Response to Research Post #7-Twitter for the Classroom and Google Classroom

Twitter for the Classroom 

If  you've been following my posts, you've realized I've re-acquainted myself with Twitter. It's been a slow process, and I'm still not using it like a teacher should (darn me and my social proclivities), but I AM learning how to navigate the whole hashtag thing, and how to carry on a conversation in the Twitter-sphere.

Dr. Spring shared this article with me from a fellow digital media educator's blog. I believe I have already shared an article about Twitter (or one that contains thoughts on how to use Twitter) in my blog, but I thought this post was particular accessible to other educators of the higher level persuasion.

Dr. Deyamport, the aforementioned blogger and professional media instructor, provides a list on how educators should use Twitter to their advantage. This list a tad bit shorter than the list I posted earlier in the semester, and it contains information that I have not previously discussed. For example, Dr. D emphasizes having a reliable bio and photo on your Twitter page. I think my bio at the moment is a bunch of words that describe me. Just words. Separated with periods. Much like this. My current bio could work, but I think I can amp it up. I also should update my photo to just a photo of me in all my glory. I love my husband, but he isn't as recognizable. Sorry, Cale. I wish there was a way to change my Twitter handle, but if there is, I'm unaware. I created my Twitter page wayyyyy back in 2009 when I was 20 years old and obsessed with Lucky Brand Jeans and anything else made by the Lucky Brand corporation. I still love Lucky, but I'd like to have a different handle. Maybe I can make a whole separate page just for my "professional" persona? And then leave the Lucky Brand to lucky celebrities I stalk? (I'm looking at you, Tom Hiddleston...)

You already did. 

Dr. D also stresses the importance of sharing on Twitter. I've realized that lots of online articles I've read have a little button where you can "paste" it directly to Twitter. I know, I know, I'm slow at discovering things, but hey, better late than never! I decided that this week I will post 3 articles of the "scholarly" persuasion. Meaning, no stuff from Buzzfeed no matter how appropriate I think it may be.

Finally, Dr. Spring also shared an article on Twitter about the Google Classroom. You can find it here. Basically, Google has finally taken all the badass things it offers in relevance to educators and combined it into one hefty space. In Warnock's words, Google has created its own CMS of sorts. The posted link provides a video tutorial that I think is worth watching.

Follow me on Twitter! @luckybrandluv

Response to Warnock #6/7- Chapters 16-18

I did not post about Warnock last week due to time constraints, but I'm back on track this week!

I've seemed to have reached a stalemate with Warnock. I feel like the first three-fourths of the book contained a wealth of information on how to perfect any sort of online class. Now Warnock has honed in on the "writing portion" of his profession, and I feel a little bit lost. I will confess that I am not a strong teacher when it comes to pure writing and rhetoric. If you've been following my blog or know me, you'll know that I'm a ninth grade English teacher. South Carolina's English I curriculum does not contain staunch standards on teaching writing. Now, this doesn't mean I let my kids leave my class illiterate. However, I do not ever assign large, 5 page writing assignments. Therefore, the ideas that Warnock offers on how to teach composition are a bit confusing to me. In chapter sixteen, Warnock stresses the importance of collaborating with other teachers. I believe this is what I should do in order to tackle my inadequacies with teaching writing and rhetoric.

Friends in this course that teach writing online: What are your thoughts on what Warnock says in chapter 16? Has collaborating in a similar space helped you with teaching? How can some of your online teaching skills spill over to f2f teaching?

Chapter 18 should be labeled "Helpful Things for People Like Kelly Who Don't Know Much." I liked the hybrid of a glossary/list of helpful things. I'd already mentioned the important information at the back of Warnock's book, but chapter 18 lists some hands on elements such as textbooks and websites.

And that brings me to the end of the book. Overall, I enjoyed this textbook if you can even call it that. My first blog post on Warnock discussed how accessible the book is, and I still stick to that claim. While I still maintain that I probably will not teach online in the near future, I still EXTREMELY appreciate all the parallels that can be drawn between Warnock's words and the real-life classroom. I plan to add this to my shelf at Fort Mill High School. 

Response to Research Post #6 - 10 Things Teachers Should Know about GoogleDocs

I apologize for the late post. Yesterday was a doozy, and I plum forgot it was a Monday!

Today's research themed post centers on GoogleDocs. GoogleDocs first appeared in my orbit around 2010. I used it for my WRIT 350 course as a way to peer edit a paper. It was neat, but we basically used different colored fonts to write in comments and add our thoughts towards a peer's paper. I will say I garnered good feedback on my paper, and I did not feel like my group was going through the motions.

