Literacy Web Tool

VoiceThread

Link to VoiceThread: https://voicethread.com

Link to a previous assignment created in VoiceThread: https://voicethread.com/myvoice/#thread/6690075/34945989/36327671

We had the opportunity to use VoiceThread in the Educational Psychology class. It has been used a limited amount of times, but I wanted to expand my understanding of what VoiceThread is capable of doing. After conducting research, I found that VoiceThread is a literacy web-based tool that can create an interactive slideshow using pictures, videos, documents, or even using PowerPoint presentations. A teacher and student can record video/audio, which allows them to describe each slide in detail. People that view the VoiceThreads have the opportunity to leave responses and comments to anyone’s VoiceThread. This is a great tool to help support a writing workshop. It can be used to publish a class book, create informational texts that are narrated, and publish interactive writing about a class experience or topic. This tool helps to easily share published work. This tool helps students learn and practice skills that can be transformed facts into solutions. This tool can be used for students with special needs, advanced placement, and language study. The pros of VoiceThread are the following: versatility, accepts different types of file formatting, students create presentations on what interests them to create meaning, and students can create projects that integrate image, voice, text, and more. The cons of VoiceThread are the following: bandwidth when the entire class is working on it and lacking more ways to be creative. Future workplaces demand collaboration at anytime and anywhere so students will be more prepared by providing early academic exposure, continual support, and mastery. 

            Now that we have an understanding of what this Literacy Web Tool can do; I will provide an example of how I would use this tool in my classroom. My assignments, resources, and tools will be posted on a network to share with students, parents, and other teachers. I will create a homework assignment that will count towards their final grade where students will pick a topic that they enjoyed learning during the biology semester. The students will then create a presentation using VoiceThread to demonstrate what they have learned about the topic, what new things they have found through research, and why they enjoyed that topic. This will provide me with feedback about what topics were engaging and what topics I can modify instruction on. I feel it is important for students to have the opportunity to reflect on their experiences in class and be able to express their creativity in a visual presentation.

What I enjoy about VoiceThread is that it takes a look at current storytelling protocols and strategies. Previous research has encouraged that students learn best when stories are being told. New literacies can be integrated into the teacher’s instruction. VoiceThread improves reading, writing, speaking, and listening skills. It is also developed for ELL students to engage in interactive discussions of different new literacies for pedagogical practice and demonstrate the power of digital storytelling to enhance learning for ELL students. Students get the opportunity to share their experiences and personal stories to become motivated to explore other pedagogical possibilities that can help ELL students to acquire new literacies and literate skills to broaden their educational experiences. Overall, VoiceThread provides a visual environment to enhance collaboration and communication skills by self-expression.

References

https://voicethread.com

https://www.graphite.org/website/voicethread

https://www.voicethread.com/media/custom/site/docs/K12DistrictThirdPartyResearch.pdf

http://voicethread.com/support/resources/publications/k12/

http://voicethread.com/products/highered/

http://www.njea.org/news-and-publications/njea-review/march-2011/voicethread

https://books.google.com/books?id=jnK0SesoRlEC&pg=PA110&lpg=PA110&dq=voicethread+literacy+tool&source=bl&ots=MzQN0iUxzF&sig=kxAYTttb0OWg3l_v9Jokde7DKHg&hl=en&sa=X&ei=i3yHVZC5IabasASfsIyIBA&ved=0CDwQ6AEwBQ#v=onepage&q=voicethread%20literacy%20tool&f=false

