Digital Citizenship Prezi

Baby Steps?

Prior to the start of this course, I had taken two other technology courses. I had learned about the NETs standards, app evaluation, and many digital storytelling tools. At work, I had become familiar with iPads, SmartBoards, and Moodle. I felt that I could “catch on” to technology fairly easily. However, technology never seemed to work for me and as soon as something goes wrong, I can't fix it. I always have IT requests!

This course appealed to me right away after I read the course description. I wanted to learn how to use technology for me and for my students. I wanted to learn about new tools and how to use existing tools. The thought of integrating technology with content was overwhelming since I teach five subjects. How was I supposed to teach students content and technology skills at the same time? I also wanted to find a way to evaluate what resources are good and would be helpful to me as I plan and teach my students. 

I have learned so much throughout this course. I learned some things that I expected to learn and many that I did not expect. I feel much more confident in teaching digital citizenship now that I know exactly what it is and why it is so important. I know the parts that make up a blog, how to create one, and how to use them to interact with colleagues from all over the world. I have learned what a Personal Learning Network is, how to set one up, and why it is so crucial to do so. I found out what social bookmarking is and learned how to use it. I learned about wiki's, webinars, and more about Google docs. I learned a variety of ways to find new information, make it come straight to me, and how to organize it. I feel that I really have come a long way with technology during this course. I've learned to just try things and play around with new tools. I have also gotten a bit better at asking for help and looking for help online, I still have a way to go there though! 

One of the biggest things that I am planning to put into use from this class is a personal learning network. As I've said before, I think that most of this work will have to wait until the summer. I can barely seem to keep up with anything this year with Common Core and Standards Based Grading! During a vacation though, I will definitely be adding to Feedly and Diigo, finding more blogs to follow, and watching more webinars! For this school year, since I saw the video near the beginning of this course, I wanted to use a wiki for social studies notes in my class. I still hope to implement this as soon as I can this year, but my students still do not have Google accounts so I am at a standstill. Hopefully next year, I will be able to use a wiki from much earlier in the year. I feel much more confident now with integrating technology use as I teach content areas. I feel that I will be able to use technology tools in many more assessments and projects this year. I also think that I will be able to teach my students research skills in a much more fun way, by using social bookmarking. Next year, I also plan to have a much better introduction early in the year to digital citizenship, followed by more in depth lessons throughout the year. I learned some about flipping classrooms, but I would need more examples and personal how-to stories before I would feel comfortable trying to start to flip my classroom. There are also two things that I did not necessarily not learn during this course, but that I realized. I realized that I did not need to learn about more tools to use in my classroom. Instead, I should focus on quickly learning about a few and then picking one to use with my students. In other words, I need to focus on evaluating a few and then picking one, instead of just having a huge pool of resources. Also, I realized that there is still a lot of incredible technology out there that I do not have access to. I remember the school where I student taught received six nooks per classroom as part of a grant that a teacher wrote. I really think that I should look into grant writing, though of course I have no idea when I'd have time for that!

I think that I had a good idea of technology integration at the start of this course, but I know that I have a much better understanding of it now. Integrating technology means teaching students digital citizenship. It means teaching content standards while incorporating digital skills that they will need in their futures. Educators need to be teaching students digital skills that are transferable across different tools and programs. Our students are digital natives and most of them will be able to transfer these skills. This is what technology integration is no: It is not teaching students to use only one tool or program. It is not forcing students and their families to provide technology for students. It is not enabling students to become reliant on technology. Technology integration should be helping students to be prepared for their lives in the 21^st century. It should be helping students to be digitally responsible and use their own brains for problem solving. And it should be using technology to assist students in learning content standards.

So all in all, I have learned a lot in this class. I have a lot of tools and ideas to bring with me to my classroom. But, I also know that I have a lot of work to do. I understand now that I have to educate my students to be digitally aware and knowledgeable. To do this, I have to keep up as well. It is going to take a lot of work for me to come up with a system to set up a good PLN and keep up with it. I'm hoping that taking slow baby steps as time allows will be better than taking no steps at all!

My Personal Learning Network

In this course so far, I have learned what a personal learning network is, how to create one, and I have taken some steps to create one. I really enjoyed Guhlin's guest blogpost. I think that most anyone can relate to his panic attack scenario. If you stop to think about where technology was even ten years ago, where it is now, and then ponder where it will be in another ten years, it can be very overwhelming. We spend so much time adjusting to and learning new ways to use technology, it seems that will never stop. We will always be learning as technology continually changes. 

