ED 722 - 11 Random Facts IT&DML - Elizabeth Ferry

Here are my answers for the 11 random facts that will hopefully allow you to get to know me better.  As I was thinking about my answers to these questions, I realized that I usually tell my students a lot of random facts about me throughout the school year.  I even have other teachers ask me if things are true that the students tell them about me.  So I guess you can say that my students know me better than my fellow teachers know me.  Now you too can have a glimpse into my life.

1.  What is your favorite movie? - The Untouchables

2.  Where are you right now? - Sitting on my couch in my living room and trying to stop my son from deleting this post!

3.  What is the best vacation you've ever taken? -  Walt Disney World 2010 with my wonderful husband.  Disney for just adults is awesome!

4.  Can you play a musical instrument? - The recorder  (Like every other 3rd grader!)  Seriously though, no but I wish I could play the guitar, piano, or violin.

5.  What is on your bucket list? - To visit every MLB stadium.

6.  What is the best advice you can give to your children? - Never give up and never let anyone tell you that you cannot do something.

7.  What is your favorite quote? - "To give anything less than your best, is to sacrifice the gift." Steve Prefontaine

8.  What is the scariest thing you’ve ever done? - Become a parent.  Everyday I pray I can be half the parent my parents were for me.  They gave me the most amazing childhood and I hope to do the same for my son.

9.  What are 3 things that matter to you? - God, Family, Country

10.  When did you know what you wanted to do for a Career? How did you discover that?  - While serving in the U.S. Coast Guard, I had the opportunity to sit in meetings with college presidents from a variety of well respected colleges and universities.  I listened to them speak of the low number of inner city students who were graduating high school and who were barely able to meet the minimum academic requirements for their institutions.  They talked about the number of scholarships that are wasted each year because there are not enough qualified applicants to receive the funds.  I knew then at the age of 22 that I wanted to complete my military service and become a math teacher for city students.  After I completed my five year commitment, I completed the summer Alternate Route to Certification program through the Connecticut Department of Education and received my teaching certification for Middle School Mathematics.  It is my goal to provide the best education possible for my students and help them be eligible for all of the opportunities that exist for them.

11.  How do you want to be remembered? - For making a difference in someone's life.

ED 722 - Storify and the Future of STEM Education in New Haven

As part of the first week's assignment for my new IT&DML course, ED 722 - Distance Learning, Trends, Issues, and Practices, I was assigned to create a Storify.  Although I was not familiar with Storify before this assignment, it was pretty easy to complete the assignment after looking at a few examples and completing the tutorial.  I even shared the new tool with my husband and we brainstormed ideas where he could use it for his students, since he is a high school counselor.

When I realized what the basic concept of Storify was, I immediately knew the topic I wanted my Storify to focus on since it is a topic near and dear to my heart.  The primary reason for me completing the 6th year certification program in IT&DML was to equip myself with the knowledge that I can pass on to my students to prepare them for the evolving STEM focused society we live in today.  While teaching for New Haven public schools these past five years, I have seen a variety of technologies and initiatives come into and out of my school and classroom.  I was excited to watch a short clip of the city's new mayor, Toni Harp, and her inaugural address where she demonstrated the need to better educate our students in STEM areas.

Hopefully I will complete the IT&DML program and be able to help my school district develop and implement curriculum and instruction that will give our students the necessary skills to succeed.  In addition, I look forward to using Storify for future assignments.  I plan to share the resource with my fellow teachers at my school and encourage them to integrate this tool and other technology resources into their lessons.

STEM for K-12 Education in New Haven, CT on Storify

EDUC 7718 Final Reflection - Elizabeth Ferry

Link to the Unit:  Algebra I Unit (Scatter Plots, Trend Lines, and Literacy Strategies)

The final project for EDUC 7718 was definitely a learning process for not only myself, but also for my students.  When I decided to use the selected unit on scatter plots and trend lines, I thought I would have time during the first marking period to implement the unit to all of my classes.  Unfortunately the curriculum and other requirements at school did not allow me enough time to teach what I had to teach and complete this unit.  I had to be creative and find a way to have students complete the unit for this course.

