Phillips,+Stephanie+Lynn

During the **Cool Tool Carousel**, an abundance of Web 2.0 tools were introduced in a fast-paced setting. I appreciated this format as it provided just enough information about each tool to allow me to pick and choose the ones I want to learn more about on my own. The tools were categorized by how to find and select tools, how to develop a compelling question/gather and analyze information, and how to creatively synthesize, evaluate, publish, and share. The most fun session to me as a Language Arts teacher was Laura Fogle’s which focused on tools to creatively synthesize, evaluate, publish and share. My dyad partner and I chose to use ToonDoo as our student project example. Although it seems childish at first glance, it takes higher level thinking skills to express sarcasm and irony, components of most cartoons. When students know that peers will view their creations, they take ownership and are more enthusiastic, and the tools presented enable them to share in a fun way, too. For Cool Tools and **Hot Topics**, I attended Kevin Oliver’s session on using Smartphones in the classroom. I enjoyed how he used QR codes for accessing survey questions which prompted you to text the answer. I also enjoyed learning about Web-based tools such as Socrative, Wallwisher, and Yodio that work with a mobile device. There were some issues with participants being able to connect to the wireless server, but it worked fine for me. This provided an example of what may happen in a typical classroom and stresses the need for alternate assignments and sharing. Although not all students have Smartphones, the ones who do would love the opportunity to have them out in class without getting in trouble. Combining Kevin’s information with Dr. Atkinson’s blueprint for public schools and BYOD in 2013-2014, I feel it is time we embrace students’ use of Smart technology. Lastly, the content specific **Cool Tools for Learning: English Language Arts** facilitated By Richard Beach was my absolute favorite. It was great to have the extended session in our content area and to actually use the tool. The use of Ning and role play was so much fun to create a persona and essentially become a new, anonymous person for the discussion. I can visualize students in this process and see the shy, quiet student thriving in this environment. The use of Diigo and Voicethread tied in seamlessly to the lesson; this was the most effective element of the session. So many times I want to try a variety of tools in one lesson, but I am nervous about losing the content and overwhelming the student. Mr. Beach provided an excellent learning opportunity for me and I am excited to try the lesson with my students.
 * Cool Tools Review and Application Plan**
 * Conceptualized Lesson Plan**: I am definitely using role play and Ning to help students fine tune argumentative writing skills. I will first start with a subject students feel strongly about, such as being allowed full access to the Internet at school. Perhaps I could even do a pre-assessment using PollEverywhere. After one or two class periods of reading articles on the topic and using Diigo to share bookmarks and post sticky notes, students will be given a class period to create their persona. The persona should have a name and avatar which represents their side of the issue. Next, students will post comments on the Ning while maintaining the identity and character of their persona. I would require each student to respond directly to other participants with relevant counter-arguments or agreements before allowing use of the chat room. I think this will keep the tone more serious and relevant. The last part of class will be open to chat in a more informal tone and style on the Ning. As a culminating activity, students will argue for their side of the issue in a formal writing assignment.

