Since taking the LTT program I have been introduced to the possibility of students collaborating outside the classroom and in many different forms. My second field study was based upon a class Wiki. Students used this to post current event article reviews. The other students would go on the Wiki on their own time and comment on discussion questions posted. This was a new technology for many of my students and myself. I really appreciated the outcome. Students really enjoyed using the technology and appreciated sharing their work and opinions in a different manner than orally.

I have learned through this program about sites like Voice Thread, where one can post a short dialogue and others can respond orally. I have not had much experience working with this myself but I could see the appeal to students. Like Wikis this could be used on students own time. Because the discussion/ dialogue is oral this may appeal to students who are reluctant readers.

Some technologies we have been exposed to could be use for collaboration. In particular some of the presentation sites and softwares such as Glogster or museum box.

For my second field study I used a class wiki for students to report on current events new stories. Students would summarize a story, write a reflection then post two discussion questions for the class to respond to. My inquiry question focused mostly on how the classes used the wiki and responded to the discussion questions.

Field Study 2

Field Study 2 – 03

I am learning that teachers like myself should consider our student’s technological experience when planning assignments. According to Prensky(2001) [Today’s students] have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tool of the digital age. He also states; today’s students think and process information fundamentally differently from their predecessors. I believe choosing to use a wiki for this field study addresses the student’s engagement levels as well as their experiences. I had very few issues with students who were unable to use the Wiki effectively. Most students stated they found it to be very easy to use. The only problem that would arise was occasionally students would forget or lose their usernames and passwords.

I am learning that intrinsic motivation has a positive effect on learning and achievement. I found the students who responded best to using the Wiki were those who already had solid study habits and motivation to achieve. Also, students who found the Wiki engaging were more likely to use it. It was often the students who have poorer study habits who would neglect using the Wiki. Unfortunately, when students would neglect to post their articles or questions it affected others ability to complete their weekly responses.

I am learning using Wiki for Currents Events can be an excellent tool for Constructivist teaching.

Students are able to explore topics in a flexible environment. They can choose to complete their work at their discretion which gives them responsibility for their learning. They can discuss and respond to each other without time pressure. This allowed for more in-depth discussions and understanding of the articles than there would be during an in class oral discussion. Students take ownership of their learning by setting the topics and questions that are discussed. The articles were chosen by the students so they could discuss relevant information to their lives.

I have found using a Wiki to be a very positive experience. Initially it took some time to actually built the Wiki and organize the assignment. Once I had taught the students how to use it, it was pretty well self contained. I really liked how the students were put in charge of their learning. It allowed my classroom to extend outside school time in a flexible way. Also, once the technology of the Wiki has been taught I found I could use it for other purposes than I had originally intended. In honour of Earth Day my classes took on a class challenge. They wanted to record their experiences in a paperless format, so I added a couple more pages to the Wiki which worked really well.

The only issue with this assignment was the students who failed to complete their articles and responses on time. I would try to remind students in class each week to complete the Wiki and I did send parents a copy of the schedule at the start of the semester. Perhaps I would need to have another method of reminding and notifying students like weekly emails. Overall I feel the Wiki was a valuable addition to my teaching practice, I would definitely consider using it again.

I have updated my ratings of the capacties to reflect my growth over the Latte program.

Capacities

• Autonomous-Lifelong Learner, developing a disposition for self-directed,

continuous learning which is motivated and guided by a desire for

professional development outside the traditional setting which may include

challenging situations and involve some element of risk taking;

7

I feel that I have not changed in my rating for Autonomous Lifelong learner. I still demonstrate myself to be an active learner. I push myself in my teaching to continueously improve. I am never comfortable to coast through my classes, I feel too much responsibility to my students to be that kind of a teacher. I usually am very interested in seeking out new information through professional development. I enjoy learning from other teachers’ experiences and perspectives which I can then apply to my own practice. My involvement in the Latte program has pushed me to challenge myself somewhat with using technology in the classroom. Early in the Latte program I was exposed to many new computer technologies which seemed to have potential to be integrated into my practice. Lately the program has drifted from the focus on technology so I have not been exposed to much that is new. I have used my field studies to integrate technologies and teaching strategies into my practice in a practical way. I did not change my rating for this capacity because I feel my work in the Latte program has displaced any professional development I normally would have sought out.