I do like the plan that Guhlin lays out to create a personal learning network. I feel that he does a job of explaining why we should “jump in.” He suggests using Diigo, Twitter, Blogger, and Google Reader. Each of these tools he breaks down into how to use it and how it is helpful to educators. I really like the idea of Diigo. Just the bookmarking part of it is wonderful, and the notes just add to it. I wish I could get it to work on my laptop, but sadly I can't- so far. I admit, I have never even thought of joining Twitter. I have some teammates that have attended the Christa McAuliffe Conference and made Twitter accounts because of the presentations that they saw. However, they said that it was very hard to keep up with. I think that I can see myself using it more as a teaching tool and less in a personal learning network. I was very skeptical about using Blogger at first, but it has been pretty easy to learn. If I made one for my teaching though, I would be afraid that I could not keep up with it or that I would run out of things to blog about. I have found through Feedly though, that there are many blogs that I enjoy and like being subscribed to, when I have the time to read them. I had used an RSS feeder before, but I like Feedly better. It's so much better that all the news comes to me! I am glad that we have learned about using Feedly as a replacement for Google Reader.

However, I would not say that I have one. Of course I love to learn and know that I will always be a lifelong learner. This semester however, even though I love the tools that we have been learning about and playing with, I cannot seem to keep up with them enough to establish a personal learning network and actually use it. I am not sure if this is because taking graduate courses fulfills my need for learning right now or if I am too busy with Common Core State Standards and standards based grading or the fact that my house is turned upside down right now. Whatever the cause, I feel that this is the most stressful few months of teaching that I have had. I think it comes down to the new standards and grading program. Teachers left and right are at the end of their rope and in my building we're trying to get each other through it. Hopefully, once our grading program is fixed and the standards settled I will have more time to focus on my personal learning network. In the meantime, I am thankful that I know now why one is important and how to use it. 

EduPuppets

I watched a recording of the webinar Learning with EDUpuppets on Classroom 2.0 Live featuring Sam Patterson. Mr. Patterson spoke about why and how he uses puppets in his teaching and some of the more technical aspects of using puppets. Patterson began using puppets in his instructional videos for students so that there would be another character in them, other than himself. He has moved to having students make videos using puppets as well. He feels that using puppets gives students a way to express themselves without taking so much personal risk. He has also seen that using puppets catches students attention and increases their engagement.

Patterson also described how he makes his own puppets and leads students to do the same. He does this so that he is able to post his videos on-line without risking a copyright issue. Patterson describes some tools and techniques to use when making puppets. He also addresses how to move and voice puppets during a lesson and a video. Lastly, Patterson speaks about the legal side of this classroom approach. Patterson suggests being open with administrators and parents about making videos using puppets. He has found that parents are more likely to allow their child's voice and puppet to be on-line rather then to have their child in the video.

Using puppets in lessons reminded me of how I am currently teaching Social Studies. I print out pictures, drawings and cartoons of the people, things, and places that I am teaching in US history. I back them on construction paper, laminate them, and add magnets to the back. When I am telling a story as my lecture, I put the pictures on my whiteboard, move them around, draw more pictures, hand them out to my students, have them act out parts and have them draw their own pictures on their mini whiteboards. I start out the year telling the story almost entirely on my own because I know that students will not feel comfortable drawing on the board, moving pictures around, and acting out parts. As the year goes on, they participate more. I think that Patterson is right, students of all ages would feel more comfortable participating in an interactive and creative class if they are able to take on the character of a puppet and act like that character. 

I wish that I had the time and artistic skill to make puppets with my students. Even adding in one per unit, such as Squanto or George Washington or Benedict Arnold would be great! Sadly, I am rushed as it is to get pictures ready for each lesson. Maybe some day I could try this! Until then, I am hoping to still integrate technology into Social Studies through a wiki for class notes. I think that I could incorporate puppets into my Language Arts class through digital storytelling apps. These apps are the reason that I chose this webinar. Over the summer, I took a digital storytelling class. I loved the story planning apps, and the voice, video, drawing, and puppet apps that I learned about. I couldn't wait to try these apps out now that my building has an iPad cart. So, when I saw webinar about using real puppets, I thought “How is using real puppets integrating technology?!” I learned that using real puppets does not mean not using technology. Students can use the puppets to make videos where they feel more comfortable and then use apps and software to edit and revise their content.

