Blogs, Websites, and Wikis – oh my!

Definitions (written by Jennifer Kyrnin):

Wiki - “A wiki is a Web site that is managed by its readers. Readers are invited to login and edit any page of a wiki to make the whole more inclusive and correct. Wikis are a way to take the anarchy that defines the Internet and give it form and substance.”

Blog - “A blog is short for Weblog and is a Web page that has short, frequent updates made to it. Similar to a Web journal or "what's new" page.”

Website - “A web page is a document written in HTML and meant to be viewed in a Web browser on the Internet or World Wide Web such as Netscape, Internet Explorer, or Opera.”

So what do I use?

        Start off by taking a look at this article written by Jennifer Kyrnin. She does an excellent job of explaining the differences between the three, and notes that all can be useful depending on any given context. She also explains that the importance is not the specific tool used, but rather if it is an effective way to communicate your information. Consequently, I believe that they all have a place in the classroom depending on the scenario. Since students are all unique, perhaps they would appreciate different communication tools!

Classroom Website VS Professional Blog

Classroom Website	Professional Blog
Created primarily for student and parent use (basic or simplified language) Includes classroom information Newsletter Calendar Homework Spelling Words Timetable Updated at the end of each day Student input is taken into consideration regarding what is posted (ex. Mme can you post a link to _____ on your website?)	Evidence of professional learning Made for my personal growth and benefit Updated regularly Complex writing although written with clarity Driven by my personal inquiries and learning goals Contains websites, links, and resources that I can refer back to in the future

Why the separation?

The primary reason for the separation between my classroom website and my professional blog is that they are both used for two individual reasons. My classroom website is geared towards students and parents, and my professional blog is for my own personal growth as an educator. While I hadn't originally planned on my students being aware of my professional blog, several of my students were able to find it when they Googled my name. Consequently, I ensure that my professional blog is kept exactly that, professional.

Parent Open House

Blogging in the Elementary Classroom

A Primary Perspective

When working with young students, blogging takes on a different approach than writing mature, lengthy and detailed blog posts about critical subjects on a consistent basis. However, blogs can still be a creative and beneficial learning task for primary students. Some popular items that I have seen included on a primary blogs include:

• Pictures
• Captions
• Audio recordings
• Student writing
• Videos
• Collages and much more!

I believe that young students should be encouraged to keep a blog since it teaches them at a young age that they have a voice that is valued. As written in Bill Palmer's article, student voice reinforces that “what students have to say matters.” Through blogging, students can also learn about the different voices and perspectives of their classmates which can act as a catalyst for peer discussion. This is especially valuable in the primary years since students learn how to respect their peers and justify their own opinion through conversation.

Since I am not yet a “primary pro,” I found a great video from an experienced teacher that contains information about primary blogs in the classroom. Check out the first 2 min 30 seconds of the video below to see how a primary teacher uses blogs in her classroom. In the video, the teacher demonstrates how she has a unique blog set up for each of her individual students. She then elaborates on the purpose of her blog – creating digital portfolios to showcase student learning. I believe that this is an excellent way to use blogs into the primary classroom as they help to monitor and keep track of student work and progress throughout the year.

On the other hand, it is important to note that students should not be blogging or accessing the internet without a working knowledge of online safety. The teacher must be very careful about what information is shared to the public, and should definitely send home a letter informing the parents about the blog and getting their approval before making it active. Unfortunately, this could cause tension if only certain students are allowed to create a public blog and others are not.

A Junior/Intermediate Perspective

In the older classroom, blogs can become more complex and personalized with respect to the individual students. Students can embed PowerPoints, upload pictures of work they are proud of and post constructive comments on the work of their peers. This peer and self-assessment is beneficial for students since it helps students build critical thinking skills and encourages higher order thinking. With my own intermediate students, I use the website Kidblog since it is easy for students to use and is set up so that the teacher can moderate all of the student blogs (approve comments, share posts etc) from a designated “teacher account”.

Upon further research, I found that blogging can also be easily implemented into daily classroom routine. For example, Ms. Kooner's blog shows how she incorporated blogging into her Daily 5 literacy program (reading and commenting on a blog and writing a blog were optional stations). I believe that this would be an excellent addition to my own Daily 5 program as it would be highly engaging for students and they would build literacy skills. The primary drawback I perceive to adding this centre would definitely be the lack of available technology as my classroom only has 2 computers which would not be sufficient for student need. However, students could work on a rough draft of their blog in a writing booklet and then post their work to a blog at a later computer time.

Final Questions

There is SO much more that I could write about and discuss, however I do not want to pretend that I have all the answers! Consequently, I will close this blog with some questions to consider. Feel free to comment below with your own thoughts :)

-Is blogging a fad? While students currently get enjoyment out of blogging, will they dislike it down the road?

