"Ugh. I need to retire!"

Now on to digital portfolios... sometimes I think all this technology is overwhelming. Just when you think you are getting reasonable current there is something new that you have never even heard of and younger teachers are asking where have you been. For others out here blogging that need a definition, a digital portfolio is a vehicle for both teachers and students to describe, narrate, analyze, and reflect on their own learning as a function of electronic media(Hicks, Russo, Autrey, Gardner, Kabodian, & Edington, 2007). This is a "technology-rich" process that fosters inquiry based learning while completing learning tasks and collecting artifacts as part of the portfolio construction.

This is a different type of composing process that includes hypertext and multimedia along with putting work out there for the world to see. This technology can be very motivating for both students and teachers. It is much more compelling and exciting to put ourselves in front of many different audiences. This form of technology can take otherwise boring classroom activities and bring them to life by allowing feedback from a variety of sources such as students, parents, colleagues, administrators and the general public. Portfolio design decisions can be individualized allowing for differentiation in learning styles and ability levels. This process allows for a level of autonomy offering unique opportunities and insight that might not be realized in a more traditional learning situation.

However, like other forms of technology, teachers need to learn how to use it to be able to then teach their students. That is where the "Ugh, I need to retire!" comes in. Many teachers believe they just don't have the time to learn how. Sadly, many feel defeated before they even try, thinking they could never accomplish something as great. This is 21st century learning and we all need to buy in and seek out the support we need to get to the next level. We are all aware the difficulties teachers face in today's society. My favorite quote from the article read on digital portfolios is when a younger teacher affirms these difficulties that help to create the digital divide by responding, "As a teacher in the trenches, I couldn't agree more, though I hope I can help her learn"(Hicks et al., 2007, p.453).

Contemplating a WebQuest from Urgent Care

As I blog this evening sitting in urgent care with my son, I can't help but think how the web is an invaluable tool. I promptly went on Web MD eager to learn about a broken foot and growth plates, I can't help but think how the motivation I have right now for knowledge is the same motivation experienced by my students. That's where the idea of a WebQuest comes in. A well designed WebQuest supports the constructivist belief of student driven inquiry based learning. Needless to say, this student(parent) was very inquiry driven this evening. The key attributes of a WebQuest emphasises authentic tasks with resources found on the Internet to facilitate the development of critical thinking skills to further metacognition. " WebQuests help students construct a deeper understanding and move through a crucial transition phase toward a more autonomous learning centered educational process(Educational Leadership, 2004,p. 46).

This form of educational technology allows for differentiated learning through scaffolding, thematic instruction, situated learning and authentic assessment(Educational Leadership, 2004). WebQuests provide a way to integrate learning strategies with the effective use of the web. This form of educational technology poses open ended questions that activate prior knowledge, sparks curiosity, motivates students, and stimulates investigation.

Clearly, students come to the Internet with different levels of individual expertise and ability to access the Internet. These issues help to create the digital divide that places some students at a disadvantage. In addition, this divide is furthered by inconsistent exposure to the best WebQuests that inspire students to experience rich thematic relationships that contribute to real world learning.

The effective use of a WebQuest relies heavily on the sophistication and expertise of teacher knowledge and ability to integrate curriculum objectives and the web. Students are motivated to choose topics based on interest and learning objectives. This form of educational technology inspires active learning by creating an authentic learning task where students can receive world wide feedback. These learning experiences elicit confidence and a sense of accomplishment while supporting a more robust understanding of material. This is the essence of 21st century learning through informational technology.

Becoming an Author by Sitting in the Director's Chair

Sometimes just the idea of writing scares kids to death. They become overwhelmed faced with a pencil and a blank piece of paper. Students want to tell their story but feel defeated by words that are impossible to spell before they even start. Many times a child is not fluent using paper and pencil. They become frustrated at their inability to express themselves. Often times, they even loose their train of thought due to the mental energy spent on conventions and letter formation. Many students just give up. How many times do teachers hear the following, "I don't know what to write." "I am not good at writing." What students should really be saying is that they are unwilling to take the risk of perhaps exposing themselves and what they don't know.