This webinar was recorded but I'm going to look for a live one to participate in. I thought that a webinar was comparable to a live on-line lecture. I did not realize that it was interactive! At the beginning of this webinar, participants marked where they were from on a map, answered polls, and asked questions of Patterson when his presentation was finished. His presentation also surprised me. It was not just him in front of a webcam. There were also slides and pictures of his puppets. After the presentation, there were also links to other readings and resources about the topic.

I believe that this webinar applies to three of the outcomes for this course. First, digital storytelling is a new technology trend. Using real puppets is just an extension of this. Using puppets and digital storytelling also teaches digital etiquette and social interactions. Students have to work together to plan, write, record, and edit videos about content. As students post their videos and comment on eachother's them, they must be appropriate. Lastly, using puppets really does seem like a way to foster learning, creativity, and innovation. Thinking back to when I was in elemetary school or even later, I would have participated a great deal more and learned a lot more if I had been able to have some of the pressure taken off by using something such as puppets. Students really can make a character, not only through the puppets appearance, but by its voice and personality. This could be an entirely different world for shy students, bored students, and artistic students.

Technology Integration Matrices

Arizona Technology Matrix

Constructive Learning- Entry Level

6th Grade Current Events Exploration

This lesson teaches students to evaluate news stories. Students read the articles on-line and respond to discussion questions. Students then investigate the accuracy of the article. Technology is incorporated as students use student news websites to read articles, use media literacy skills to investigate other sources and as the teacher projects other resources to the class. Students will also be practicing their evaluation and discussion skills.

Objectives

1. The student will discuss a current events newscast.
2. The student will connect the event to an event from the past.
3. The student will assess fact vs. opinion, bias, inaccuracies, or misleading information.
4. The student will consider multiple media types to compare.
   

Common Core Standards
6.SL.1
 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
6.SL.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

State Social Studies Standards
Strand 1: American History
Concept 10: Contemporary United States
PO 1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
PO 2: Identify the connection between current and historical events and issues studied at this grade level using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
Strand 2: World History
Concept 9: Contemporary World
PO 1: Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
PO 2: Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

State Technology Standards

Strand 1: Creativity and Innovation
Concept 1: Knowledge and Ideas
PO 1: Analyze information to generate new ideas and products.
Strand 3: Research and Information Literacy
Concept 2: Processing
PO 3: Evaluate information and media through determining facts, opinion, bias, and inaccuracies by consulting multiple sources.

Reflection:

This lesson looks very easy to implement. In the past I have done a similar lesson involving students reading and analyzing news articles. This lesson aligns with the Common Core and therefore creates a deeper level of understanding and analysis in the students. I do have all the resources that I would need to teach this lesson in my classroom- Internet connection, SmartBoard, and Elmo. The class in the video did seem engaged- the hook worked. I think that my students would be fascinated and thrilled to be reading real news stories, however I think the analysis would be a bit much for them at first. I wonder how much practice the students in the video had with this sort of material before. I think that with some practice my students would become adept at analyzing articles and having real discussions.

Florida Technology Matrix

Constructive Learning- Entry Level

Grades 3-5 Geography

Students begin the lesson by looking at the United States using Google Earth on the SmartBoard. Then, students come up to the SmartBoard to place each of the states in its correct location on the United States map using Shepard Software. In the video, it seemed that as the teacher was teaching the lesson, other students were using computers in the background.

Objectives

• Students will review basic geography terms such as latitude and longitude.
• Students will preview their next geography topic, which will focus on the United States.
  

Standards

None listed

Reflection

This lesson also looks very simple to replicate. I have all the resources that I would need to replicate it, I would just need to play around a bit with Shepard Software since I am not familiar with it. The students in the video did seem engaged. I could tell very well from the video, but I do not think the Google Earth portion of the lesson was shown. I think that would make a very good hook for students. I am also curious as to what the other students in the video were doing. The ones that were participating seem active and involved, but I am not so sure about the others. I think that my students would be very engaged with this lesson, but I would still have some kind of recording sheet for them to fill out so that the rest of the class is on-task while one student is up at the SmartBoard at a time.

