-weeks). When these four students went to take the MAPS Test, an online assessment, they grew more than any other RTI intensive students that year. Of course, I knew why. They were excited about their reading, they were seeking out more, and they stayed positive. They were in an environment that allowed them to experiment with the text, to interact with it, and to get out of the mundane routine of worksheets and textbooks.

I guess my point(s) here are:

1. Sometimes school districts or state education departments implement programs that are not in the best interest of learning.

2. Sometimes teachers have to make the best of a bad situation (that is more than sometimes in some cases).

3. Think outside the box, even if it's just baby steps. I know that computers in the classroom aren't a "WOW" thing anymore, but they are still out of the routine.

4. Follow what works. Just because it worked for me doesn't mean it will for you. I'm just sharing in the hopes that maybe it will work for somebody else.

Computers and Video Games in the Classroom, How To Set It Up and Keep it Going

This past school year, I had set up four older computers in my classroom with video games (strategy games), including Free Civ, an open source version of Civilization, and Zoo Tycoon, an interesting game in which the player builds a zoo and takes care of the animals. As this was the first time I was using games in the classroom, I didn't build too many learning objectives around them. I offered my students coupons that bought them time to play the games.

Right from the start, Zoo Tycoon became very popular. Free Civ was popular among a few of my more analytical students, but it is definitely an advanced game for elementary students. I allowed them to continue to "buy time" to play these games, and would monitor their progress. I asked them to take their game seriously and act as if it were an assignment, and most of them did, they took their zoo or civilization seriously.

This got me to thinking about the next steps here. Of course, most teachers are limited in their classroom by the number of computers. This past year I had 18 students and 7 working computers (8 if you count the laptop, which they usually used only for research). This upcoming year, I will have 28 students and 8 computers (9 if you count the laptop). So there has to be some creative planning.

The way I planned computer usage last year is I incorporated it into the classroom environment. The first way I did this is by making the computers a station in my literacy groupings. My literacy groupings this past year (under the guided reading model, a requirement of my school district) had students rotate on a daily basis through four different stations (they would do one station a day for a period of 45 minutes) including vocabulary, book productions (brochures, dioramas, etc.), silent time, teacher time, group reading, scholastic newsletters, and computers. In computers, they were given various tasks to complete that went with our current book or their current individual choice. During the course of the year, they did powerpoints, video projects, webquests, blogging through Moodle, Goodreads.com reviews, and many many other tasks.

I am going to incorporate something similar this upcoming year to include the video games in the classroom. I see valuable learning opportunities in playing strategy/simulation games. I would like to have my students complete tasks when the play Zoo Tycoon, tasks that could be science related (biomes for example), math related (they could keep a log of money spent and do some long term graphing), and reading (have them find books or information about the animals in the game and study them).

Oddly enough, what got me thinking about this was Roller Coaster Tycoon. That's right, THE original RCT. I pulled it out last night and was playing it, thinking about how cool it would be for students to get a shot at building a theme park. Of course, I don't want to overwhelm them, so I think I'll start with Zoo Tycoon, and when most of the class is getting tired of it, maybe move to Roller Coaster.

The World At Your Fingertips (Or Not): kgb_ 542 and Literacy

It may be stretching a little bit here, but I wanted to discuss the uses of text messaging "answer your question" services like Cha Cha and kgb_ 542. I finally gave in to life without a cell phone back in February (I tried, but it was too hard not being in touch with everybody) and went to the extreme by getting a Blackberry. I don't really find much of a need for services like Cha Cha and kgb_542 because I have the internet at my fingertips pretty much anywhere I am, which is a new concept for me.

I've had times where I'm out, and need to know the number to a place, or need to check on something, and I can look it up on the spot and find out what I need to know, without having to call directory assistance or my wife at home to look it up on the computer. So this is a novel concept that is revolutionary in many ways. For a lot of people who don't carry a "smart phone," they're beginning to rely on these text message answer services.

So I decided to sign up to become a kgb_542 "agent," someone who sits on the computer and finds the answers to peoples questions and sends them out to their cell phones via SMS text. The first thing I noticed is that the legitimate questions are pretty straight forward, things like "I'm looking to buy a 2003 Ford Ranger, what kind of gas mileage does it get?" These are the types of questions that owners of smart phones like Blackberry or iPhone would just jump online and find, so this is a valuable service in that respect.