-How do you ensure that you are using blogs as a tool for learning (ie the task isn't to create a blog post but rather the task is to communicate your findings about a certain topic through the vehicle of a blog)?

-How can teachers help students drive their own learning? Being the guide on the side instead of the sage on the stage is quickly becoming the role of the teacher. What role does technology have in this?

Teaching with Technology - Focus on Gifted Education

The gifted identification is often not seen as an exceptionality. However, these students definitely require special differentiation and support to help promote learning. Therefore, I have selected a few technological tools that I found can be effectively used when working with students who have been identified as gifted.

1. iPads and Apps

There are a variety of apps that can be downloaded to help students who are gifted. These apps can allow students to work at a level that is appropriate and challenging to themselves as individuals while the rest of the class follows a more basic lesson. Here are some examples of apps that could be used:

• Animoto
• DragonBox
• Fractals
• GeoBee Challenge
• Khan Academy
• Numbers League
• Rover

It is also important to remember that these apps can also be used by students who have not been identified as gifted! However, the apps listed above can add an extra layer of difficulty to students who need a challenge.

2. Blogging

Again, while all students are able to create and maintain a blog, blogs can be great tools for students identified as gifted because they provide a means for freedom of expression. Students are able to write and reflect on personal areas of interest, and can make their blog as simple or complex as desired. Blogs also allow for students to conduct self and peer evaluations of work by adding comments. This would be especially beneficial for students who are gifted because they are able to analyze, critique, and create which are higher order thinking skills.

3. Educreations

This program allows for the explanation of basic to complex concepts and thinking skills as students have to concurrently create and explain their work. Students can become an 'expert' on a topic of their choice, and then 'teach' the class by creating an Educreations recording with audio and video. This allows students to work at a level that is appropriate to them and they can then get the opportunity to watch the recordings of their peers and provide feedback. I have found this to be beneficial for students identified as gifted because they are able to communicate their understandings on a profound level that involves complex thinking. Therefore, they are engaged in their learning since they feel challenged yet confident.

Defining Universal Design for Learning

The Universal Design for Learning framework is excellent as it focuses on meeting the needs of students on an individual yet broad basis. It takes into account all students regardless of ability or exceptionality and helps everyone achieve success. Check out a Popplet I created that shows various definitions for Universal Design for Learning.

Next, take a look at a graphic organizer of the Universal Design for Learning Guidelines.

Universal Design Practices at Lakeview School

1. No outside door on bathrooms

• Bathroom walls are curved to allow for privacy but do not have doors with tricky handles that require turning or strength
• Stalls have simple locks that slide across without having to lift up and push down on a tab or turn

2. Ramp for wheelchair access

• While there is not currently a student who requires a wheelchair, parents who are visiting can easily enter the school and head to their child's class or to the gymnasium

3. Technology!

• There is a ton of assistive technology available for student use
  • iPads
  • Netbooks
  • Computer labs
  • Computer software
  • Apps and online resources
• Students can also obtain their own resources through a special grant if they have been identified with an exceptionality (I teach a student who has a board-issued laptop)

4. Desk Height

• I teach a student with Dwarfism who requires a desk that is smaller than the average seventh-grader desk.
• He has his own desk and chair that meet his personal needs in order to allow him to focus on academic learning

5. Homework Club/French Immersion Support Online

• Teachers are available at break in the library to help support students
• French Immersion help is available online after school (all FI students have access)

Universal Design for Learning

Teaching Strategies, Technology, and Special Needs

With the current push towards incorporating technology into the classroom, it is easy to do a quick Google search and find hundreds of technology tools that can be used to promote learning. However, the tool is only useful if the student who is using it is able to understand and manipulate it to his/her advantage. Consequently, teaching students how to use technology is critical in 21^st century teaching. Here are 5 teaching ideas focused around Daily 5 that incorporate technology and can directly help students with special needs.

*Note, I have not focused on a specific need since every student is different. Instead, I kept the ideas broad so that they can be catered to the individual as UDL suggests.*

1. Daily 5 – Read to self with Kurzweil 3000

Kurzweil 3000 is a Text-to-Speech program that allows the user to hear words written on the screen spoken aloud. If a student is reading an online book, s/he can upload it into Kurzweil 3000 and read the book directly from the program. Then, if the student is unable to decode a word, Kurzweil is able to say the word aloud so that the student can learn the new word and then continue reading. The student could also have Kurzweil re-read the book that the student just read to help ensure comprehension and reading accuracy. The program is easy to use and can be used not only for students with special needs, but any student who is working on learning new vocabulary or fluency.

