Terri+Engnoth

Hi everyone! I am working on my Interdisciplinary MEd with a focus on technology in education and writing theory.I also have an MA in English and teach composition at FSU and at the local community college, ACM.

My name in Second Life is **Grammar**. I look forward to seeing you in 2ndLife. It takes some getting used to, especially if you are not familiar with walking in video games, but I did get the hang of it and so will you.



The website I have created is named Grammar University. https://sites.google.com/site/grammaruniv/ My hope is to use this site to share my students' gadget projects and to post some fun grammar tips. As many of you know, grammar isn't always fun and can even be confusing. I am going to try a lighthearted approach.

Assignment 3: Part 1--My Google Site [|Here is a link to my Google Site]. It is called Grammar University, and I have some great tutorials in basic grammar concepts. Also, to make it easier for you Dr. Ladores, I do have all this stuff loaded onto the site. 1. a topic/theme. 2. a visual 3. a powerpoint 4. a your tube video 5. more than one page 6.a word document 7. a survey

**Levels of Teaching Innovation**

As an adunct intructor and a student at FSU, I think the level of integration overall is a **Level 3 Infusion** with students using tools to carry out teacher directed tasks that do require higher levels of cognitive processing. Often students are doing research on the computer and are asked to apply this research in an academic paper. Many classrooms are not equipped with computers for students unless the instructor reserves a lab. Also, I have not had good luck with students who bring laptops to class becasue they are mostly on Facebook, which I do not allow in my class.

In my ENGL 102 at Allegany College of Maryland, I am trying to move toward a **Level 4a:Integration Routine** model where students explore real world issues and solve authentic problems with digital tools. I designed a Wikispace for the students and they chose their own topic for their page on the Wiki. I am comfortable in a learner-centered environment and have the support of my colleagues. While I have supplied some framework and I am using a prefabricated site Wikispaces, the students are selecting their own content and process.

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**Gadget Plan: plan to create a photo library for student to use on a Wikispace.** Teach with the gadget: teaching students to create banners with the photos I have uploaded. My gadget is a **Kodak Easy Share digital camera**. It is over 4 years old, so not the newest technology, but it has suited my purpose thus far.

**Learning about my gadget**: I really could not think of an MTO, so I found a website that has the extended user’s manual for the camera andused that as a starting point for uploading the photos. This camera is no frills. It zooms in and out and not much else, but in my learning phase, I did learn that I can select certain pictures to upload, which was helpful. I did take the time to do this over spring break, since it was very nice outside and I wanted to take some pictures of street scenes. I also downloaded the software that came with the camera. This made me very happy, since I had lost the disc that came with the camera a long time ago.

**My SMART goal** was learn how to upload pictures so I can start a photo library for the Wikispace students.

**My lesson plan**: 15 minutes with hands on after for students

**Objective**: student will be able to design banners for their wikis.

In this assignment, I have one student per wiki page who is in charge of design, so he or she has some confidence with technology. We are also meeting in the computer lab for this project. 1. Group the 5 designers together and show them the file in the Wiki of the photographs. Some of these photographs are of street scenes, so they will work well with our theme of social activism. 2. Show students how I have used the banner in the sample layout. 3. Open file where photos are stored as a PowerPoint in the shape of banners. 4. Show students how to manipulate the photograph and how to insert text onto the banner. (Thus far in practicing my lesson, I am having trouble saving only one slide. I will work on this) 5. Allow time for students to practice making banners and show them how to save them in the Wikispace file. I will be doing this next week, so when that happens, I will post a picture on the class wiki.

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Assignment 3: Document redesign. My Slideshare shows the before and after of a handout that I use often in my classes. I also added another graphic element to it, which I called a Color Map. There might be a better word for this, but I kind of like this one.