Once again technology comes through the classroom door in the form of digital storytelling. The teacher now has a motivated community of learners who are becoming authors by sitting in the director's chair. They are not just writing but learning to illustrate by collecting images, recording their voices, scanning and importing. Most importantly, the students are working together with a genuine interest in each others work that instills a positive attitude and empowers student voices. By using multimedia, students are motivated by technology such as iMovie which allows their thoughts and feelings to come alive(Banaszewski, 2002). Creating a digital story helps students to see themselves as authors with a purpose and audience for writing.

Realizing that digital storytelling certainly has its place in the classroom, there are also limitations teachers should be aware of going in. This type of project requires an extraordinary amount of flexibility in how class time is organized. Usually computer time is a premium and students will need to be rotated to work on projects. To create a digital story, students must be taught various technological skills to be successful such as importing images, transitions, recording voices and much more. This is where the digital divide can keep some teachers out of the loop. Effective teachers must first be willing to learn this technology themselves. The answer to this situation like so many others is professional learning support for educators to embrace 21st century learning.

What A Concept?

Concept mapping has been around for a long time. Students have been using many forms of graphic organizers to scaffold the development of schema and further metacognition across content areas. What is new for 21st century learners is the vehicle used for concept mapping. Using computers or hand held devices makes this learning tool new again. Students are motivated to use technology for learning because it is fun!

Concept mapping is open ended and allows for creativity. No two maps should be the same and there should be no correct answers(Royer & Royer,2004). Concept mapping supports revision as new and deeper understanding exposes misconceptions. These revisions are made easy by the use of programs such as Inspiration and Kidspiration. Many students prefer and even thrive using computers and hand held devices instead of paper/pencil. This technology gives students quicker access to create and facilitates greater stamina. As a result, students are more motivated to add detail and expand their ideas and make connections.

This form of technology allows for differentiated instruction enabling students to work on various activities simultaneously. Hand held devices are particularly useful due to portability and low cost making transitioning as seamless as getting out your calculator. This is just another example of how technology is revolutionizing the way we learn.

Blog On

I am personally experiencing how motivating blogging can be. It is fun! When used appropriately, this technology has the ability to facilitate a collaborative learning community and promote learning through meaningful interaction between students and teachers. This is a new venue to create authentic learning opportunities across the curriculum for all ages. New to me anyway!

As a literacy specialist, I am always on the lookout for ways to motivate struggling readers and writers. Blogging fosters independent literacy by allowing students an opportunity to share literacy strategies, post journals, respond to literature and provide learning support to peers by writing online.Blogging can help to establish a literacy rich enviroment where students and teachers are talking about all the things good readers do while reading(Poling,2005). Many struggling students are more successful and eager to share thoughts by keyboarding rather than paper and pencil. Not to mention, the excitement of having a larger audience to communicate with, instead of just their teacher. That being said, teachers would need to keep a careful eye on the content shared within blogs. Students need to respect this venue and be accountable for their comments. Blogging should not turn into another form of social networking.

Unfortunately, This technology may not be readily available to all students. Perhaps due to limited computer access or teachers not knowing or being willing to engage in this learning arena. These issues could be remedied by allowing students the opportunity to blog within the computer lab at school bringing students and teachers together in an online setting. In addition, students could gain access to blogs outside of school using computers at a public library. However, the first step is getting teachers in the loop. This could be accomplished through professional development and supported by administration at the school level to promote technological growth within the faculty. In order to facilitate change and the use of new instructional tools, teachers like students need the motivation to do so. All it would take is exposure and a teacher's ability to find a comfort level with the technology.

OMG I am blogging!!!

Hello EDU 605! I feel like this is my first step to what will be a long road ahead! Charlotte, Mary Jo, Melinda and Rebecca, I am apologizing now for the frustration I will cause on our journey together. Please know how much I appreciate your willingness to have me in your group.(Like you had a choice!) I was all over gathering my supportive friends together. Anyway, here is to my first time blogging and becoming a true 21st century learner and teacher.