• Reflective Practitioner, being able to use self-assessment and formative

evaluation on an ongoing basis to realistically monitor and value change in

educational practice, personal learning experiences, and personal beliefs;

7

I continue to feel that I am very reflective in my teaching. I often find it difficult to leave my job at work. I find myself going over and over situations or lessons in my head after the fact, thinking of what I should have or could have done. Earlier in my profession I would spend much time reviewing my presence in the classroom and behavior management techniques I used. I still reflect on behavior management and probably spend too much time thinking about the state of my students but I don’t spend as much time considering my own classroom presence. I am more confident in the classroom each year I teach. I am also at a point where the classes I teach are consistent for semester to semester. This allows me to focus on my actual teaching and lesson planning.  I often spread myself too thin in my teaching and coaching but recently I have allowed myself to minimize my extra-curricular involvement. This allows more time to make notes after lessons of what went well or what changes I would make the next time I teach that unit. It is very fulfilling to have the time to do that because I the short time I spend reflecting enriching my teaching in the long run.

• Critical Practitioner by analyzing current educational theories, research,

philosophies, and policies; resulting in thoughtful educational decisions which

consider resources, culture, and diverse learning needs in their personal and

professional environment;

6

If left to my own devices I know I do not seek out research and educational theories to enrich my practice. I think I would like to have the time to read different theories, studies, and perspectives of thinkers in education but I simply do not have the time. I tend to focus on improving my teaching in the short term by addressing the curriculum and specific student needs. I improved my rating as a Critical Practitioner because during my time in Latte I have actually completed a number of the required readings, in class we have discussed educational theories, and I have spent time analyzing educational journals while researching for my field studies. I have found the readings related to my field studies most useful for actually influencing my teaching. My first field study inquired about self and peer assessment. Although I do not think I would re-do my filed study activity I learned quite a lot from the journals I chose about how to structure this assessment in future classes.

• Facilitator of Learning, through understanding the educator’s role, selecting

and using appropriate technologies to provide a safe, rich learning

environment to achieve curricular outcomes while recognizing student

autonomy in learning, diverse learner needs, and possible extension of

learning outside the classroom;

6

I feel that my rating as a Facilitator of Learning increased since beginning the Latte program. I am a very organized teacher who is able to plan my lessons considering the needs of my specific students. Unfortunately I have been given a new course to teach almost every year of my teaching. I then spend much of my time learning and developing a curriculum rather than focusing on the best strategies to allow the students to explore the information. Even when I re-teach a course I constantly adjust my lessons. This year I am teaching Socials 9 for the second time and have appreciated that I do not have to completely learn the curriculum while attempting to create lessons. I can now focus more on enriching my lessons to engage students and better meet the needs of the diverse learners. My second field study involved using a Wiki with my classes for presenting current events. This has been a great way to extend the learning outside the classroom and give students more autonomy in their learning.

• Knowledgeable Educator, being able to evaluate, select or create diverse

learning and instructional opportunities for themselves and their students that

are based on relevant literature and assessment data;

6

When I am planning a lesson I try to think; what do I want my students to learn? What do I want my students to feel? How can I make it engaging? How can I assess these factors? I don`t know if it is possible to rate yourself a full 10 in this capacity. I think the constant effort to improve my teaching is what makes me a good teacher. There are times in my teaching when I feel I do certain aspect quite well, instead of feeling satisfied with that I then use my time to focus on other areas of my teaching I feel are lacking. The areas I focus on can change from each day, week, unit, etc. I think this constant desire to improve is an important aspect of being a teacher. My involvement in the Latte program has given me opportunities to talk to colleagues about their practices, consider educational thinkers and exposed me to some new technologies. This has given me some focus of how to improve my practice. For example I have had time to sit with other PE teachers to discuss how they approach certain units. I often don`t have this luxury during the regular school day.