Comparison

I looked at the Arizona site first and chose a lesson. Then I went to the Florida Matrix and chose the same thing- a Constructive Learning Entry Level Social Studies Lesson for the intermediate grades. I feel that there was not much to the lesson from the Florida Matrix. I looked around, and some of their other lessons provide more in depth information and standards, etc. I did like that the Florida site had the lessons broken into subject matter instead of grade level. I still prefer the Arizona site though- it was easier to navigate and more visually appealing. This is a site that I would keep in mind for vacations, when I have the time to sit and really sort through ideas. I believe that these sites do include examples of project based learning. I have found some lesson plans that involve authentic, deep, student directed learning. I also believe that given a simple idea, many educators could take an initial lesson plan and turn it into a project based learning opportunity.

Digital Citizenship

These five paragraphs are not so connected... I guess I really am a semi-digital native!

To start off this week, I Googled myself. I had never done this before and I was surprised to not find much. I thought that I might find some articles on the website for the college that I attended or links to my districts website. Of course, I found a link to Facebook. I thought that I had very good security settings, yet a Facebook search showed my age, where I live, and other things that I thought I had restricted to friends only. I don't even share my entire birthdate with my friends, so I'm not impressed that is out there! I will definitely be doing some more research here. 

I found the information about the gaming detox centers in South Korea very interesting. I still do not quite understand how gaming and being connected is so much more connected in that country but I understand how individuals could become addicted to online video games. I'm glad that the documentary included a portion about the social side to online gaming. I have family and friends that game online a lot, so I know firsthand that gamers are not all anti-social geeks. They do form real friendships and relationships online. Isn't it close to how teachers learn and collaborate together online? They're forming relationships in the same way, except through a hobby, not a profession.

There is one point that I disagree with that a few different places were talking about- multitasking. Last summer I took the course Theories of Learning and Cognitive Development. We read a book by John Medina that disproved the concept of multitasking. According to Medina, people who can “multitask” well can simply between different tasks quicker than others. They are not truly doing two things at once though. The study in the documentary just showed that those individuals could not multitask as well as they thought. I would like to know what that study learned about multitasking in general.

As for the NET-S and teaching digital citizenship standards to students, I think that if students are using technology at all in the classroom, then digital citizenship should be addressed. Not doing this would be like expecting students to perform group work well or get along well at recess without teachingsocial skills. Schools have begun explicitly teaching social skills to students because it is necessary. While things like social skills and digital citizenship should be addressed at home, some students won't have that opportunity. If our job as educators is to prepare our students for their futures, then we would be doing them a disservice by not teaching them social skills and technology skills.

For the next school year, I hope that I can plan and pace out the beginning of the year better. I feel as though with all of the routines and procedures I have to teach my students in their first month of middle school I had a hard time fitting in a lot of digital citizenship lessons. I had hoped to cover more digital citizenship lessons before allowing Bring Your Own Device to start in my classroom. However, it came time to start units which include lessons that I designed to use with BYOD. So, I started BYOD for the year even though I hadn't covered all the digital citizenship lessons that I had found and made. Of course I had planned to cover digital citizenship in steps through out the year, but there were some things that I wanted to cover before allowing students to bring in devices. I guess I just have to live and learn and plan better next year!

Animoto Video- My Munchkins

Midterm Reflection Part 2

listen to ‘Midterm reflection 2’ on Audioboo

Midterm Reflection Part 1

listen to ‘Midterm reflection 1’ on Audioboo

Week Five- The Textbook to Guide Us Away From Tradtional Textbooks

I have to admit, I was shocked that there was a required textbook for this class. All of my electives for my degree have been technology classes, and this was the first one that had a textbook. I did not look into it much but guessed that it must be something like a web 2.0 guide for dummies- exactly what I needed! Well, that is certainly not the case. This course has taught me that if I am having difficulty using a web 2.0 tool, I should try e-mailing someone or googling it first. This is very different for me! I feel that this textbook is a good bridge for those of us that are not ready to dive into the web 2.0 world and simply begin playing around with the tools.