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 * Assignment 3: Instructional Video. Here is the video I made on how to correct for comma splice and run on sentences. It is also uploaded in YouTube **

** Extra Credit: Webinar response **

 * What is was about:** The webinar BYOT: Why we took the plunge detailed one private Jesuit school’s move to allow students do bring their own technology to class, rather than having students use the same tech provided by the schools. The webinar was very informative on 2 levels: teaching pedagogy and student responsibility. The hosts said that the focus for teachers was not on technology, but on teaching with good old teaching objectives and assessable student outcomes. The hosts repeatedly stressed how this move put more responsibility on the students to adapt their traditional assignments to technology based presentation.

The BYOT in the title relates to the argument that a tech device is not a one size fits all approach. The hosts talked about their different preferences given the task at hand or for a personal tech device. This committee felt that if they could not agree on what technology device was the “best” or most useful, that is was unreasonable to ask students to conform to one type of tech.

The webinar also mentioned that teachers’ feedback at the school was very positive; they felt that they now had more time to teach their subject. The responsibility to meet the class objective with the use of technology now became the student’s responsibility.


 * What I learned**: I learned a few things about the Jesuits that I liked very much. The question came up about the digital divide and how do the handle students who cannot afford this high-tech lifestyle. The speaker said that a Jesuit philosophy is that if a group is going to be given special treatment, then that group should be the group that does not get special treatment in real life. At this school, the students applying for financial aid, are given 100 percent or 50 percent funding for a computer, so this way, they are not singled out as “the poor” kids.

The speakers said that this move to //bring your own// and //adapt your work to your own tech// has called for the teachers and administrators to rethink assessment. This rethinking includes the importance placed on recall based assessment—what is the importance of having students memorize things that they can merely retrieve? This was an interesting point for me because I do not think my subject—writing—can be retrieved. For me, the skills need to be retained. But what about all the dates students had to memorize in history? They could just look them up—are they important to have memorized? What are we assessing when student have to remember very little and can look up most things? These things bother me because then the students merely have to be fine researchers on the internet, which for me seems like we are assessing their ability to copy paste someone else’s thinking into a document.

[|Here is a link] to the school and an article by the teachers who presented the Webinar.

Project 4: Unit Plan for a Wikispace in Freshman Composition My project for EDUC 635 is based on an actual assignment I did in my English 101 class at Allegany College of Maryland this semester. The students created a Wikispace page and argued why someone of their generation should do or care about something. I have included the assignment below. In this unit, my goals were to give students an audience outside of the classroom and to encourage them to find a cause to care about. Often I worry that my students are somewhat uninterested in the world about them, and I really wanted to them find something that they did care about, research the topic, and then argue why someone of their generation should care about this cause or try out this practice. In this project, students will learn how to design a paper for the wiki, how to integrate meaningful graphics into the site, how to write concise paragraphs for the World Wide Web, and how to decide the credibility of sources. In order to make their writing matter to an audience outside of the classroom, I chose to include technology in the unit. Creating Wikispaces for students is a great way to send their writing out to the world. I think it gives them something to be proud of besides just getting a grade on a paper. In regards to the TIP framework: Phase 1—The advantage of using a technology based solution is that the research students can do on the internet far outweighs the ACM library and the audience that the internet provides far outweighs the traditional classroom setting. Phase 2—The students will be assessed based on their projects. The traditional rubric that I use for their papers will still apply, because I am still grading their writing. I also developed another rubric that shows the student the strengths and weaknesses of their project. Phase 3—The students will pick their own topic, which should add to their interest in the project and the production of a fine text. Students will have more than enough time in the 5 periods to learn how to use the Wiki technology. It is very user friendly. Also, I have provided tutorial for students who might be working on this project at home and are having trouble with the technology. Phase 4—I am using the computer lab at ACM which I scheduled ahead of time. I am lucky this semester that I have been able to reserve the lab quite easily. In addition, the college has an IT staff if I have problems operating the technology. This is my second Wiki project, so I am getting very good at teaching students how to maneuver around on their page. Phase 5—I do think the site met my objectives. The success I see is that the students writing was insightful and original, something that is not always the case in their papers. I did not solicit feedback from the students, but I could do this next time. In my first Wiki project, I did get feedback and it was mixed. Some students, who worked in groups, liked the project, while others did not. This activity did not require group work, and it went much better. As a warning to other teachers, I did have problems with plagiarism on 2 of the pages. The students merely copy-pasted 2 sites together and presented them as their own work. I failed this assignment, but I think the bigger problem is that students think that copy pasting websites is not a form of plagiarism. This assignment did require the students to cite their sources, but I am not happy that the sources were merely hyperlinked. The students did not put direct quotes in quotation marks, so they are still plagiarizing.
 * Introduction:**
 * Unit Plan Write Up:**