• Supportive Colleague, contributing constructively toward enhancing learning

communities, supporting members of the community in their learning and

inquiry, helping to design and evaluate learning projects, and valuing the

contributions to learning of others and self;

7

I have noticed a shift in my teaching over the last few years in regard to this capacity. I have previously relied heavily on my colleagues because I have had so much diversity in what I have taught. I would seek input on curriculum and teaching strategies to help my practice. I would discuss situations that may have arisen in my classes to hear their input on how they would handle a situation. I still feel it is important to discuss teaching with colleagues and gather multiple perspectives on issues. Recently I had an outline in my mind of a project I wanted to do in my Socials 9 classes. I discussed this with a couple fellow teachers who gave me a completely different perspective that I had been considering. I definitely feel the project was better for having had that input. I am at a point now in my teaching that other colleagues look to me for advice as well. I appreciate being able to give my perspective and support others. I feel that my experiences in the Latte program have increased my confidence in leading others to use certain technologies. I think the program has encouraged me to risk failure and attempt using technologies. I have had the opportunities a couple times to show colleague some of the skills I have learned. I have taught fellow teachers to use Glogster and comic life. I have shown another teacher my class Wikis, they showed interest in learning how to set one up for their own classes. I have not had many opportunities to lead colleagues in any official capacities with technologies. Perhaps that will be a goal for the future.

• Educational Leader, helping others in understanding and using appropriate

technology, facilitating learning activities, stimulating and facilitating

discussion around educational issues, and being aware of their role as an agent

of change;

4

I have not had many opportunities to demonstrate myself as an Education Leader. I have learned some new technologies through the Latte program such as using Wikis, blogs and various websites like Glogster and Voiki. I have integrated some of these into my teaching. My Second field study involved using a class Wiki. I have done a mini project in my Planning classes using Glogster. I find it difficult to integrate computer technologies into some of my classes at times. I am sometimes limited with trying to cover curriculum in an allotted time that I am apprehensive to spend time teaching a new technology. It can be difficult to access computers at my school.  Also, I still feel that my knowledge of technology is limited, I do not feel the Latte program has given us time or exposure to technologies in the last semester. I have not sought out opportunities to share my knowledge with other teachers. I did show my Glogster project to a fellow teacher which he did use in his classes. I am sure other teachers may be interested in using something like Wiki so perhaps I should be more vocal about what I have experience with. I do feel more confident trying to use technology and have less of a fear of failing than I did before beginning this program. I have had a couple times been asked by older teachers to help with technology. I felt positive that I had the knowledge and experience to help show them how to use what I consider basic technologies. One teacher asked that I show her how to use the projector to show a video on the overhead screen. The other teacher asked that I showed how to show a clip from youtube on the projector.

• User of Technology in their personal and professional roles which will

enhance their learning and teaching

6

I worried when I began the Latte program that I would be far behind other teachers.

I feel I have a good working knowledge of some technologies. I use technology everyday but admittedly not in very revolutionary ways. I use email as a primary source of communication. I find it very efficient and useful to communicate with colleagues and parents, at times I use it with students as well. I have even started using skype to communicate with my family which has been particularly exciting since I have been pregnant as it allows them to see how I am progressing. I use the internet on a daily basis, I am still astounded with the accessibility to knowledge with the internet. I have learned in the Latte program how to do online academic research with has definitely been more convenient than typical library research I would have done during my university education. It is easier but I have found it reduces my use of actual books which I am not sure makes for better research. I still encourage my students to use the internet for research and use Power Point. I continue to show videos from youtube to enrich my lessons. My Socials 9 classroom is located inside the school this year so I have been able to use the projector hooked up to the internet to show different websites and Power Point presentations in my classes.

My experience in the Latte program has increased my use of technology in the classroom. On my first field study I had the students use video cameras and sent out a survey through surveymonkey.com. I have taught a mini project that uses Glogster in Planning 10. For my second field study I created a class Wiki for my Socials 9 classes. The Wiki allows my students to report on current events articles and comment on each other`s work. It was a bit of work to set up the Wiki, I had to write up the assignments and work through using the Wiki to set it up for the students to use. This was good to experience because it helped me learn the tool so I could later help students. I taught it to my classes with fairly minimal issues of my students learning how to use the tool. Once it was up and running the Wiki pretty much has run itself. I do not think I would have attempted this project had I not been taught this technology and had other colleagues I could turn to when I ran into problems.