2. Daily 5 – Read to someone with Educreations

Educreations is an interactive white board that allows for audio recording voice-over. When a student is reading, the second student can be recording the reading and also using the whiteboard to draw what s/he hears is happening in the story. This helps the student be an attentive listener and ensures comprehension. The teacher can then review the recording at a later time and monitor progress to ensure student success. Additionally, the student who was reading the book could watch the recording and listen to him/herself and the pair of students could also have a discussion on the reading (ex. Did they share similar thoughts about the book? Did the images drawn reflect both students' understanding of what happened? Are there other connections that can be made to the story?).

3. Daily 5 – Listen to reading with Audiobooks

Librivox is an excellent site that allows the public to access and listen to free audiobooks. There is an online catalog that allows the student to search and select a book that interests him/her and s/he can then listen to a book that is level-appropriate during the Daily 5 period. This is beneficial because the students can all listen to different books without feeling overwhelmed or bored because of the book's difficulty level. Librivox also offers books in a variety of language which is ideal for French immersion classrooms or for students who speak another language. There is something for everyone when it comes to reading!

4. Daily 5 – Word work with Smartboard

Smart Exchange hosts a variety of resources that can be used for word work during Daily 5. Teachers are able to create their own lessons geared to the needs of his/her students, or download lessons created by others. For example, there are several literacy games such as matching, sorting, fill-in-the-blanks etc that students could work on. Students can also complete these tasks in small groups and work on teamwork and interpersonal skills while improving on literacy. The teacher can carefully pair students to work together or create groups that will allow students of similar ability to work together. Students love working on the Smartboard and would definitely enjoy this literacy station regardless of ability!

5. Daily 5 – Work on writing with iPad

There are countless apps available for the iPad which focus on writing skills. For example, iWriteWords, Creative Book Builder, Poet's Pad, Scribble Press and more! Students can use these apps to improve on their writing and literacy skills since they are user friendly and can be easily monitored by a teacher through student accounts. Students in older grades can also publish their writing using an app called Blogsy which supports major platforms such as WordPress and Blogger. Students with special needs can easily edit their work using an iPad or use a text-to-speech writing app that lets them hear what they typed. Publishing work on a blog also helps students take pride in their work and allows them to comment on each others blogs and provide feedback – a useful skill regardless of age or grade level!

In conclusion, it is the role of the teacher to know his/her students and create differentiated activities that meet the needs of all students. This concept is also known as Universal Design for Learning since all students are able to achieve success by providing ways to represent, express, and engage with material. Technology definitely facilitates UDL as it provides alternative approaches to help all students succeed regardless of any hindrances they may have. Ultimately, anyone can learn when given the tools!

Did You Know? – Resources Every Parent Should Know About

One of the biggest concerns that parents have sending their child to French Immersion is ... “How will I be able to help them? I don't speak French!” Well say no more – here are several resources that every parent should know about. And remember, I am more than willing to meet with you at any time if you are concerned about your child's progress or if you just want to check in!

Tool of the Month

September – Class Website

• Updated regularly (we do this as a class at the end of the day as they fill out their agendas)
• Written completely in English
• Has a section exclusively for homework
• Contains a newsletter about what we have done throughout the past month
• Includes a calendar for the current month and key dates for the month ahead

October – Word Reference

• Online French-English Dictionary
• Offers verb conjugations (regular and exceptions)
• Includes slang and common expressions
• Encourages your child to look at the parts of speech in addition to the word in order to use it appropriately

November – Bon Patron

• French grammar editing program
• Allows for personalization (ex. 'I' is feminine)
• Free and immediate display of errors
• Your child must correct his/her own mistakes in order to learn what they did wrong

December – Reflex Math

• Math practice program that your child can play in French
• Games are individualized and cater to the math needs of your child
• Your child will be encouraged to set goals and play regularly to improve on basic math facts and concepts

January – DSBN Online French Tutoring

• Personal one-on-one French tutoring available online for all French Immersion students
• Tutoring is conducted by an OCT certified French teacher
• Site also has additional resources for parents and children
• Available during evenings and weekends to help your child with his/her homework

February – Quia

• French games based on different learning skills
  • Grammar
  • Vocabulary
  • Sentence Structure
  • Writing
• Quizzes allow you to monitor your child's progress

March – Reading A-Z in French

• Books written in French based on reading level
• Your child has access to an account where s/he can track the books read
• S/he can challenge him/herself by selecting an appropriate book
• Your child can teach you some basic French by choosing a basic book and 'playing teacher'

April – Canadian Parents for French

• Site that contains resources for parents interested in helping their children with French language learning
• Contains a multitude of resources for both you and your child
• Available in both French and English and is updated regularly

May – Google Drive

• Check out your child's e-portfolio on Google Drive
• Ask him/her about his/her work and look at the progress made since September
• Discuss next steps with your child and set goals that you can work together to achieve

June – Kidblog

• Your child has been working hard on his/her blog all year – take a look and see what they have done!
• Take a few minutes and write a post of praise and encouragement on your child's blog. It will be greatly appreciated!
• Encourage your child to continue blogging throughout the summer. It will help keep his/her French language skills from slipping and is a fun way to practice writing in a second language.
  

