This week I decided to study internet projects. Two exemplar internet projects that I examined were discussed in chapter 3 of the Leu, Leu, & Coiro (2004) reading. The Monster Project is a very creative way for students to practice writing with descriptive language. This project allows students to write for a real audience and also allows them to connect with students around the world. Another project that has similar benefits for students is the Flat Stanley Project. This project goes along with the book, "Flat Stanley," by Jeff Brown. An important aspect of both of these projects is that student work can be displayed online for everyone to see, which is very exciting for most students. These projects could easily be incorporated into an ELA unit or as center activities. They align with New York State and Common Core learning standards and allow students to develop literacy skills including reading, writing, communicating, collaborating, creating, and sharing. Starting with these already existing website internet projects is the best way for both students and teachers to get used to using them in the classroom according to Leu's video clips (http://ctell.uconn.edu/canter/canter_video.cfm). I would agree that finding an existing internet project to participate in would be most comfortable for me before creating my own spontaneous internet project.
The readings and videos this week focused on incorporating the internet into a teacher's already existing instructional models. I really appreciated the Leu, Leu, & Coiro (2004) chapter because there were so many practical applications and examples for using the internet in the classroom. "Each instructional model we present enables you to support the acquisition of new literacies in your classroom while you also teach important content information" (Leu, Leu, & Coiro, 2004, p. 99). After reading this chapter I can see myself incorporating internet workshop and internet projects into my classroom. The videos provided further reinforcement and a step-by-step guide of how to integrate these experiences into the classroom.
The other two articles focused on differentiating and/or modifying WebQuests to meet the needs of English Language Learners and students with Learning Disabilities. I think this information for examining and designing WebQuests can be applied to all students. "Because the WebQuest is a student centered activity, it is essential that all directions be clearly and concisely written" (Sox & Rubinstein-Avila, 2009, p. 41). Directions for all internet based activities should be clear for all students, especially when activities are first introduced. Information contained in these articles is also helpful when trying to meet the needs of each individual student while using the internet. "These strategies include reducing the reading difficulty level and providing study guides, concept maps, advanced organizers, and graphic organizers" (Skylar, Higgins, & Boone, 2007, p. 21). The information provided in these two articles can be applied not only to WebQuests, but to Internet Workshop, Internet Projects, and Internet Inquiry. "Though we have no evidence, we suspect that the Internet will have its greatest impact on teaching and learning through the new ideas that teachers share with one another and the new connections that are formed between teachers and students around the world" (Leu, Leu, & Coiro, 2004, p. 136).
Hi Annie,
ReplyDeleteI like how you emphasized the fact that these instructional models do no thave to be a hassel for teachers, because I am starting to feel that they can be very overwhelming, especially for someone who is new to teaching. I like that you explained that they can fit into existing strategies, and cover standards. Do you plan on incorporating them into your current/future classroom? How? I feel like Internet Projects sound especially daunting to fit into a curriculum that might be strictly defined by a district. But something like the Flat Stanley Project sounds like a really interesting way to conclude a novel and like it really wouldn't take much classroom time to participate in. I guess it all depends on what it is, right?
I'm glad that someone else checked out the Monster Project Internet Project because I found it to be a really fun way to get students reading and writing in the classroom.I've seen it done before between classes but never across the world, which seems easy due to the site they have created. I also liked how a few of the articles emphasized using WebQuests and other Web tools that are already on the Web. It saves time when we have an example to use or to build our own off of. Great post..see you soon!! :)
ReplyDeleteHi again Annie,
ReplyDeleteLike you, I thought the Monster Project was a great idea and very motivating for kids! It provides a very authentic assessment of their expertise in detailed writing. Because I am most interested in teaching primary-age students, I also appreciated that this example was relevant to that age group. So much of the Web 2.0 literature seems to be written with older students in mind, but it is nice when primary examples pop up.
On that note, I loved the section in the Leu video on Internet Workshop that discussed how it could be done even in Kindergarten with the letter-eating frog website (http://ctell.uconn.edu/canter/canter_video.cfm?movie=2d_concluding.mov). The idea that students simply writing down their favorite letter from the activity could serve as their information to "share" was great. And the spelling activities using those letters were a nice extension. This class is really getting me excited about using the internet and Web 2.0 technologies in my classroom one day.
-Andrea
Hi Annie,
ReplyDeleteI loved the Flat Stanley internet project idea as well. I remember being very fond of the book when I was younger, and I'm sure I would have loved doing a corresponding internet project. It also didn't seem that the project required a large amount of technology, as the internet was only necessary for the teacher to connect with other classrooms involved with the project. I suppose that would be beneficial for schools that didn't have a high degree of technology.
--Emily
Annie, I appreciate your post and the dialogue that has started here! I hope you can continue it in class. I personally favor the Internet Workshop. I think it would work best in a classroom that uses a workshop approach to language arts. The structure could be beneficial for students.
ReplyDeleteAnnie,
ReplyDeleteI think it's a smart point that you make about the internet projects connecting to State standards for ELA. It's easy to get caught up in the potential for using technology in the classroom, but it's important to stay focused on what the students need to learn. Incorporating technology without pairing it with meaningful instruction would be counterproductive. Technology shouldn't replace instruction, it should act as a scaffold to deliver the instruction with. Great points!