I have finally finished my field study report! Writing was a long and painful process. I appreciate the readings I completed for the report. I believe I learned much more from the readings than the actual field study. My study ended up becoming more about the research than technology. I feel that I learned a lot about how to use self assessment effectively in the classroom.

FS Summary-Word[1]

Instructivism refers to a teacher centered approach to instruction. Lecture style teaching where the teacher is the keeper of all knowledge. Constructivism is building on students prior knowledge.  Social Constructivism is where students have experiential learning. Their learning is supported by the social construct they are exposed to.

I do not feel my own teaching is exclusive of any of these learning theories. I choose my teaching strategies based on the curriculum I am teaching, the students in my class, my own strengths, and the constraints or responsibilities of my course. I do include some Instructivist teaching in my classes, especially in Social Studies, but I do not do this exclusively. I may have 10 – 20 minutes of lecture then I change to another learning theory. I believe I use the Constructivist theory more in Planning 10 and PE. Discussion is a very effective way to explore an idea in Planning 10, which would be a form of Social Constructivism. In PE students explore movement skills individually or with others which would be constructivism and social constructivism. I feel my teaching is enriched and relevant to most students by varying my teaching strategies.

I found Clark’s article poorly written and poorly supported. It was written in 1994 and he quoted studies done in the 1960s. Technology has changed so much in that time I don’t feel he had appropriate data to support his arguments. Also, I feel this was an opportunity for Clark to stroke his own ego, throughout the article he mostly quotes himself or others quoting him. I found it comical, my favorite quote was “I agree with him that my claim . . .” So blinded by his own ego Clark concludes his article with the uplifting statement “  . . . give up your enthusiasm for the belief that media attributes cause learning” How arrogant is this man? Give up because I am right! Pu-lease!

I found the website very well layed out and easy to use. I think students would really enjoy the creative aspect to this site. I found it a bit time consuming to click on the pages of the graphics/ frames/ text boxes. The computer then has to load each time you click on the next page. The internet is so slow at my school I wonder if that would become a problem if many students were using this program at the same time. I may write to the creators of the site and mention this. Julia said she had met them and they would probably be interested in imput. I like the fact that it is on the internet so students could work on their project from any computer.

I used a few images I had on the computer to create my first glogster called Mugsy. I was able to add pictures, adjust their size and orientation, add text, change colors, and even add video. I did not try to add audio but I think this would be neat for students to maybe add their “theme song” to their glogster. I will have to try that feature at home where I have some music saved.

http://tweedsbassett.glogster.com/Mugsy/

As homework my husband Scott and I went over to his parents house to take photos with Mugsy the dog. I am glad I had the fore-thought to plan my photos so I could use class time to use the tools. I found xtimeline.com a very easy tool to use. I think students wouold be able to figure it out with minimal instruction in a very short period of time. I am not sure if I would have one account for my class or ask students to set up their own account. If a class is all working on one account I don’t know if there would be difficulties that would arise. It would be quite easy to test with a small activity like students must build a timeline where they put events in order. Students could be in small groups and have different names for their timelines. This would be the easiest for me as a teacher to mark or review student progress.

Digital Story: Mugsy Time Line

I found xtimeline so easy to use that I actually finished my story on tuesday. I wanted to challange myself and try a different tools so I decided to create a second version of my digital story. I have asked Jeff Swaddling my school’s tech coordinator to load Comic Life onto one of the school’s PC labs. I wanted to get some experience with that program so I could possible use it in the fall. I used the same photos and basic story to create a Comic Life digital story. I really enjoyed using comic life. I found it really, really easy to use. I think that is so important. I want to use programs that students can lerarn quickly then spend their time being creative and demonstrating curricular knowledge. I could see many applications for this program in Planning 10 and Social Studies. I would love to have students integrate their own pictures into assignment. I like an idea Kevin A. mentioned to give students a theme such as Social Responsibility to go take a photo of with their cell phones or digital cameras. They could then use their own photos to create presentations. I could use this for a number of projects I use in Planning 10 especially at the start of the course where students do a lot of self exploration.