E-Learning tool – Educreations

I have recently begun using Educreations in my grade 7 French immersion classroom. If you have never heard of Educreations before, it is a “community where anyone can teach what they know and learn what they don't” - www.educreations.com The program allows the user to create a 'lesson' on a 'whiteboard' while recording their voice in order to explain what they are teaching. Here is an example of an Educreation lesson.

Formative feedback:

Teachers can easily provide feedback for students who have recorded their knowledge using Educreations. They can watch the video lessons at their leisure and can either record feedback audibly or write it down. Feedback can include what the student excelled in or areas for improvement. Teachers can also ensure that the student correctly understood the content being taught based on their ability to re-teach the lesson using Educreations. Furthermore, students are able to provide feedback to their peers and can work even self-evaluate by re-watching their lesson and engaging in critical and meta-cognitive thinking.

Differentiated assessment:

As a French teacher, I love the auditory component to the program. Most recently, I have used Educreations to assess French reading levels. I have uploaded several books onto Educreations, and I have students read the books aloud. The program then records their voice and I am able to provide feedback and ensure that students are reading at the correct level. I am also able to check their comprehension by asking questions after the text has been read which also lets me assess their ability to speak freely in an unrehearsed context.

Educreations is particularly useful since I am able to provide work and lessons at various levels for students. For example, if students are reading a book so that I can check their pronunciation, I can have a more challenging book option for a stronger student, and an easier book for a student who struggles with reading in French. This allows me to cater my activities and assessments to the individual students and to provide challenges that are appropriate to their independent working level.

E-Portfolio:

Students need to be encouraged to reflect upon their work and think critically about their abilities. Creating e-portfolios allows students to highlight some of their best work and also consider how to bump up their work to achieve an even higher degree of competence or fluency. Educreations allows for lessons to be stored to an account, and teachers can work with students to help them compare their work at the beginning of a unit to their work at the end. These critical conversations are important for students since they provide important feedback and next steps to consider in their future work.

Blended Learning Tools

1. HotChalk

“HotChalk is an education technology company founded in 2004” - www.hotchalk.com It allows teachers to create online tasks/assignments, and also grade and 'return' student work.

Benefits:

-built in grade book to allow the teacher to keep track and monitor student progress

-online lesson creator (some lessons are automatically built-in and teachers can also create their own)

-there is an automatic quiz grader tool that assesses multiple choice tests

-teachers can comment directly on student work/assignments

-easy to use for both students and teachers

Drawbacks:

-built-in lessons are aligned with American curriculum standards – not Canadian!

-only offers basic built-ins (does not work well for collaborative projects)

-advertisements are used to fund the site – students are exposed to ads while they work

2. Moodle

Moodle stands for “Modular Object-Oriented Dynamic Learning Environment” - https://moodle.org

Benefits:

-contains built-in courses and activities for students/teachers

-world-wide site allows for students to interact with people from all over the word (fosters global education and global citizenship)

-Moodle encourages feedback from students and teachers so the site can constantly be improved

-teachers can view demos before downloading lessons, quizzes, activities etc

-works on any operating system which allows it to be accessed from anywhere in the world

Drawbacks:

-must be downloaded and installed on a computer

-younger students may need assistance in using the site/manoeuvring through the various programs

3. Edu 2.0

Edu 2.0 is a “beautiful, modern, cloud-hosted, LMS that makes it simple to deliver online education” - www.Edu20.org

Benefits:

-no advertisements or hidden costs

-built-in grade book lets teachers assess and keep track of student work/progress

-teachers can choose to create courses that are public or private for their online classrooms

-each student has their own homepage with a personal/customizable 'to-do list' and calendar

-teachers can access pre-made lessons, resources, attendance trackers, tests, quizzes...

-there is a chat and messaging feature that allows students to communicate with their teacher and peers

-multimedia (audio, video, slide shows) can be incorporated into lessons

-site is secure and can be accessed from mobile devices

Drawbacks:

-site appears to be structured for upper elementary aged students and older

-younger students may require adult support/assistance when first learning to navigate the site