Maryland Teacher Technology Standards Online Activity

Maryland Teacher Technology Standards

SEVEN STANDARDS AND OUTCOMES	INDICATORS
I. Information Access, Evaluation,    Processing and Application Access, evaluate, process and apply information efficiently and effectively.	1.      Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology. Use planning time effectively to research various technology sources to obtain information and use depending on my goals and objectives. 2.      Evaluate information critically and competently for a specific purpose. Research to determine if the information is credible and relevant to the topic. 3.      Organize, categorize and store information for efficient retrieval. Use digital sources like Google Drive for storing information so it is readily accessible, e-mail for communication, and usb devices for saving files to folders. Folders will be created for each topic that will contain appropriate lessons and resources. 4.      Apply information accurately in order to solve a problem or answer a question. Topics will be explored using real-world scenarios and information that is effective and accurate so students can develop comprehensive and communication skills to demonstrate their understanding.
II. Communication A.      Use technology effectively and appropriately to interact electronically.   B.    Use technology to communicate information       in a variety of formats.	1.      Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field. Utilize the resource of work e-mail to collaborate, store e-mail addresses, and store previous emails for record. Social media will be used appropriately to communicate educational information and school events. 1.      Select appropriate technologies for a particular communication goal. Use Google Drive to provide information regarding class lessons, topics, student assignments, and homework submissions so parents are aware of their child(s) progress and resources. 2.      Use productivity tools to publish information. Utilize websites like PowToon, Prezi, Glogster, VoiceThread, etc. 3.      Use multiple digital sources to communicate information online. Use Google Hangout, BlackBoard, and BrainCert to create a virtual environment to provide students with information and/or utilize virtual meetings.
III. Legal, Social and Ethical Issues       Demonstrate an understanding of the legal, social and ethical issues related to technology use.	1.      Identify ethical and legal issues using technology. Provide students with an understanding of proper use of the technology. Make sure students are aware of what they can and cannot do with the technology. 2.      Analyze issues related to the uses of technology in educational settings. Be aware of issues that are related to the use of technology in the classroom to make sure students are maintaining proper use of the technology. 3.      Establish classroom policies and procedures that ensure compliance with copyright law, Fair Use guidelines, security, privacy and student online protection. Provide students with rules and regulations with using technology in the classroom. Students will be provided with expectations and consequences with using technology. 4.      Use classroom procedures to manage an equitable, safe and healthy environment for students. Encourage time-appropriate use of the technology. Encourage students to enjoy using technology to encourage learning and building time-management, research, collaboration, and literacy skills.
IV. Assessment for Administration and Instruction Use technology to analyze problems and Dev           develop data-driven solutions for instructional and school improvement.	1.      Research and analyze data related to student and school performance. Review report cards, school reviews, and standardized testing scores to determine what areas excel or need improvement to develop appropriate protocols and instruction. 2.      Apply findings and solutions to establish instructional and school improvement goals. Consults with fellow coworkers, parents, and experts to establish strategies and plans that fit best to improve teaching and learning experiences. 3.      Use appropriate technology to share results and solutions with others, such as parents and the larger community. Utilize appropriate social media like a personal blog and Twitter to communicate with parents and the community to share information. E-mail is appropriate for confidential information to protect FERPA protocols.
V. Integrating Technology into the Curriculum      and Instruction    Design, implement and assess learning    experiences that incorporate use of technology    in a curriculum-related instructional activity to    support understanding, inquiry, problem solving,    communication and/or collaboration.	1.      Assess students’ learning/ instructional needs to identify the appropriate technology for instruction. Perform an Interest Survey to identify what technology would be appropriate for each learner. 2.      Evaluate technology materials and media to determine their most appropriate instructional use. Review the technology materials and media to categorize the appropriate use for the lesson. 3.      Select and apply research-based practices for integrating technology into instruction. Perform research and collaboration with peers to understand the best practices for integrated technology into my instruction. 4.      Use appropriate instructional strategies for integrating technology into instruction. Integrate my technology management background with my teaching experience to best implement classroom management. 5.      Select and use appropriate technology to support content-specific student learning outcomes. Provide a clear understanding of the expected learning outcomes pertaining to the lesson. 6.      Develop an appropriate assessment for measuring student outcomes through the use of technology. Provide students with an appropriate formative assessment like short-answer questions, questioning, discussion, exit/admit slips, graphic organizers, etc. to measure the student outcomes as the technology is being used. 7.      Manage a technology-enhanced environment to maximize student learning. Encourage the use of technology when appropriate. Provide students with resources inside and outside of the classroom to encourage continuous learning.
VI. Assistive Technology Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.	1.      Identify and analyze assistive technology resources that accommodate individual student learning needs. Research and utilize technology resources developed for students with learning disabilities, ELL students, and students that do not have experience with the use of technology. 2.     Apply assistive technology to the instructional process and evaluate its impact on learners with         diverse backgrounds, characteristics and abilities.         Observe how each student utilized the technology with projects and assignments. Provide students with a formative assessment like a graphic organizer to develop literacy, research, application, and collaborative skills.
VII. Professional Growth De     Develop professional practices that support continual learning and professional growth in technology.	1.      Create a professional development plan that includes resources to support the use of technology in life long learning Record experiences and understandings in a personal teaching journal. Take advantage of workshops, peer experiences, and continuous Internet searches. 2.      Use resources of professional organizations and groups that support the integration of technology into instruction. Research resources from other learning environments and educational groups to obtain feedback and advice to integrating technology into instruction. 3.      Continually evaluate and reflect on professional practices and emerging technologies to support student learning. Use a journal to reflect on past and present experiences to develop future expectations and plans for instruction. Continuously review new technology and application towards a lesson. Save resources, lessons, videos, and information that can be used to encourage student learning. 4.      Identify local, state and national standards and use them to improve teaching and learning. Continuously be aware of local, state, and national standards to implement appropriately in teaching and learning. Use Common Core State Standards to implement STEM learning successfully.
Accepted by the Maryland State Board of Education, March 22, 2002

Online Learning Activity- Webquest

Link: http://edtech2.boisestate.edu/jonfreer/502/webquest/teacher.html

Critically evaluate the activity and why it might be an activity you would consider using in your classroom:

When I first go to the webpage, I like how it is set up for the students. I feel like it could be presented in a more professional manner. Even with teaching science, we should always be aware of how we present learning activities. The first flaw I noticed was the title being in lowercased letters. I enjoyed the fact that the first page consists of a lesson plan for the Genetics Webquest so teachers understand what the purpose, objectives, and characteristics are associated with the activity. I feel that the lesson plan could have been expanded on with more details. It seemed to be short and to the point.  The assignment is separated into a step-by-step process for the students, which is helpful so students can focus on completing tasks so they do not move forward before they are ready. This helps keep the students organized and focused on their activity. The activity is separated in the following categories:

Introduction- This section provides the students with context and preparation for the activity.