This spring a dozen of my students will be traveling to Quebec with the world language club.  Since the normal time frame for the scatter plot unit is right around the time the trip is being held, I decided to do a practice run of the unit with the dozen students who are attending the trip.  The students understood that they would have work to complete when they were away on the trip.  I told them if they did this unit during lunch time that it would cover their math work they were going to miss.  My students were very accommodating and were more than willing to complete the assignment.

Since the lunch periods are shorter than normal classes, students came up for ten lunch periods to complete the unit instead of the six days that I had initially scheduled for the unit.  This allowed the students to complete the homework for the unit during lunch instead of taking it home with them.  Completing this practice run of the unit helped me see changes that I needed to make before I roll it out with the entire eighth grade.

 Overall the unit went very well.  Although the focus of the unit was scatter plots and trend lines, I paid more attention to the objectives of the students using appropriate strategies to conduct online research.  In addition, I conducted informal surveys with the students and found that not only did they understand the math concepts, but their feedback was focused mainly on the online strategies they learned and how they could use them in other classes.

Unfortunately the class blog was not up and running at the time of the unit implementation.  Students had to use their class journals to produce their blog entries.  It was not what I had initially planned, but I think it will work out better in the spring when all of the students have had time to practice blogging for other classes and the class blog is up and running for an extended period of time.  It was also beneficial for the students to practice what they would write online by using their journals.  Although the initial focus of the lesson was to teach the students effective strategies to use when researching information online, I found that online content creation could also be a learning objective for the lesson.

The students’ responses in their journals helped me see the differences in their language uses.  I know that when I type something online I rely on the spell check function to help me check for accuracy of my typing.  Since the journals do not have spell or grammar check, it gave me insight on the languages they use when they do not have technology to assist them with their responses.  Some students used a good amount of social language with their responses.  When I provided them with their rubrics and they saw that points were taken off for using the social language they were a little bit upset.  I explained that with an academic assignment the terms ‘da bomb diggity’  or ‘aggy’ were not terms that should be used in an academic setting.  These terms were used when the students commented on each others’ journal entries for a homework assignment.  Most of the students stated that since they were responding to their peers they thought they could use that language because it is how they speak to one another on a daily basis.

The discussion of the use of language reminded me of what James Gee spoke of in his book.  As teachers we must model and demonstrate the language that we would like our students to use in an academic setting.  It is important for our students to understand the differences between social cultures and school cultures and the languages which are used in both settings.  (Gee, 110)  If we want our students to be successful with producing academic text, especially online text, we want to make sure they are aware of the language they use when producing academic information.

One of the other areas that I found interesting during the unit was the desire for some of my students to go to the library and use the books there to find the information.  There was a group of students who wanted to go grab an encyclopedia to find the information they needed.  I asked them to try the Internet first and if they still had trouble finding information then they could go to the library.  It took a matter of seconds for the students to tell me that they were able to find the information on the Internet without much effort.  They actually said the part that took the most effort was when I asked them to determine if the site they were using was reliable and finding multiple sites that validated their information.

Technology seemed to help the students complete the unit more effectively and efficiently.  The students were able to use a variety of resources for their information.  In addition, the students were able to utilize strategies that led to successful online research and the completion of the project.

Medium Selection:

I decided to use Google documents for my final reflection because I was able to continually make updates and changes throughout the unit.  As my students were completing the unit, I would take notes in this Google document about their progress.  When it was time to write my reflection, I was able to take my notes and organize them in a way that was presentable for my final product. After I completed the reflection in Google documents, I created a blog entry to allow others to view my reflection as well.

Final Digital Learning Hub Reflection - EDU 720

I will be the first to state that this website is a living "document" in the sense that it will continuously be updated throughout my career.

As mentioned in previous posts, I already have a classroom website that my school provided through a program called TeacherWeb.  If you would like to see what I do on a daily basis with my students you can view the page using the following link:  Mrs. Ferry - TeacherWeb  My students use the website daily to find out their homework and receive updates on any upcoming events.

Since I already had a classroom website, I wanted to create another website that I could use for not only my students but also for teachers looking to increase their use of technology in their own classrooms.  I had a lot of fun using Google sites to create my website.  It is not very flashy and does not have a lot of pictures, actually it does not have any pictures.  What it lacks in luster though, it makes up for in content in my opinion.

