Flipchart Software Description and Application in the Classroom

Chaucer's Nun's Priest's Tale and Frame Narrative

My flipchart is "Chaucer's Nun's Priest's Tale and Frame Narrative," a presentation geared towards a variety of audiences: http://www.prometheanplanet.com/en-us/Resources/Item/61935/chaucer-s-nun-s-priest-s-tale-and-frame-narrative#.VbbOLPmL11I. An instructional piece of software, this flipchart is designed to "teach skills or information through demonstrations, examples, explanations, or problem-solving" (Roblyer & Doering, 2012, p. 11). The flipchart hardware is accessible through a computer's use of the Web, so a teacher can use it anywhere there is access to the Internet. With the rise of the Cloud, a software support tool, it is easy to create and edit these presentations and bring them into the classroom. Robyler and Doering (2012) discuss the extent to which cloud computing is becoming more important for teachers, and how maximum access is important for working on and editing these types of projects (p. 142). For schools, incorporating these programs helps justify and show the uses for their purchases, because "When schools and districts make hardware and software purchases, they are making curricular decisions" (Roblyer & Doering, 2012, p. 67). By using a visual and interactive flipchart, students can look at the many layers of the "Nun's Priest's Tale." A confusing and twisting narrative, this flipchart uses circle graphics that work from outside to inside to show how truly complex the tale is. There are essential conditions for technology integration  because the use of this software allows for a visual representation to be displayed through the software instead of drawing a chart on the board or simply lecturing. Roblyer and Doering (2012) discuss Web-based lessons, and letting students access this presentation on their own lets them work through the narrative themselves, stopping at each circle to read the tale in that certain way (p. 147). There are multiple ways to approach this tale, and using technology integration, they can tackle it in a new way. This technology integration goes hand in hand with technology use based on problem solving because it always students to use the technology to unravel the story, but does not give them specific answers. It provides basic information linked to background and understanding, but leaves the interpretation to the students. Roblyer and Doering (2012) say that "The most effective teacher educators are those who model the use of technology in their own teaching" (p. 68). By using this particular flipchart, an effective teacher lets students solve problems by utilizing a piece of visual software as an aid. It doesn't overtake the lesson, but is an effective tool to utilize in achieving an objective through visual and interactive presentation.

References

James Fleming. (2010, September 12) Chaucer's Nun's Priest's Tale and Frame Narrative (Flipchart file] Retrieved from http://www.prometheanplanet.com/en-us/Resources/Item/61935/chaucer-s-nun-s-priest-s-tale-and-frame-narrative#.VbbYhfmL11J.

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.).  Columbus, OH: Merrill Prentice Hall.

Advantages and Disadvanages of Integrating Tech in the English Classroom

  Advantages of Integrating Technology
One advantage to using technology in the field of English is the ease at which students can write papers and other research assignments. Blogs are a great example of how a students could create a site where they can discuss their ideas and opinions and easily get feedback. Roblyer and Doering (2012) explain that, “Blogs began as personal journals, but their use rapidly expanded to a public domain in which anyone could post opinions on the topic” (p. 268). Especially for English classrooms where many students will have different opinions, a blog is a singular location in which they can voice their thoughts. A site like Wordpress or Blogspot is perfect for an easy to use when creating a blog. Another advantage is to use a wiki, which is a “the ongoing work of many authors” (Roblyer & Doering, 2012, p. 268). Since anyone can edit a wiki, it can be used for group projects or another discussion board where everyone can control the content. Roblyer and Doering (2012) say that it is the duty of the English teacher to “make meaning form texts,” a wiki is a place where students can come together and learn this skill responsibly in a controlled environment (p. 268). A site like Wikispaces is easy to set up for both students and teachers. This site talks about the usefulness of using a wiki in the classroom: http://www.educationworld.com/a_lesson/using-wikis-in-the-classroom.shtml.

