Category Archives: Technology

Teaching Presentation Skills

Please take a minute to respond if you have insight, feedback, or strong feelings about teaching presentations. I could use some help.

My ninth graders gave presentations this week. Here are some things I noticed:

  • They talked to the screen (SMARTBoard) instead of to their audience.
  • They appeared to be reading their presentations for the first time; they didn’t have a facility or familiarity with their topic.
  • They crowded their slides with clashing colors, animated gifs, and too much text.

I realize that students should be taught how to present, but everything I learned about presenting I dug around and found online. Here’s a good example.

I admit I feel frustrated because so much already falls on the English department, and I cannot be the only teacher who is asking students to present. I just don’t believe that. I also admit it didn’t occur to me to do direct instruction in teaching presentations—a mistake I will not make again, I assure you. So how would you recommend teaching students good presentation skills?

Instructional Technology

Day 35_ students for Humanity!!What do you think an instructional technologist’s role is?

I am asking the question in all seriousness because I expect to have a master’s degree in instructional technology in December.

To my thinking, the role of an instructional technologist usually includes the following:

  • Working with teachers to integrate technology.
  • Helping teachers and students learn how to use technology such as computers, cameras, digital audio equipment, software, interactive white boards, projectors, and the like.
  • Maintaining the school’s network (not sure I agree this is the role of an instructional technologist, but often falls to them by default).
  • Keeping the administration and faculty abreast of trends in technology.
  • Offering technology professional development to faculty.
  • Teaching technology-related courses.
  • Researching and purchasing technological equipment and software for the school.
  • Monitoring use of technology by students, and in some cases, faculty (policing acceptable use).

What would you add to this list? Take off?

Creative Commons License photo credit: frerieke

Moodify.Me

My student Josh is one of the the developers of a new social networking service called Moodify.me . As Josh describes it, “It’s a site similar to Twitter but is based around peoples’ moods.” It integrates well with Twitter and Facebook, enabling you to update your mood and send the update as a status update.

Josh is exceptionally gifted with web applications, coding, and computers in general. He has already had a great deal of success with his work, and I know he has a bright future. Please check out Moodify.me and feel free to friend me .

Romeo and Juliet with Emoticons

OK, the inspiration for this post can be found here, but I loved the idea so much that I wanted to try it with a work of literature I know well.

Act I, Scene 1

[Enter Sampson and Gregory]

Sampson: 

Gregory:

[Enter Abram]

Sampson:

Abram:

[Enter Benvolio]

Benvolio:

[Enter Tybalt]

Tybalt:

Citizens of Verona:

[Enter Montague and Capulet and their Ladies]

Capulet:

Montague:

Lady Montague:

[Enter Prince]

Prince:

Lady Montague:

Montague:

[Enter Romeo]

Benvolio:

Romeo:

Benvolio:

Romeo:

Benvolio:

Act I, Scene 2

[Enter Paris and Capulet]

Paris:

Capulet:

Paris:

[Elsewhere]

Romeo:

Benvolio:

Servant:

Benvolio:

Romeo:

Act I, Scene 3

[Enter Lady Capulet, Juliet, and Nurse]

Lady Capulet:

Nurse:

Juliet:

Nurse:

Juliet:

Lady Capulet:

Nurse:

Lady Capulet:

Juliet:

Nurse:

Lady Capulet:

Juliet:

Act I, Scene 4

[Enter Mercutio, Benvolio, Romeo, and torchbearers]

Romeo:

Mercutio:

Benvolio:

Romeo:

Act I, Scene 5

[Enter almost everyone. It’s a party! Woo!]

Capulet:

Romeo:

Tybalt:

Capulet:

Tybalt:

Romeo:

Juliet:

Nurse:

Romeo:

Nurse:

Romeo:

Capulet:

Romeo:

Juliet:

Nurse:

Juliet:

Stay tuned for Act II…

By the way, this exercise reminds of something Jim Burke said recently about teacher brains. Wouldn’t this be a great activity for students in order to summarize information? It’s time consuming, but I think I might try it. I can already hear them asking me how many emoticons they’ll need to use. Chorus with me: “As many as it takes.” Sheesh.

The English Companion Ning’s First Anniversary

On December 5, 2009, the English Companion Ning will turn one year old. Jim Burke, excited about the possibilities of Web. 2.0 technologies after last year’s NCTE Conference and its focus on technology and tools of the future, created the EC Ning, which would later be described as “the world’s largest English department.” If you’re not already a member, I encourage you to visit the Ning and join. It’s easy: just click on the link that says “Sign Up” in the right-hand sidebar, and follow the instructions on the screen. Be sure to look for me there. With grad school, I haven’t been as active as I’d like, but the Ning is a vibrant community, and I have truly enjoyed the conversations and ideas shared.

Double, Double, Toil and Trouble

Using an idea from Chris Renino in Shakespeare Set Free and Chris Shamburg, my students created a radio play of Macbeth 4.1, in which the witches prepare the “hell broth.” Take a listen:

Download Macbeth 4.1

Nuts and bolts:

  • We used GarageBand on my Mac. One of my students knew how to produce the echo effect. I think Audacity would work, too, but I’m not sure if it has all the effects GarageBand has.
  • We did two run-throughs without recording before we did the recording. We were happy with our first recording, so we used it as our final.
  • The crunching leaves were created by potato chips in a bowl.
  • We used a large vase with water to make the cauldron noises.
  • Students created the howling winds and dogs.