The vast majority of those seeking answers seem to be teenagers just blowing time. They ask novelty questions, or attempt to antagonize the agents at work (which doesn't make sense, because if you continue a line of questioning, the same person won't get it). So working for them was somewhat interesting for a few days. I made a few bucks, and decided it was a neat experience, but it was pretty tedious and boring after a few days.

Now, for the implications on education. The whole "world at your fingertips" thing is the next logical step in the internet. It was a revolutionary idea when the internet started up and search engines like Yahoo! started indexing the web. Most classrooms have some sort of internet access, pretty much making encyclopedias obsolete (unless the individual teacher decides, as I do, to have students still use book based information on top of computers). But now, we are able to carry the world in our pockets.

The argument could be that this changes the world because there's unlimited information out there for anyone to get at any time. But who is actually seeking that information? Is it really changing the world? Text messaging services don't have educational implications, mainly because they're expensive ($1 a text at kgb_542, and only 4 texts every two days at Cha Cha) and because the answers the agents offer are often incorrect or very lacking in their substance.

I do intend on taking a step next year to incorporate texting into the classroom. I already use online classroom tools (Moodle and Goodreads.com), and have students keep portfolios online. My gradebook (Teacherease.com) is online and parents can access grades and reports at anytime online. I am going to offer, to my parents next year, the ability to subscribe to text message alerts from me. I will send out important announcements and such this way. I think this is a good first step for incorporating this technology, at least on the elementary level (I'm a 4th grade teacher next year).

So as far as kgb_542 and Cha Cha goes, they're neat, sure, but they're novelty. They're very shallow and aren't reliable resources for education. I'm sure many students use them to get a quick answer to homework problems, but considering that homework is pretty worthless to begin with, that doesn't change much.

Goodreads.com in the Classroom: A Slam Dunk Resource

About five months ago, I posted about the possibility of using Goodreads.com in the classroom in a post titled Goodreads: Another Classroom Resource Possibility. Once you're on Goodreads, it's addictive, similar in social networking terms to things like Facebook and Myspace. However, Goodreads is focused solely around literature experiences. What I did was set up a private classroom group under my profile, and set up accounts for my students. I monitor their accounts closely because they're registered under e-mail accounts that I control in the classroom (I did this through epals.com, they offer free e-mail for classrooms that can be teacher monitored).

On the surface, the Goodreads experience isn't anything unbelievable. You have a profile, and you write reviews and give ratings to books you've read. But that's just the beginning. You can also connect with your friends, show them your bookshelf, see theirs, do trivia, write poetry or your own book, and even meet the authors of the books you've read. Within the classroom group, you can have ongoing discussions, give short quizzes, do polls, just let students discuss books with one another, and get recommendations for books based on your history of reading and ratings.

It's a valuable tool to use for your class. Students can use it to keep a log of what they've read, to express themselves to their classmates, and most importantly, to get excited about literature. I recommend this site, it is a little work to set up, but well worth the effort.

iPod Literacy

My fifth grade students take the advanced technological age they live in for granted, that's for certain. And why shouldn't they? These kids have grown up in the age of iPod, wireless high speed internet, and on demand TV that you can pause. Any of these things would have made my head explode when I was ten-years-old, but it's all just common stuff now.

I've made some funny observations in my short, four year career as an educator that falls along these lines. Recently a primary teacher came down looking for me to find a tape player to use in a first grade classroom to play some tapes and do some recordings. She came to me because I'm one of the requisite "keepers of tech" in my school, and I was a good person to ask.

I told her that I hadn't seen a tape player or a tape in about seven years, we laughed, and off she went. The funny thing is, I wasn't really kidding. Tape player? Do they still make those?

The point here is that teachers sometimes are trapped in the past. I still have seen many, MANY, the vast majority, of teachers out there not be able to proficiently use a computer. Blogging in the classroom, online communities of learners, webquests? Forget about all of these things if the teacher can't even login and do the basics. I've had kids enter my classroom with a wealth of technological knowledge, none of it learned at school. Luckily my school has a computer lab with a full time technology teacher, but that's beside the point here, not all schools have this.

