Google Spreadsheets

When you first sign in to this site it is under Google documents. You need to then click the tab on the left for spreadsheets. Once in Google spreadsheets you can look for templates, or upload your own files you have already started working on. Within the templates there is a sub-category for students and teachers that offers some neat templates. Some examples are reading logs, calendars and lesson plan templates. However, there are some drawbacks to these templates. Some have funky color schemes, and added options I would not want on my spreadsheet. Also, within the search results are templates featured in different languages. I commend google for accommodating different languages, but it was frustrating to have to weed through the templates to find the ones formatted in English.

In order for my students to use this site they would need to know the basics of using a spreadsheet. This includes what the different templates mean, and how to use each one. Simple functions such as formatting columns and rows, and addition and subtraction formulas would also be included in background knowledge I would want my students to know.

It is fairly simple to share documents created on this site. Students can create their spreadsheet on excel and upload the document to this site, or share a spreadsheet they create on Google spreadsheets. Their project then becomes available to their friends, family, classmates... Whoever they want to share it with. They just need to have a valid e-mail address in order to be invited to view the document.

Google Spreadsheet could be used in many subjects. There is a template featured on the site for reading logs. Students could record their reading progress on this document and then share it with their teacher through the site. Also, this site could be great for group projects in math or science. Students working on a science experiment could record their experiment results within a spreadsheet. They could then look for trends and even make corresponding graphs from their results. If each group member had an account, they could contribute to the assignment without being in a computer lab together. They could complete their portion of the task, upload it, then wait for the other group members to upload their data.

Teachers could help facilitate the use of this site. With the example given above on the science experiment, teachers could assign roles for each student in the group. Students would then have to complete their portion, and look for their group members responses in order to complete the assignment. Once that was complete, the teacher could assign the next step in the assignment and students would need to complete theirs and then look to their peers again. Doing so encourages students to collaborate on their ideas. It is similar to the jigsaw method we are using for our assignment. This method encourages communication within group members. The only difference is that this science fair project would be completed through the Google Spreadsheets website.

In order for this to all run smoothly, the teacher will need to keep an active role in the students' progress. They will need to facilitate communication if necessary. They will need to manage members of the group in order to make sure each student is doing their part. It is the teacher's role to step in and re-focus individuals that may fall off track, or are not participating enough. Also, depending on the grade level, the teacher will need to organize the project in a way that students can follow it and stay on task. Younger students may not be able to handle having all of the information presented to them at once. They will need more guidance and organizational help from the teacher in order to be successful.

My Wiki screenshot!

I am so excited! I finally got this to work! Here's a screenshot of the updates I made to the Fostoria High School wiki page.

Instructional Strategies and Web 2.0

It is no secret that blogs are a great tool to use in the classroom. However, I would believe they are more beneficial when certain instructional methods are used. This would include inquiry-based learning and a more constructivist styled approach. These strategies allow students to take an active role in their learning. Blogs could be incorporated in order to facilitate group and/or even class discussions, and serve as a tool for reflection. Blogs are most successful when used by a group of students. They are not necessarily a one person tool. Fortunately, these teaching methods are centered around collaboration.

For the more traditional teacher, that takes a "sage on the stage" approach, blogs would not be the most fitting. In these types of classrooms the teacher is often the facilitator and does the majority of the presenting. Students are to follow along in a more passive manner. It is possible that students could use blogs in this type of classroom as a reflection tool. They could publish a post on what they learned from a lesson, or post an answer to a problem. Yet, these methods do not utilize blogs to their fullest potential.

I can see blogs being used in my classroom in a few different ways. For science, students could create a blog about their science project and record their progress. Other students could comment on their ideas and give feedback along the way. Positive reinforcement by peers can have a huge impact on student success.

In math, my students have journals that they record daily practice problems or reflections. I would like to transfer that into a blog format and see how they do. The students could each have their own blog that they would post to. If they had questions on how to solve a problem they could comment on a peer's blog for help. I would ask that they comment on at least their math group member's blogs in order to provide feedback for each other.

Wow Wow Wikis!!

So, I must be honest in saying that I always considered wikipedia as somewhat of a fluke. This may be because my college professors always cursed at any mention of the site. But after taking the time to explore what it has to offer... I think it's a neat site that seems to run best off of collaboration as just about anyone can add to a page. I was surprised to see that the school I have worked at already had a page! I looked over the page for Fostoria High School and it seems to be very basic, yet accurate. I took the liberty of adding in a few external links. One to the school calendar so site visitors can look at upcoming events, and another link to the high school's actual webpage.

I then set-up a wiki of my own:
https://missg108.wikispaces.com/
I look forward to using this wikispace as another platform in which I can keep in contact with my students.

Computer-Based Instruction

Computer-Based instruction is something I am slowly becoming more familiar with. I look forward to the completion of my StAIR and webquest to see how they will really turn out when it is all said and done. I have learned that these are just like any lesson I may create for my classroom. They need all of the necessary components including materials, resources, instruction, and often a method of evaluation. Students still need the guidance of the teacher in order to be successful with these, but that instruction is now presented on the web and not in person.

I feel as if these actually take more planning, as I won't be able to pipe in with any comments when my students are working on these as I would if we were completing the lesson together as a class. Plain and simple, there needs to be a clear cut purpose and direction for students to follow in order for these to be a success. They need to be presented with all of the necessary components up-front to be able to complete this task independently. That can be quite a challenge to organize, but it will be rewarding in the end when students are able to utilize the web as a method of instruction.

While searching for webquests I found a site that actually showcases a collection of webquests broken down by subject area. I liked this site as it relates to my subject areas and grade levels. It is intended for elementary students so the webquests are written at their level. I was impressed with the content of the one on clouds, and noticed that it would also be visually pleasing for my students. I was also intrigued with one of the plants webquests as in incorporated literature into the procedures. I am a huge fan of tucking literary pieces into lessons. It adds a different dimension to things.Webquest site: http://www.bristolvaschools.org/mwarren/WebQuests.htm#SCIENCE