Disadvantages of Integrating Technology
A disadvantage of technology when teaching English can actually masquerade as a positive. Spell-check software, a program that “underlines in red words it perceives as misspelled and underlines passages in green to highlight possible grammar problems,” such as Microsoft Word (Roblyer & Doering, 2012, p. 279). While this software can be helpful, this site demonstrates the fact that while it may be useful, it certainly is not perfect: http://www.teach-ict.com/gcse_new/software/word_processor/miniweb/pg16.htm. However, as Roblyer and Doering (2012) say, “teachers can show students how to use these prompts to check for and correct mistakes in their writing” (p. 279). Software such as http://www.englishsoftware.org/ can be a better alternative for students than simple, bare-bones spell checkers.

Specific Activities, Programs, Etc.
Wikis
Blogs
Digital text to encourage engaged reading
Digital storytelling
Word Processors
Examining the usefulness and pitfalls of spell-check
Digital publishing
Online Thesaurus
One scholarly journals
Microsoft Word
Vocabulary building

References

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.).  Columbus, OH: Merrill Prentice Hall.

Search Engines and Website Evaluation in the Classroom

Search Engines

Search engines such as Google (https://www.google.com/?gws_rd=ssl) are important for students to learn how to use as a jumping-off point for research. While library searches and academic search sites may be intimidating, using something such as Google will help students become comfortable with using a search engine, especially since many already know how to use it. As Roblyer and Doering (2012) describe, keyword search engines like Google are used by “typ[ing] in the search word or phrase, and the search engine displays a list of websites whose URLs contain the word or phrase” (p. 219). Something as easy as this is perfect for students to learn how to filter and find information on the Web, since all kinds of sites, both valid and biased, are there to be easy used.

Website Evaluation Video

For website evaluation in the classroom, this video is perfect for teaching a younger classroom:

This video sets up a scenario that many can relate to, about “hearing it on the Internet,” and a solution to finding information that is relevant. Roblyer and Doering (2012) rightly remark that the Internet is “a reflection of the best and worst qualities of our society” (p. 214). Because of this, videos such as this one can teach students how to tell what websites are reputable and which ones aren’t. Domain names especially can be the different between educational and offensive. Roblyer and Doering (2012) tell us that “the Internet is designed to make information easily obtainable, and unfortunately, such materials can be accessed all too easily by accident” (p. 214).
                                                                     Favorite Web Site #1
One of my favorite websites I use and students should use is http://www.jstor.org/. This site has a simplistic opening page that lets the user know immediately what they need to do to access the page. Roblyer and Doering (2012) say that one piece of criteria for evaluating a webpage is that “the first page of the site indicates clearly how to navigate to other features of the site” (p. 255). Jstor does this perfectly, and is clear in what the site is used for and what it can do. Students wishing to access any kind of scholarship need this site at the disposal when writing papers or researching for a project.
                                                                   Favorite Web Site #2
Another site I have found to be useful is the wiki that was designed by a teacher for their 10th grade English class: https://bhsenglish10.wikispaces.com/. This wiki is perfect for getting student’s thoughts about assignments and letting them take discussions outside of the classroom. Importantly, the site loads fast, which along with it being "easy to get around in the site" is important for students so they can use it (Roblyer & Doering, 2012, p. 255). I could use a wiki much to the same effect, since the English discipline is one that could take much time when reading certain texts.

References

GCSCLibrary (2013, February 12). Evaluating Websites [video file]. Retrieved from https://www.youtube.com/watch?v=aem3JahbXfk.

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.).  Columbus, OH: Merrill Prentice Hall.

 

Hypermedia in the classroom

 Hypermedia Product in the Classroom

Roeblyer and Doering (2012) describe hyper media reference materials as “reference materials available online that may include search tools, simulations, animations, videos, and/or Internet materials” (p. 175-176). Easier to access and to use, these materials helps students research materials online or in CD form. Much like other forms of hypermedia, these online applications help increase the motivation of students, and as a result “will tackle hypermedia project[s] enthusiastically” (Roeblyer & Doering, 2012, p. 176). One online reference material that students can use is the site Snappy Words: http://www.snappywords.com. This site is an online, visual thesaurus that students can use when they are writing any kind of paper or assignment. This site allows you to type in words, and make visual connections, relations, and differences between the words. This could be easily used in the classroom when editing papers and finding proper word choice. Especially for visually-minded students, this site could show students how complex their word choice is, and how it relates to the original word they have chosen.  With this tool, it allows students to “constantly make decisions and evaluate progress” (Roeblyer & Doering, 2012, p. 176).