It was totally awesome! The students loved it, I loved it, and we had fun.

Update: 11/12/09 at 7:29 P.M.: I am adding the podcast created by my other British Lit. class. This particular podcast was created by only four students (as opposed to the other, which was created by 17 students). Considering their small numbers, I think it turned out extremely well. We had to use multiple tracks and do more cutting and editing, both of which made this particular recording more of a challenge.

Download Macbeth 4.1

Teachers and Facebook

Several colleagues at work and I had a discussion today about whether it is acceptable to be friends with students on Facebook. I held the minority opinion that it was fine, but my colleagues’ fear is that being friends with students will potentially expose teachers to illegal or just plain stupid behavior on the part of students. What is the legal responsibility of a teacher who sees a photo of a student drinking on Facebook? I think it’s a murky area that hasn’t been tested well, and until a precedent-setting case is tried, I’m not sure there’s a clear answer. I do think that each teacher needs to decide paramaters for Facebook use.

I personally do not request friendship from students. If they connect with me on Facebook, I want it to be their choice. I personally feel that requesting friendship from students could put them in an awkward position: might they feel compelled to accept because you’re their teacher? What if they really don’t want to open their Facebook lives to you? On the other hand, if a student requests friendship with me, I accept. I do not reject some students and accept others. I don’t think that’s fair. Until they graduate, any student on my friends list can only see a limited profile.

One positive aspect of using Facebook is that nothing else is as quick in terms of communicating with students. I have often asked students to get together on Facebook and study or to spread a message I want to make sure they get. Because I am not friends with students who don’t request it, I can’t use it as a reliable method to contact all of my students. I created a Facebook page, and they can become fans of that page without being my friend, but again, it’s not something I feel comfortable requiring.

I think teachers need to be intelligent and remember that anything that is posted on Facebook should be something the teacher is comfortable sharing in a major newspaper or a billboard over the major city interstate highway. If it’s not, then don’t post it. Teachers can and have been fired over injudicious Facebook postings. I do not write about anything I think my students, parents, co-workers, or administrators would find objectionable, nor do I post pictures of the same.

We do have some way to go in terms of educating our students to behave as if Facebook were public. I personally don’t look at their pictures or profiles, even if they have given me that access, but they should understand that other people will.

Instructions for limiting your Facebook profile (these instructions came directly from Facebook Help files):

  1. Login and click the “Create” link that appears beneath the filters on the left side of your home page or your Friends page. Or, click the “Create New List” button from the “All Friends” tab of the Friends page.
  2. Type the title of your list and hit enter. I use the title “Students.”
  3. Add friends to the list by typing their names into the “Add to List” field or selecting them from the list.
  4. Select “Save List” to store your changes.
  5. Mouse over “Settings” in the upper right hand corner.
  6. A drop-down menu will appear. Click on “Privacy Settings.
  7. Click on “Profile.”
  8. For each area of your profile that you want to limit, click the drop-down menu.
  9. Select “Edit Custom Settings,” which will open a field for Except these people.” Adding a friend or Friend List name here will hide the information in question from these people when they view your profile.
  10. Select your “Students” list if you want to prevent them from seeing that part of your profile.

I think this Facebook group has some smart guidelines.

And the Winner Is…

Thank you all for your patience with my Back to School contest. I am pleased to announce that the winning entrant is…

Candace!

Candace submitted a lesson unit on Macbeth. You can read her blog Mrs. Follis’s Teacher Page for more.

Congratulations Candace, and thank you to all of you who submitted ideas. Candace has won a 1-GB flash drive with Word and PDF copies of handouts I have created and used in my own classes. If you would like to purchase one of these flash drives, they are available for $40, including shipping and the price of the flash drive itself. Note: the 1-GB flash drives are no longer available in my area, and I am now selling 2-GB drives.





The Deadline Approaches!

If you want to enter the lesson plan contest, you have until midnight tonight. Over the next few days, I will read the entries and notify the winner via e-mail and announce the winner here. A reminder of what you get if you win: a flash drive packed with handouts in MS Word and PDF format that I have used in my classes, including quizzes!

What do you have to do? Submit a lesson plan for grades 9-12 English/language arts in comments of the original post.

If you have any questions, feel free to contact me today. Quick! You’re running out of time!

Netvibes

I have to thank Buffy Hamilton for showing me the potential in creating a Netvibes page. You can see her page on Iran Election events for a sample. Imagine being able to gather information related to a topic your students are studying in one place, including RSS feeds, video, and blogs. Imagine students gathering the information themselves for a project. As soon as I saw Buffy’s example, I knew that Netvibes had a lot of potential for education.

I have created a SMARTBoard resources page for educators who have SMARTBoards. I would encourage you to check out Netvibes or similar resources. Create a page and play around with some ideas. Widgets and feeds are very easy to add. Once you’ve experimented with a page, try creating a resource for students, educators, the general public, or yourself.