Obviously GoogleDocs has come a long way from just using colored font to add comments. Now you can create quizzes on GoogleDocs, surveys, tests, etc. and the best part? You can spy on your students! I will admit that I have not used GoogleDocs to its full advantage, but I have left assignments for my students to complete while I was out sick. For example, I found a neat web quest about Shakespeare online, so I uploaded it to GoogleDocs and left instructions for my sub. Students were to get in pairs and complete the web quest using Chromebooks. While I was home sick, I was able to log into my Google account and see if students were doing their work. It was great because I was able to go back the next day and praise those who worked diligently and then of course, take points off for those who did not complete the assignment.

The article linked below gives some handy insight into services offered through GoogleDocs. I've already mentioned some above (editing features, etc.) but some new ones I'm looking into are the research tools and the ability to leave vocal comments.

What are your experiences with GoogleDocs? Love it? Hate it? Don't know much about it? Let me know!

10 Things Every Teacher Should Know about GoogleDocs

Oh, and PS. The website where this article came from, Edudemic, is FANTASTIC. Dr. Spring has posted several articles from here on the Twitter page, and I've been using it for the past week to do some research for the annotated bib assignment. I especially enjoy the "How-To" section! 

Response to Research Post #5- Effective Feedback for Learning

20 Ways to Provide Effective Feedback for Learning 

I don't know about you, but I love lists. Lists are great, and I always feel so wonderful when I can cross things off a to-do list, or read a bunch of information in as few words as possible. If you're a fan of lists, you should read Buzzfeed and Mental Floss on the daily because they are made up of a bunch of useless lists about stuff you LOVE. Disney movies, marriage tips, funny stuff kids say, the lists go on and on!

Yep.

Today's list does not cover things you might not know about Beauty and the Beast (a personal favorite of mine). Instead, it's about how to give effective feedback in any situation. Dr. Spring posted this article on Twitter a few days ago, and I linked it at the top of this post. What I especially like about this article is that it addresses feedback in multiple situations, not just the classroom. While the core of the article talks about teacher feedback, many of these tips can be applied to any work environment. I listed my favorite below.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work.  Providing answers to the following four questions on a regular basis will help provide quality feedback.  These four questions are also helpful when providing feedback to parents:

• What can the student do?
• What can’t the student do?
• How does the student’s work compare with that of others?
• How can the student do better?

Look, a list within a list! Seriously though, I could do these four things a lot more when conferencing with a student one on one. I almost want to put this on a little card and post it on my desk, it seems so valuable. The fact the conversation starts on a personal note is always a plus. 

15. Return tests, papers or comment cards at the beginning of class. Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

This is one I actually disagree with. I always return assignments on Fridays, usually 30 minutes before class ends. While I appreciate questions from ALL students, I do not appreciate losing the attention span of 30 15 year olds. My suggestion is to always set aside a specific time fopers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

20. Invite students to give YOU feedback.

Remember when you finished a class in college and you were given the chance to ‘grade’ the professor?  How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn’t they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers.

Student feedback is an idea I've played around with a lot since becoming a teacher. I believe getting genuine feedback from students is important. For this school year, I'd like to create a survey of some sort for students to complete one day after their big state test. They can do it on the iPads and I could go into the next school year with new ideas and suggestions. Obviously high school freshmen are different from college students, so I would have to limit my questions to two or three pertinent ones, but it can be done. 

What are you thoughts about giving feedback? Do you hate it? Love it? Do you like mid course meetings? Or do you prefer old-fashioned comments on assignments? I welcome your feedback! Get it?  

Response to Warnock #5-Chapters 13 -14

I apologize for the shorter post, but I have been feeling under the weather for several days. I'm tired all the time and have zero energy. YUCK! I will say that is one big perk to an online course, you don't have to show up to class and infect everyone with your sickness.

Today I want to respond to a couple of things that Warnock said in chapters 13 and 14 that struck me. In chapter 13, Warnock once again stresses the importance of organization and consistency. I stated early on in this course that WRIT 510 is only my second online class. The first online class I took did not heed Warnock's statements about clarity and scheduling. For example, at the beginning of chapter 13, Warnock writes, "Teachers must create a sense of pacing and predictability in an online course. Students are creatures of habit." Amen, Warnock. Going with this week's focus, I believe catering to students and their habits is key to assuaging student anxiety (and teacher!) anxiety. This streamlines over into the regular classroom and matches with Jaggers article I posted two weeks ago. Students with learning disabilities thrive in a regimented environment, and this same thought could be valuable for students like mine who go on to higher ed. Also, the mix of mini and informal assignments discussed in chapter 13 are great, especially in preparation for larger assignments. I think completing a "baby" flipped lesson was a great intro to the large one we will do later on this semester. It forced us to get out of our comfort zone and really apply the thought of teaching online. I realize some of my classmates already teach online, and that's awesome! For someone like me, it was valuable in relation to using in my real classroom.