To view the actual Wikispace please use this link: http://generationwhy.wikispaces.com/

**Paper 4: The Wiki Project**



1. **Pick one thing or concept** that a Gen-Y’er should do try or contemplate. This should be something you already care about and something that may be meaningful to a wide audience. 2. Write a section in which you **introduce yourself and your topic**. Here is where you show why you care about this and include a thesis—what the reader should do and why. 3. Write a section where you **show the background research** on this topic. Please use at least 2 credible sources. 4. Write a **section that proposes what** the reader should do 5. Write a **section that argues why** they should do it 6. **Sign off** in a personable way 7. Have **at least 4 graphic elements** and **a chosen color theme** for your wikispace page.
 * Due dates**: Draft of Project on wiki 4-30, Final project completed 5-2
 * Wiki Format:** Section introducing yourself and your topic, one section on background of your topic, and section that answers what the reader should do, one section that answers why the reader should do it, one section that closes the page in a personal way—here you can show the world that Gen Y does care about important things, large and small.
 * Audience:** The World Wide Web, including readers of your generation and ones who want to understand your generation
 * Purpose:** To propose why a Generation Y person should do something and argue WHY they should do it
 * Paper Directions:**

1. Wikispace page 2. Music videos, digital photographs 1. Digital camera 2. Computer 3. Smartphones with video recorder 1. I created 2 Jing presentations on how to put text on the Wiki and how to load an external image on the Wiki—These are loaded on the Wikispace. They are on the page entitled tutorials. Rubric to grade project is enclosed
 * EDUC 635 Project checklist**
 * 2 online games or software applications**
 * 2 uses of tool software**
 * 2 Multimedia projects**
 * 1 Assessment Tool**

These are taken from the Common Core State Standards site for 11-12th grade English Language Arts: These are taken from the ISTE site 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression
 * Content Standards:**
 * Production and Distribution of Writing**
 * W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
 * W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
 * Research to Build and Present Knowledge**
 * W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
 * W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
 * ISTE.NETS.s Standards**

2. Communication and Collaboration Students use digital media and environments tocommunicate and work collaboratively, includingat a distance, to support individual learning andcontribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks


 * **Date:** 5-14-2012 || **Grade:** ENGL 101 ||

1. Topic -
 * **Teacher Name:** Engnoth || **Subject:** English ||


 * WIKI-space project

Why should Generation Y care? || 2. Content-

3. Goals: Aims/Outcomes-
 * Students will write a proposal argument on a Wikispace for the World Wide Web. ||


 * 1. Students will have introductory knowledge of assignment

2.Students will being researching possible topics.

3. Students will give email address, so I invite them to the Wikispace || 4. Objectives-


 * 1.Students will have topic for site by the end of the class period.

2.Students will have introductory understanding of the Wikispace site. || 5. Materials and Aids -

6. Procedures/Methods-
 * Meet in computer lab. Have screen linked to computer for instruction. ||


 * A. Introduction-**
 * 1.Importance of global audience to Generation Y

2. Some criticisms of this Generation: apathetic ||
 * B. Development-**
 * 1.Show students how site is set up.
 * 1.Show students how site is set up.