I have learned a lot so far from this book. I really felt that the explanation and graphic comparing cooperation and collaboration were helpful. I had been hearing the terms PLC, PLN, and CoP a bit and found their definitions and examples helpful. I particularly liked the point about diversity within these groups; it has made me very thankful for the different people on my grade level team this year. It can be frustrating having differing points of view and approaches, but we are starting to get somewhere! I remember learning about the stages of collaboration before, but it is entirely different to think about it in an online context! I have also been enjoying the suggested tools in the book. Many of them I have already heard of, but the descriptions that the authors offer are very helpful to me.

Two things have stood out the most to me so far though. First is the discussion of relationships. It truly is different to build a relationship online and have the trust to collaborate. I am glad that the book addressed this and gave some tips, especially since I am a person who always tries to communicate in person instead of over e-mail or the phone. Knowing that I am not alone in wondering how to collaborate online is helpful in-itself! I also liked the reminder that web 2.0 tools should serve learning. I always need to keep in mind that I should be showing my students how to use the tools while teaching them content. I can often get caught up in teaching my students the tips and tricks of tools instead of teaching them the content and letting them work out the tools on their own- they are very capable of this!

Overall, our textbook is a guide. I like that it offers suggestions and encouragement to make it a hands-on resource.  I feel that the discussion in it is helpful as educators make the huge switch of integrating technology for students to be successful in their futures while simultaneously adjusting to new standards, grading systems and evaluation procedures. The discussion about why and how is very helpful and motivating to me!

Week Four- A Digital World

I enjoyed all the different places that this video visited. I also have often have the thought that too much technology is bad for students. They seem addicted and act out when they are not watching TV or playing video games. They appear focused on violence. This video made me think though that maybe there is a difference between passively viewing technology or engaging with it in a violent setting and actively learning through it. Being addicted to a game that encourages learning would not be a bad thing. 

I agree with what one of the instructors mentioned about students being more committed to their work when they know that people other than their teacher will view it. It makes sense! Their name really is attached to it and so of course they would want to do their best. I think that this also makes them more proud of their work and therefore happy to be learning.And enjoying learning is what students really need. They need to learn how to acquire information and how to enjoy it. As the video said, we are preparing them for things that don't even exist yet. How can we be doing that? I think that teaching them how to learn, collaborate, problem solve, and enjoy all of this is the only way that makes sense. 

The location based learning was very interesting to me and I will be doing some more research about it. It raised a lot of questions to me about how that works- mostly legal and logistical questions though, so I'll leave them out! I loved the sense of connecting the past with the present and getting students outside of the traditional classroom. It seemed like a great way to incorporate visuals that weren't always technology based into learning. I guess I am trying to say that I appreciated how the lessons brought the students into the real world and had them interact with people.

I love the museum story! I personally love museums but I know that children, even other adults, do not feel the same way. I can picture kids being captivated if there was an interactive technology piece to museums. Having a scavenger hunt could be just the beginning! Having barcodes to scan for additional information, wikis to share reactions, places to share photos, etc. I know that many museums have created virtual field trips but I think this would be a great way to increase engagement during real field trips. And just think, better attention = better behavior!!

I still have the same apprehension with all of this as with many things from this course. The places in the video were amazing. A center for high school students with technology available to them. A digital based high school. I wish that parents and taxpayers knew how important this is. I wish they weren't afraid of students using technology to learn. That much technology is a dream to my students and I. I wish that weren't so, but I do not know how to change it.

Week Three- Technology Integration: Sounds Simple, Right?

When I think of technology integration, I think of using technology within the curriculum to prepare students for their futures. I believe that integrating technology means teaching students skills that they can transfer to any tool. They also need to learn to evaluate technology to determine if it suits their needs. Students need teachers to guide them and learn with them to use tools effectively. Teachers also need to describe to students how to be safe while using technology. When I picture an integrated classroom, I see technology tools being used across the curriculum. I picture students connecting and collaborating with other students in their building, in other districts, and from all over the world. I also see continually new and different uses being created for technology.

My experience with technology integration has not fit this definition. I have a SmartBoard in my classroom and I went to a training about it once. I took a lot of notes that I have yet to use. My SmartBoard doesn't work a lot of the time. It takes awhile for it to be fixed. The entire building where I work participates in Bring Your Own Device. Most parents seem to be upset that we are "expecting" their children to have such devices. Many others are too worried about security to allow their children to participate. A few are on board and ask very useful questions. I know that there is a general hype that children use technology too much. I agree with that. But some of the arguments are just not valid, in my opinion anyway.