My initially plan was to give teachers of any content area a website that they could use that would direct them to a variety of online resources.  At the beginning of November, I was asked to provide professional development to teachers in my district's math department.  They wanted me to present a session that would last 90 minutes about online Common Core resources.  I saw this as an opportunity to do a sort of "soft" introduction of my website.  During the session I introduced twelve math and special education teachers to my web page and in particular to the category titled Common Core Resources.  I did not spend a lot of time lecturing to them about the resources, rather I had them basically play for an hour or so with the resources.

At the end of the session I had the participants complete a survey using survey monkey.  I wanted to see if they were pleased with the website and if they would use it for their professional use.  92% of the participants felt that the website was either extremely useful or very useful.  The remaining 8% found it to be somewhat useful.  In addition, 82% of participants felt that there were websites they they could use in their classroom or for their professional use as a teacher.

The survey results confirmed to me that I was on the right path with my digital learning hub.  Since the professional development, I added more resources under all of the categories.  You will notice also that I wanted to create a category specifically for online content creation.  After serving as discussion director and then completing my unit lesson with my students, I am eager to begin implementing online content creation lessons for my students.  I want to help them with their digital footprint with academic content that they create online.

The link to my website can be found at www.tiny.cc/techtoteach or by using this link: Mrs. Ferry - Tech to Teach

As always any suggestions or comments would be greatly appreciated!

EDU 720 Week 12 - Evaluating Online Material For Accuracy

Dear Journal,

I just finished teaching my unit on scatter plots and trend lines.  Believe it or not, I actually incorporated online reading into my unit!  Boy were my students surprised when we started to discussed comprehension, validity of resources and using citations.  “This is math class!”  My students shouted.  “Why do we need to do literacy?”  Of course after calmly explaining to them the need to conduct online research in all content areas, they began to warm up to the lesson.  Thank goodness my students are so understanding at times!

While reading the assignment this week, I was struck by the quote at the very end of Chapter 38a that read, “Truth is designed by counts of mouse clicks rather than by textbooks or encyclopedia authors.” (Harrrison, 1290)  One of the main focuses during my online reading unit for my class was making sure my students were able to determine the validity and accuracy of the information they were finding online.  As I reading through the case studies, I noticed that other teachers such as Julie and Leigh had similar concerns for their students.  

In the case study, I really liked the way the Julie taught her students to be “intelligent consumers” when using the Internet.  Similar to this thought, I discussed with my students how it is important to analyze the information that they receive and make a determination as to whether or not the information is reliable.  Some of my students were not quite sure how to check the validity of information online.  Therefore, prior to conducting research I spent one class period discussing with my students the importance of finding reputable resources online.  The following checklist was used by my students to help determine if the source they were using was creditable.  Evaluating Online Resources Checklist (C.A.R.S.)   The checklist was created by Robert Harris and can be duplicated for non-profit and educational use.

After the unit was complete many of my students commented on how they actually slowed down when they were conducting the research.  They said the checklist made them look at the websites closer than they have ever looked before to determine if what they were finding was accurate.  In addition, they mentioned how much more information they received when they were paying more attention to the overall content of the websites and not just scrolling to find their answers and moving on after they got what they were looking for from a site.

In my opinion, the checklists helped with the overall online comprehension of my students.  Not only did they learn skills that would help them find valid information, they also took the time to really analyze the information on the sites.  A few other teachers in my school will be having the students conduct online research and they plan on using a similar if not the same checklist because of the positive results I saw in my class.

The second focus of our unit was to have my students find multiple sources to validate their findings.  It was mentioned in Chapter 38 that the teacher named Leigh also required students to find multiple sources to backup their findings. (Karchmer, 1265)  This technique not only allowed my students to validate their findings, but it also provided more detailed responses to questions.  I found that as they visited more websites, they were able to gather more information about the topic and include that in their answers.  This was an excellent way for my students to have more examples, details, and descriptions that made their responses richer with a deeper sense of meaning.  