2.Show students how they can join the site. || 7. Evaluation -
 * C. Practice-**Students will research independently
 * D. Independent Practice-**
 * 1.Students will search for topics to use on their site. ||
 * E. Accommodations (Differentiated Instruction)-**
 * 1.If students are struggling with topic or how to navigate site. then I will provide further assistance. ||
 * F. Checking for understanding-**
 * 1.I will assess students progress by seeing that they are staying on task with their research on the web. ||
 * G. Closure-**
 * 1. Tell students that they can further research topic at home, but need to have one by the next class. ||
 * F. Checking for understanding-**
 * 1.I will assess students progress by seeing that they are staying on task with their research on the web. ||
 * G. Closure-**
 * 1. Tell students that they can further research topic at home, but need to have one by the next class. ||
 * G. Closure-**
 * 1. Tell students that they can further research topic at home, but need to have one by the next class. ||


 * 1. Check to see that students are on track with finding a topic

2. Make sure students can see the invite email. || **Date:** 5-16 and 5-18 || **Grade:** Freshman Composition ||

1. Topic -
 * **Teacher Name:** Engnoth || **Subject:** Wiki project ||

2. Content-
 * writing days for wikiproject ||

3. Goals: Aims/Outcomes-
 * students will compose wikipage for paper 4 ||


 * 1.students will be able to have proficiency on site

2.students will be able to understand basics of web design

3. students will craft page to meet purpose of assignment || 4. Objectives-


 * 1.students will have one half of site completed by end of class

2. students will be comfortable using the site || 5. Materials and Aids -

6. Procedures/Methods-
 * computer lab--access to computers, film screen, smartphone, internet access ||


 * A. Introduction-**
 * 1.remind students about the project and the goals for the project

2. show them the home page for the site

3. show sample page for site ||
 * B. Development-**
 * 1.ask for questions thus far: clarification of topic, site access, or assignments specifics
 * 1.ask for questions thus far: clarification of topic, site access, or assignments specifics

2.review handout on web design ||
 * C. Practice-**
 * 1.show students the sample wikipage
 * 1.show students the sample wikipage

2.point out good elements of design ||
 * D. Independent Practice-**
 * 1.students will write on their pages while I move around the room to answer any questions that they may have ||
 * E. Accommodations (Differentiated Instruction)-**
 * 1. students may still have problems working on the site, so make sure to provide further assistance. ||
 * F. Checking for understanding-**
 * 1.ask students if they have any questions about the project
 * F. Checking for understanding-**
 * 1.ask students if they have any questions about the project
 * 1.ask students if they have any questions about the project

2.ask them to repeat back to me what elements are required on the site ||
 * G. Closure-**
 * 1. remind students of that we meet in the lab on Friday to finish up the initial draft of the project
 * 1. remind students of that we meet in the lab on Friday to finish up the initial draft of the project

2.remind them of the important contribution they are making to the global community. || 7. Evaluation -


 * 1. evaluate progress of students by seeing how far along they are.

2. evaluate whether the writing seems "better" more purposeful when they are not writing just for a grade. || **Date:** 5-21-2012 || **Grade:** Freshman Composition ||

1. Topic -
 * **Teacher Name:** Engnoth || **Subject:** Wikiproject ||

2. Content-
 * Edit Wikipages ||

3. Goals: Aims/Outcomes-
 * Students will offer feedback on the wikipages ||


 * 1.students will improve their sites after feedback from peer.

2. students will also remember to cite correctly || 4. Objectives-


 * 1.students will offer meaningful rather than superficial feedback.

2. students will improve site after feedback

3. students will see that writing is a process || 5. Materials and Aids -

6. Procedures/Methods-
 * computer lab, handout for paper--can be accessed on Bb ||


 * A. Introduction-**
 * 1.remind students of where they should be at this point in the project.

2.remind students that writing is a process and can be improved with feedback.