Task- This section describes the tasks involved in the Webquest. The students will perform lessons, tutorials, problems, and experiments in order to explore and understand Mendelian genetics.

Process- The section provides step-by-step instructions and materials that are needed in order to complete the activity. It also provides links to relevant websites that are needed for the activity.

Evaluations- This section consists of a grading rubric that is used by the instructor so students can evaluate their own work.

Conclusion- This section provides a review of the material and provides information on how it will be applied to more information of Mendelian genetics.

To begin, the students will go to the Start button located on the right hand side. This section provides student instructions and teacher instructions to start the activity. The central question of this activity is “How are traits such as flower color, plant height, and hair color passed on from generation to generation?” The first stage of the activity is to go to a website to read about Gregor Mendel and the experiments he conducted, which helped him develop conclusions that are still known today.  The second stage of this activity is to learn how to use a Punnett square by reviewing a tutorial. The third stage of this activity is to go to three different links provided to apply what the student has learned in order to solve short answer problems. The forth stage of this activity is to go to a website in order to complete some genetic crosses and analyze the data. There is a virtual fruit fly worksheet provided so the students can apply his or her knowledge to completing the worksheet after completing the Webquest.

My intensions are to become a high school teacher so I appreciate the fact that this activity is designed for high school level students. I believe this activity encourages students to learn about Mendelian genetics and helps students build their skills when observing genetic experiments. Students will be able to understand the following texts and concepts: inheritance of traits that are dominant or recessive, monohybrid and dihybrid cross, creating a Punnett square, analyze data, review a problem, determine a mode of inheritance, and support a hypothesis by using sound analysis and data. I enjoy how students can perform a step-by-step process so they can continue with the activity at a pace that they are comfortable with in order to have successful outcomes. I think by having a simplified central question for students to base their observations on is a great concept to have so students do not become confused and discouraged to perform the activity. I enjoy how the activity uses a reading article, but also encourage students to take a look at the diagrams for a visual. I am impressed that the worksheet provided has a list of vocabulary terms for students to place definitions with in their own words. The worksheet is separated into sections and asks a lot of questions to help students expand their knowledge and encourage critical thinking. The reason why I would use this website is because of the various sources used to encourage STEM learning. This activity consists of readings, diagrams, tutorials, worksheets, short-answer problems, and videos. I think there is a great application of STEM practices. Students are constantly being assessed by answering questions on the worksheets. Students also summarize their learning by performing a fun assignment at the end of the activity. I feel like my students would be getting the most of the topic by using this activity.

Reflect on the challenges you encountered when completing the activity and possible challenges your students could encounter when completing the task:

The first change I would encourage with performing this activity is that I would not make this an individual assignment, I would separate my students into groups so they can work together to encourage questioning, discussion, and challenge each other to think larger. I believe group assignments are important to help students feel comfortable about a complex topic so they maintain their engagement and motivation to learn. The introduction and conclusion was limited and simplified. I would want my students to be provided with more information regarding the history and development of inheritance. Considering this is the “Mendelian Genetics Webquest,” I think the introduction should be focused on Gregor Mendel or at least have more information about him instead of starting with Charles Darwin. Students should also be provided with reflection of the assignment in the conclusion so they can use it is as a resource to go back to. The assessment of this activity was by completing a lower level learning worksheet earlier in the activity. The idea of this was to help the students organize their learning then later on the students would write an analysis of their virtual work with the fruit fly crosses, but I feel there are many different alternative assessments that can be used. As a future STEM educator, I want to make sure that the students are getting the most out of my activities. Formative assessments are extremely important to monitor progress through the activity. I will be performing observations to make sure there is active participation in the classroom. I will also ask questions and encourage my students to ask questions. We will be pausing in the middle and end of the activity to have a class discussion to make sure that everyone clearly understands the lesson. The students will provide an exit slip at the end of the lesson to provide me with feedback regarding their understanding of genetics. I may include a summative assessment by having the students construct a paper about the activity and everything that they learned from it. This will encourage students to use key vocabulary terms and build on their writing skills. As far as the activity is concerned, I believe that the process flows in a great manner, but every assignment can be changed to incorporate new strategies of learning and teaching.