>  **I see new literacies as using a current, more effective way of teaching and learning; one that invites us to //inquire, collaborate, and create// through the use of digital technology. Through my experience this week, I am encouraged to think globally and strive to connect more with students and educators world-wide. Additionally, I learned to see the role of the teacher as more of a facilitator and mentor rather than simply content expert.** >  **I have so many new tools for my best practices toolbox, and I cannot wait to use them in the upcoming year. Some examples are Flickr, Socrative, iRubric, SimilarSites, Google Forms, Symbaloo, Engage Community, Blabberize, Sock Puppets, ToonDoo, Ning, and VoiceThread. I also gained a new appreciation for the various sites which offer ways to stay connected and share with others in the field of education. I knew about them, but never appreciated the importance of feeling a sense of belonging to a real professional community. Being surrounded by others in my profession interacting with one another through Twitter and Face book, uploading videos to share on YouTube and presentations on SlideShare or SlideRocket, and even sharing dialogue on the wiki and Ning has made me enthusiastic about staying connected and engaged. This carries over to our students as well; they are not so different from us in that regard, in fact, young people have an even deeper need to connect with others who are like them.** >  **Technology and new literacies entwine through the inquiry process and project-based learning. One may use technology for research, data analysis, collaboration, publishing, and other aspects and steps in the theoretical frameworks.** > 4. How do new literacies affect the way we think about academic content? Describe an example of how some specific academic content is affected by changes in the ways we reading write and thinking (i.e. new literacies). > **Much of academic content has traditionally been in textbooks and teacher-centered instruction. Now academic content is often transmitted digitally through online tutorials, textbooks, and assessments. Students are also able to acquire information from primary sources through the Internet and Skype which, to me, is the most amazing aspect of new literacies; our children think globally.** > 5. How do new literacies affect the way we think about our teaching practices? How do they affect the development of new teaching practices or approaches to teaching? > **New literacies affect our teaching practices because we must now intentionally add digital tools to our best-practices repertoire while providing real-life, applicable skills that reach beyond technology. New literacies affect our approach to teaching because they mandate that we get out of classrooms and collaborate with others. For some, this means getting out of the comfort level felt towards more traditional teaching practices, accepting that relinquishing a bit of control and giving it to students is prudent, and realizing that new literacies is in the present, not future. It is here and now.** > 6. During the week, you learning about several conceptual / theoretical frameworks for understanding the new literacies including, project-based inquiry, TPACK, Bloom’s revised cognitive theory, online identity, and global literacies (i.e. cultural competence, cultural awareness, cosmopolitanism). Describe your personal perspective on new literacies as it is informed by these conceptual and theoretical ideas. > **Personally, I have been curious to know more about project-based learning for some time, especially since attending a session about it at NCTIES. The process really engages the students and offers real-world skills and views. During NLI 2012, I have to say that Eugene Wheeler did an excellent job of emphasizing this point. His LEGGO project was awesome. As for the revised Bloom’s Taxonomy, I do agree with placing creativity at the top, but I was a bit surprised by yet another revised version. NCDPI had all teachers learn a revised version which is set up as a 3-tiered house. It is interesting to me that a theory I always thought of as set in stone is evolving, and this illustrates how we as educators need to evolve and continue to evaluate our best practices. I appreciate the way the cognitive theory Slideshare showed the connection between PBI and revised Bloom’s technology. So many times ideas in education are presented unilaterally and it can seem like “one more thing” to some. Approaching these as interconnected and overlapping makes sense. TPACK model does the same thing by looping the specific technology into the process. That is smart.** > 7. How does the design process you learned about in your design studio work and the video digging deeper session support your understanding of the creative process? > **It allowed a hands-on approach to learn the content which, especially for the adult learner, is important in order for the information to become a part of long-term memory. We put ourselves in the role of the student to see firsthand that learning by doing really works.** > 8. You learned this week about how to manage, and in some cases create, your online identity. What action steps will you take (are you taking) to manage and further extend your online identity? > **I actually do not have an online identity yet… I feel very behind the times! I just never thought about it as necessary, but Carl Young presented the concept in a way that I can relate, even using video game avatars as an example. My children have these, so I will begin there. My husband has a Face book account, but I have shied away from creating one. I realize now that it is not about communicating alone, but staying connected and maintaining professionalism as well. I am a member of Edmodo and intend to edit that profile as well.** > 9. If you had one more day in the Institute, what would you like to learn more about and why?
 * 1) 1. Now that you’ve had this professional development experience, how are you defining “new literacies?” How do you think your definition has changed or evolved this week?
 * 1) 2. Describe some new literacies that you learned about this week? What did you know about these topics before the week began and how has your experience this week contributed to your understanding of these new literacies?
 * 1) 3. In what ways are the new literacies prompted by technology? How do they affect one another?
 * I would like a day to delve deeper into the phases of the project-based inquiry approach to learning, particularly the first step of asking a compelling question. I see this as a tough idea for students who are used to being asked the questions. It is, however, the driving force of the project and extremely important. My dyad partner and I realized after going through all the steps that our question was a bit broad and could have been more fine-tuned given the depth which accompanies the entire project. **