Yes, some games and such on devices are not good for children. They're too violent and suggestive. But children can read a book on their devices. And they can bookmark selections, take notes, and look up definitions to words that they do not know. So I think parents should be happy when their kids can use technology. Personally, I have a problem when children are lost with out their devices. Go outside! Run around, climb a tree, act like children!

I suppose my vision for technology integration comes from my experience and what I think the definition is. I hope for a classroom that does not ban students' personal devices. Or teachers' for that matter! I would want a classroom where technology is balanced with hands-on activities and time outside. I would want students to be a part of coming up with ideas for the use of technology. Of course, a first step to this is a budget. We cannot get very far without more pieces of technology in the classroom and more support for all the technology. I think that a way to achieve this is through parents. They should be a part of this process anyway though.

Parents and students need to be educated about digital citizenship and the importance of learning to use technology. The biggest piece that I feel would help to achieve technology integration is professional development. That SmartBoard workshop that I mentioned early would have been ten times more helpful (at least!) if I had been provided a laptop with the Smart Notebook software on it and had been told to bring a lesson that I wanted to use. Teachers are just like the students- we learn best by doing too! If we are shown how to use a new tool during professional development and then given the opportunity to practice with someone a bit more knowledgeable there to help, I feel that we are much more likely to learn the tool and therefore implement it. And hmmm, doesn't this method sound familiar? If we learn best by this kind of professional development, then it seems logical that our students will learn best in the same way! And what's even more, where we as teachers are hesitant to learn and try (and possibly fail) with something new, kids are not!!

 I feel that truly integrating technology has just a few steps, but these steps are not as simple as they may seem. They would be worthwhile though!

Week Three- My First "AHA! I can't wait to use this!" Moment

My first thought when I went to watch this video was something along the lines of "One hour?? I better get some popcorn." It was a really interesting hour though! I enjoyed the different perspective from the "Now You Know" video and the articles. I agree with Wesch's thought about a knowledge base for students. Yes, students "catch on" surprisingly quickly to new technology, but they do not seem to know the basics. They need to learn the basics as well as digital citizenship.

I also enjoyed Wesch's presentation of a "normal" classroom. He clearly disproved everything about the old classrooms with lectures, the professor being the center point and using the internet solely as a source of information. He also justifies making a network out of the class by describing a mass as following, a hierarchy as authority and a network as participation. Having a network in such a large class sounds overwhelming to me but clearly he has a system which works for him and his students. He makes it clear that participation is important, enough that he will go through all this extra work. I think that educators at lower levels need to work toward participation as well and not just authority or following. We need to prepare students to participate in the 21st century.

The ways that Wesch's incorporates technology into his college classes are amazing. Clearly, the class is traditionally a lecture. But with both a small class and a large class he includes everyone in the learning. Obviously I could not quite understand how the simulation works, but it was fascinating. Technology is used to research and create, but in the end the students have a hands-on, in person, learning experience. The wiki that he used is also amazing. Which brings me to my new idea.



Wesch described using the Wiki as a way for the students to collaboratively take notes. For a few years I have pretended not to hear the sixth grade teachers complain at the copier that  their students do not know how to take notes. Honestly, I was never "taught" to take notes. I have no idea how teach my fifth graders to take notes. But this gave me an idea. At the end of last year, I played around with teaching Social Studies as a story. Over the summer I took a course and learned more about teaching through storytelling. I learned that "Stories are easy to comprehend. Stories are interesting. Stories are easy to remember...Story structure applies to the way you organize the material that you encourage your students to think about, not the methods you use to teach the material (Willingham, 2009). Essentially, I re-vamped my story idea to use pictures, student whiteboards, my SmartBoard and my students as actors to tell the story of American History. I was so excited to start! Now I'm even more excited!! We allow students to have Google account so they would be able to log onto a wiki and create a notes page after each part of the story is complete. My thought is that they will be able to create notes easier after an interactive "lecture" in storytelling format. I'm not going to think about teaching them to take notes in math class yet! I guess it's time for me to start playing around on a wiki!

Willingham, D. (2009). Why don't students like school?. (1 ed., pp. 69-71). San Francisco, CA: Jossey-Bass.