3. ||
 * B. Development-**
 * 1.show sample site
 * 1.show sample site

2.remind students of criteria for assignment

3.handout workshop paper

4. explain workshop paper ||
 * C. Practice-**
 * 1.review what elements students should look for on the wiki ||
 * D. Independent Practice-**
 * 1.allow students time to find a partner and workshop the wiki ||
 * E. Accommodations (Differentiated Instruction)-**
 * F. Checking for understanding-**
 * 1.toward the end of class, walk around to talk with the workshopper about the site. ||
 * G. Closure-**
 * 1.Thank students for their hard work thus far and remind them that they have the launch party on Monday
 * F. Checking for understanding-**
 * 1.toward the end of class, walk around to talk with the workshopper about the site. ||
 * G. Closure-**
 * 1.Thank students for their hard work thus far and remind them that they have the launch party on Monday
 * G. Closure-**
 * 1.Thank students for their hard work thus far and remind them that they have the launch party on Monday

2. Remind them to prepare a brief comment (5 minutes or less) about their research and the project of writing for the web. || 7. Evaluation -


 * 1.note how students cites are organized and offer to meet with students before class if needed. ||


 * **Date:** 5-23-2012 || **Grade:** Freshman Comp ||
 * **Date:** 5-23-2012 || **Grade:** Freshman Comp ||
 * **Date:** 5-23-2012 || **Grade:** Freshman Comp ||

1. Topic -
 * **Teacher Name:** Engnoth || **Subject:** Wiki Project ||

2. Content-
 * Launch Party ||

3. Goals: Aims/Outcomes-
 * Students will present their sites to the class ||


 * 1.students will be able to talk about their research in an organized manner

2. students will be able to answer questions about their experiences

3.students will have some fun || 4. Objectives-

5. Materials and Aids -
 * 1.students will develop some ease in presenting in front of the class. ||

6. Procedures/Methods-
 * computer lab--some treats to celebrate the end of the project ||


 * A. Introduction-**
 * 1.welcome students to party, have some music playing

2.let them know that they did great work

3.intro the organization of the class ||
 * B. Development-**
 * 1.write on board the topics to discuss
 * 1.write on board the topics to discuss

2.the research: why the argued what they argued

3. the experience: what it is like to write for the web ||
 * C. Practice-**
 * 1.have students present, taking volunteers first, and then calling on students who are a little reluctant. ||
 * G. Closure-**
 * 1.Thank students for their hard work.
 * 1.Thank students for their hard work.

2.let them know that they have contributed to the global conversation ||

Here are the rubrics for the Wikiprojects. One grades the writing and one makes sure that the students have met the criteria for the assignment. The scores on these rubrics are added together for the total score.

Second Life Reflections: My time in Second Life this semester was a little frustrating, especially given how great I did last semester with the site. In my first experience, when we went to build the trampoline, I had a hard time following the directions in order to build. I went back to the site 3 times, thinking that I could certainly figure out how to do this, and I never did. I manged to make a few rectangles, but never did I complete the project.

I had a similar experience when we watched the film. I went in with the class and knew that I have to buy the ticket and wear it around my neck, but I was stumped at how to buy something. This did frustrate me because last semester, I felt that I kept up really well, even though I am not accustom to playing video games so it took me a while to learn how to walk and sit, but after that I did get the hang of it.

While I am still a big fan of Second Life, I enjoyed the classes better last semester where we did sitting and walking. I hate to admit that because then I am admitting that I haven't advanced much in virtual reality. And I think that is part of the struggle I had this semester. I should have practiced more in between semesters, and then I would have been ready to advance. Instead, I feel like I went backwards.

Since I had a another class on the same night as this class, I did not get to attend as many sessions, and I would have liked to "hang out" in Second Life with the class more because that was something that impressed me last semester, that we did have a sense of community because of our time in the virtual classroom.

My 2 Instructional Videos for the Technology Integration Project.

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Here is the first Jing tutorial that I made. It teaches the viewer how to insert images from an external file into a Wiki.

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Here is the other tutorial that I made. This one teaches the viewer how to type on the Wikipage.

Dr. Ladores,

After you updated the grade book, I added the document redesign project, the instructional video, the technology integration project and the Second Life reflection. Also, I wanted to thank you for being a great teacher this semester. I did learn a lot of new things that will help my in my classes. I am sorry I could not attend more of the Elluminate sessions; I had another class that ended too late to join in.

I look forward to seeing you at the conference.

Terri