In terms of literacy, the fact that 90% of all kids carry and iPod, a cell phone, or both in one (yeah, they do that now, crazy huh?) should have forced a reaction by now in the classroom setting, but it hasn't budged teachers from the traditional techniques of reaching kids. Textbooks and short films were old news when I was a fifth grader, back in 1992, and that's literally a billion years ago in terms of technology, and kids today are in a different existence.

How can we embrace these things in order to further literacy practice? I recently told my class to bring in the lyrics and a copy of their favorite song (no profanity/racial/sexual lyrics was my only rule). First of all, I didn't tell them how to get me their song, and what I got was interesting. I had songs on jump drives, a few e-mailed to me, a couple burned on CD's, and a few iPods come in the class. So, I took that opportunity to install iTunes on the machines in my classroom.

This project we did involved students breaking down the lyrics of their song, trying to find the underlying layers of meaning in the song. They also looked at the melody itself and researched the source of that. What took place in the class was nothing short of amazing. It was a classroom full of students learning about jazz, the poetry of Robert Frost, and the philosophy of the Creole through the lyrics and melody of Kanye West, Beyonce, Taylor Swift, The Jonas Brothers, and Rihanna.

The end result of this was a classroom full of students who were shown a way to look at the basic world around them in a new way.

This is simply a small example of how to incorporate what I call 'iPod Literacy' into the classroom. Imagine the depth of knowledge one can gain from podcasts (I'm hooked actually, I can learn Spanish, the word of the day, and catch all the stuff on ESPN I missed through daily podcasts).

Imagine what could become of education if teachers would put down the textbooks, worksheets, and token activities and take a look at the world of today's tech savvy student.

Moodle Online Classroom

I've been fairly involved in technology trainings this summer. Recently I attended a training on Moodle, which I will be using in my classroom next year. Moodle is free, and I highly recommend it, although without some kind of support from your district, it's next to impossible to implement.

Moodle is an online classroom, and I'm very excited to see how it goes in the classroom. I'll be using it in science and social studies to start with, and hopefully, as I get my feet wet, I can use it in other disciplines as well, I'll keep you updated.

100,000,000 Authors, Will You Read?

There used to be a time when reading involved picking up a book and, you know, reading it. The library was the place to get information, and people planned their entire lives around their proximity to one (especially college students). In fact, just as recent as the mid '90s, when my dad was working on his master's degree from Eastern New Mexico University, a three or so hour drive from our then home in Carlsbad, he would literally have to go there to do research and things of that sort. In fact, it finally led to him having to relocate to dorm life for one summer in order to complete his degree.

Now, I could do my degree entirely from here at home, where I write this. All of the information, research and otherwise, is literally at my fingertips, brought to me at lightning speeds. Yes, the internet has changed our existence. I will be able to do a Ph.D. with ease unimagined just 15 years ago (I'm not saying it will be easy, but definitely easier than it was before the internet become widespread). Just thinking about the internet boggles the mind. This web of information continues to grow by the second. Anyone with a connection can participate, for free, and throw information to the world.

With all of this participation by humanity, we have a different literary experience than our parents and grandparents did (heck, even than WE did). Yes, books are out there, and they're being published and printed with greater speed than ever before in the history of humanity. Over 3,000 new and unique books are published in this world every single day. On top of that, over 800,000 videos are uploaded to Youtube every day, over 4,000,000 blog posts are made every day, and if all of the internet users were put together to form a country, it would be the biggest in the world, even bigger than China.

This is a lot of talking (probably too much, congratulations if you're still with me). What does all this mean then? It means that this isn't 1965, it isn't 1985, and it isn't even yesterday. This world is dynamic, and it's changing. Thanks to the internet, change is instantaneous and world wide. The world is so small we can see it all at once through the windows that are our computer screens. If schools don't adapt, we will die, and we'll drag our students to the depths with us. The time has come and passed, put down those textbooks, pick up those computers, and start preparing your students for the future, as crazy as it will be.

Did You Know That Literacy Technology Is Necessary?

I am facilitating a group of teachers learning science content this week, and today, while I was presenting, I was actually a little surprised at my passion when discussion the usage of technology and innovative, or at least interesting, techniques in teaching literacy (science as well, but I went off on a tangent). I actually went as far as to tell the group of elementary school teachers I was presenting to that they need to stop teaching out of textbooks, they need to stop using worksheets, and they need to pick up the innovation, even if that means more work for them in terms of preparation and set up time.