In Chapter 38a the author stated, “A valuing of multiple perspectives leads us to a closer approximation to what is to be regarded as “true.”  (Harrison, 1292)  After the unit was complete, my students discussed similar ideas to this quote.  They mentioned how they would find a piece of information on one site and then read it again on two or three more sites.  Once they used the checklist to make sure the site was reliable, they would tally how many times they found a certain piece of information.  A few students even stated that they would not include certain answers in their responses if they could not find more than four sites that had the same information.  Since my students have a tendency to rush through many of their assignments in the past, I felt as if they truly learned the meaning of patience with their education when completing this unit.  Hopefully they will carry these skills with them throughout their future education.

EDU 720 Discussion Director Reflection

This past week I had the opportunity to serve as the discussion director for course EDU 720.  The topic for the discussion was social media and the participants were asked to read and watch the following articles and video:
Chapter 36 - Handbook of Research of New Literacy
Social Privacy in Networked Publics:Teens' Attitudes, Practices and Strategies
Christine Greenhow

Initially, I was nervous about serving as discussion director.  Everyone who served in the role before me did such a wonderful job, I was afraid that my assignment would not be educational or interesting enough to receive positive participation.  What I did not expect though was for the assignment to greater further my understanding of the topic.

For the assignment I asked everyone to provide their takeaways on two of the three readings and to connect their takeaways to song titles.  The song title idea came from a part of the Chapter 36 reading where one of the study participants mentioned how him and his friend had an entire IM conversation using song titles.  I thought it would be interesting to see what songs people would pick to summarize the resources that they were assigned to read/watch.

In addition, I wanted to utilize a new website that I found that could be used in a classroom to encourage online conversations between students.  I asked the participants to put their response in  Twiducate under a class that I created.  The site allowed all of the users to view each other's responses and provided them an opportunity to comment on other's entries as well.

I admit that each time I received an email saying there was a new posting, I was so excited to see what song titles people selected and what their takeaways were from the readings and video.  Not only were the posts interesting, but they also allowed me to continually think about the topic of social media and how it could be used within classrooms and with youths today.

As I reflected on the posts and this week's discussion, I took the song titles that everyone shared and put them together in groups based on each resource.  When I did this I realized that everyone truly took this assignment to heart and attempted to find the most perfect song title to make the connection that they were looking for in their responses.   It was a creative way for each person to not only share their opinions differently, but also a way to summarize the resources with using only a few words.  I found it interesting that so many of the songs were similar to each other and even one person even commented that someone else took the song they were thinking of using.

Below is a list of the song titles chosen for each resource:

Chapter 36 of the Handbook:
     -  Who Are You?
     -  Rumour Has It
     -  Come As You Are
     -  Decode

Christine Greenhow Video:
     -  Imagine
     -  Power to the People
     -  Don't Stop
     -  Changes
     -  Daft Punk
     -  For What It's Worth
     -  With a Little Help From My Friends

Social Privacy in Networked Publics:
     -  Parents Just Don't Understand
     -  None of Your Business
      -  Eye In the Sky
      -  Private Eyes
      -  Every Breath You Take

Songs used to describe all of the resources:
    -  A Social Network for Two: A Modern Love Song
     -  Where Do Children Play?

Overall I felt the discussion went very well.  When completing the grading rubrics for each person, I felt as if I had so much to write about what they had to say.  I was extremely pleased with the responses by everyone and could not have asked for a better group of participants!

Reflection - Open Mic 3 Twitteracy EDUC 7718

Working with my group members on the Open Mic #3, I realized how fortunate I am to have found such wonderful individuals to collaborate with on an academic level.  Our group worked very well together.  In my opinion we all carried the responsibilities equally.

In my opinion Sally was definitely the creative one of the group.  She came up with the idea of the Twitteracy and helped us come together as group to create the prompts and foundation of the Open Mic.  It is a digital literacy tool that many of students are utilizing on a daily basis.

I was responsible for completing rubrics for half of the individuals who responded to the prompts.  I truly felt that my responsibility led to a greater understanding of the topic.  Completing the rubrics made me reflect more deeply on the responses provided by the other students.  This allowed me to ask more questions to the respondents as well as internally reflect on my personal opinion on the topic.

After the assignment I began researching a variety of online tools that could be use similar to Twitter.  As the discussion director this week for EDU 720, I am using the free website www.twiducate.com.  This site is similar to Twitter, but is designed for individual classroom use.  I felt it would be a great way to reiterate the topic of Twitteracy through another course.