 Multimedia Authoring Tool in the Classroom

Audio and Video productions and editing systems can also be used in the classroom to help with creative teaching solutions and exciting project ideas. Roeblyer and Doering (2012) talk about video and editing software becoming easier to use and more accessible in the classroom, cutting down the time it takes to learn and use the software (p. 188). One type of software tool that has appeared in recent years is the Podcast, and its video relative, the Vodcast. Podcast comes from “’iPod’ and ‘broadcast,’ and are meant to be posting an audio or video file online” (Roeblyer & Doering, 2012, p. 189). While “Casting” originally was used for recreational and entertainment purposes, it can now be used in the classroom as a project tool. Video casting is the more popular of the two in the classroom, since it is easier to obtain materials and edit. This site is an example of basic guidelines that a student may be given when working with media in the classroom: http://www.medialit.org/reading-room/video-basics-and-production-projects-classroom. Students can use these tools to create video or audio files for projects, when in the past a simple poster-board or powerpoint may have been the easiest way to present information. Recording a podcast or vodcast allows students to be more expressive in their work, and may even enjoy it more. Below is an example of a student project that uses a video:

                                                                        References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.).  Columbus, OH: Merrill Prentice Hall.

Brenda Contreras (2013, November 17). Student Voice Podcast [video file]. Retrieved from 
https://www.youtube.com/watch?v=1EIITJx4IAU

The Basic Three in the Classroom

Basic Three of software:

Word processing

Ex.Word

Spreadsheet

Ex. Excel

Presentation

Ex. Powerpoint

Word processing software

Word processing software allows students to easily work with written materials. Instead of writing new material after every editing process, students can adjust their work within the program, allowing instant changes and feedback. However, when students edit, they are “concerned primarily with surface-level corrections, such as spelling or grammatical errors, and word processors seem to have a limited effect on promoting global revision, or overall improvements in depth and quality of written communication” (Roblyer & Doering, 2012, p. 120). While it is a great tool to use, students must be trained in basic writing to truly use the software to its fullest potential.

Spreadsheet software

Spreadsheet software supports mathematical problems solving by allowing students to process these equations in a graphical format. Students can see their processes and make changes where necessary. Roblyer and Doering (2012) note that an issue with it is that “they [students] are not afraid to process words, but processing numbers is quite another matter” (p. 125). Spreadsheets require formulas and other mathematical skills, which can cause anxiety or fear. Teachers must, as Roblyer and Doering (2012) write, “allow time for students to become comfortable with the software and discover that it is an aid to them, rather than a further challenge to their math ability" (p. 125).

Presentation software

Presentation software can be used as an outline to a lecture, or to display key terms or ideas needed to help the class. It allows students to work on projects together, especially to “contribute in a variety of ways…rather just in writing” (Roblyer & Doering, 2012, p. 128). By offering a creative medium, all kinds of students employing all kinds of communication and creative styles can work together in a way that other project methods couldn’t. However, presentation software can create a crutch, leading to stagnation in classroom learning.It can also distract and take away from the presenter and their ideas.

Classroom Use

I would use presentation software in the classroom, especially with my concentration in Medieval Literature. Roblyer and Doering (2012) recommend that teachers show “only a few slides at a time before having students apply the information, having some slides with no text, [or] moving around the room while showing slides” (p. 130). More importantly, presentation setups will greatly effect what students get out of the lesson. This video offers wonderful advice on making a successful presentation for an English classroom:

 In context of a classroom, focusing on a few concepts at a time (such as vocabulary), and showing them on the presentation will allow students to digest each concept and then put it to use. Putting vocabulary on the slides will help them if they need it, without being too intrusive.

References:

British Council (2010, August 31). Presentation for Teachers [video file]. Retrieved from https://www.youtube.com/watch?v=OoTPuAecvH8

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.).  Columbus, OH: Merrill Prentice Hall.