The actual words I used were "stop doing those things, just stop it, or it's time to retire." I actually got some head nods and thumbs up. These teachers knew that I wasn't criticizing their methods, but I was reacting to the need for innovative methods to reach innovative minds.

I could actually go on here for a long time, but I think the need is obvious. We have students that will be living and working in a world that doesn't exist, even in theory, right now. I am in the late stages of the creation of a reading program for my class that integrates technology and authentic literature (books, graphic novels, magazines, newspapers, NOT textbooks, NOT basals, NOT those little lame made up books, NOT worksheets). I will explain my program in full once I'm done with it, and I'll update the readers of this blog on its progress once school starts. Of course, I'll throw that out there for free, I'm not trying to make money, I'm trying to teach kids they way they deserve to be taught, and hopefully others out there are doing the same.

In the meantime, here is the video that I was actually reacting to today when I had this discussion at this conference. It's called Did You Know?, and is rapidly making the rounds in the field of education. Enjoy.

Goodreads: Another Classroom Resource Possibility

I've always enjoyed discussing the books I've read, and finally ran across Reading Social, an application within Facebook where I could make a list of books I've read, want to read, and am currently reading. I could also rate books and leave reviews. The main problem with this is it felt pretty limited by Facebook.

Recently I found Goodreads.com, a great book networking site with many options, many members, and the ability to form groups. I ran across classroom groups from anywhere 4th grade and up into college. It was great to find such a nice application to use, and I wanted to discuss its benefit to the classroom.

Within Goodreads.com, there is the ability to make groups, and set them to private (even to the point that outsiders can't even see who is a member). I am planning on using a group, having each of my 5th graders (once the year starts in August) make a profile, and share books through the group interface in Goodreads. Within this, I can start discussions, post books we're reading, will read, or have read (students can do this as well), put events and reminders on the page, and basically interact with my students online at any time. I am thinking right now about how to incorporate Goodreads into my reading program, which is also still in development. Hopefully by the time school starts, I will have a complete, working program to share with everyone. Until then, I recommend Goodreads, both for its networking value and its possible educational value.

Time To Put the Dinosaurs To Rest

I remember getting in trouble a few times in high school because I was simply bored. My dad was a teacher at the high school, so sometimes he'd let me take some of those daily attendance pads. Well, I'd sit in the back of my boring social studies or literature class and turn the pad into a stick man animation. I'll tell you, it was the best of times. I'd draw epic cartoons on the corners of those pads and pass them around the classroom for everyone to see. I never told my dad this, but I would sometimes sell those for a few bucks so I could tell the teacher I was going to the restroom and go buy a coke at one of the coke machines on campus.

The point here is, school can really suck. Most of my memories of school aren't necessarily positive ones. I have many extended memories of being bored and disconnected in the classroom, where teachers knew nothing more than showing films and doing the textbooks chapter by chapter. Even when we would go beyond the textbook, nine times out of ten, it would be to do a project that was tedious and ultimately lame.

I graduated high school in 1999. That doesn't sound like a long time does it? Well let me tell you, it's an eternity. The year I graduated high school, iPods hadn't been invented yet, the internet was still 99% dial up connections, and cell phones were just beginning to enter wide use. Internet 2.0 hadn't really started up yet, because blogging wasn't mainstream, Google didn't exist, and internet video was still a pipe dream.

I will have my 10 year class reunion next year. Still doesn't sound like a very long time does it? Well, if you were teaching then, and are still teaching now, if you're still doing the same things, your students are as bored as I was to the tenth power. It's true. I grew up playing Nintendo (yes, THE Nintendo). I grew up with a DOS computer (pre-Windows), got the internet when I was in 8th grade, got a satellite dish in the house when I was in 8th grade, and used a cell phone for the first time when I was in 8th grade. I remember when the internet first hit, it's a strong memory of mine.

Students today take these things for granted. They don't really know what Nintendo was, they live in a world of instant information, photo realistic gaming, cell phones for the masses, and computers that are small enough to fit in your ear. It's time to change, that's for sure.

What does this have to do with literacy? EVERYTHING. Watch this video and decide if you are an effective teacher.