Chapter 14 discusses collaborative learning which I am NOT a huge fan of in the online environment. Obviously I assign group work in my ninth grade classroom, but it is always closely monitored and limited to small assignments. One of the big draws with online school is you get to work at your own pace...well, the pace set by your professor. I appreciate Warnock's idea in having a group create a specific website etc., but it's my personal opinion that we are all adults with our own lives and more than likely enrolled in an online course because it fit our schedule. I understand the professional world requires group collaboration, but setting up a time to all work simultaneously is tricky and frustrating.

If I were teaching an honest-to-God online writing course and decided to do a "team assignment" as Warnock calls them, I would have set parameters already in place. Meaning: I would already have roles for students to fill, and then they have to complete their portion of the assignment and create one final product. This may be micromanaging a tad, but I feel like it would be most fair. Thoughts?

This pretty much sums up my thoughts about chapter 14. 

Response to Research Post #4 - Flipped Classroom Tips

If you haven't already noticed, I'm 100% on board with this whole flipped classroom thing. I first heard of a "flipped" classroom when I attended a technology summit last summer. I possess a Flip camcorder, and I thought, "Dang, I'll get right on this."

They stopped making these little boogers and that sucks. RIP Flip. 

Then a whole school year went by with zero effort. It's hard to reinvent the wheel when things are going well and you're busy. Fellow teachers in this course, what are some tips to get my butt in gear? I like technology, and I'm fairly good at troubleshooting when left up to my own devices. I prefer the "tinker with it until it works" method of learning, but I know there are some other ways. This class has been a great start, but what are some other resources you suggest?

20 NEW Facts about Flipped Learning in High Ed

This little ditty was posted on Twitter via Dr. Spring, and it contains some shocking (in a good way!) and insightful tips about the "flipped classroom." Well, maybe tips isn't the best term-more like 20 factoids and statistics debunking the mystery behind flipped teaching. Below are some of my favorites.

5. On average, 8 out of 10 flipped teachers have more than 6 years of experience teaching; 42 percent of ‘flippers’ have been teaching for 16 years or more.

I've  only been teaching for 4 years, so I'd like to break this statistic this year by pledging to do something "flipped." Who's with me?

6. While math and science classes were still flipped the most, there was a significant increase in English classes. In 2014, flipped teachers also reported using the method for social studies (18 percent), technology and computer sciences (17 percent) and world languages (7 percent).

I can name five assignments right off the bat from my English classroom that would be great for the flipped environment. Book report assignments, small class notes, mini-online lectures, and extra credit opportunities to name a few! 

19. The most common concerns about Flipped Learning are: student access at home, needed instruction on how to make or find high-quality videos, how to best use additional classroom time, and the time required to develop a flipped course.

Here's the major bump in the road. What do we do about students who can't afford computer access at home and have no way to transport themselves to a public library? In my opinion, this is where the school steps in. I know that Rock Hill school district now has iPads for all 5th graders as long as their parents sign a waiver and attend one info session. Also, despite massive budget cuts, schools are getting access to new technology now more than ever. Teaching is all about being able to monitor and adjust at the drop of hat, and I feel like the concern on "how to best use additional classroom time" is over the top. I know what I would do if I could cut out 20 minutes everyday spent on explaining things five times: party! Just kidding, I would actually build in times for more meaningful activities and possibly cross-curricular stuff. 

What are your thoughts on this facts and statistics? And furthermore, are you proud that I stepped out of my comfort zone and used a photo this post? Baby steps! 

Response to Warnock #4: Chapters 11-12

Warnock begins chapter 11 with a pitch for online grading and feedback. He writes, "When you teach writing online, your methods of responding to students are forced to change, often for the better. In many cases, the change is mild: you begin typing in-text comments on a word processor instead of writing them hurriedly-and sometimes illegibly-in the margins. Similarly, you type a brief (but possibly longer than handwritten) end comment" (121). Warnock's thoughts on feedback mirror my own. If I could type everything, I would definitely give better constructive feedback while spending less amount of time. Warnock's comment about "illegible margin notes" fits me to a tee, and it put into perspective things I could be utilizing as a teacher.

I cannot tell you how nice it would be to have my students turn in major assignments electronically. Just this past year, I have played around with GoogleDocs a little bit. I've managed to create a class quiz and give one assignment entirely online. It was a book report assignment, and and I modeled to students how to access the assignment and turn it in via GoogleDocs. It worked well for the most part, and I was able to give feedback in a more personal light. However, the assignment was problematic for students who do not have computer access at home. I discussed this obstacle in an earlier blog post, and my suggestion for this is to build in time for students to work in class. I realize this defeats the purpose of an all-electronic assignment, but baby steps are necessary in order for larger change to occur.

Warnock's ideas towards voice comments and podcasts are great, although the software Warnock mentions seems a bit convoluted. Vocaroo is a fantastic little tool you can use to record your voice and download to make a podcast. It isn't very fancy, which is exactly the way I like it. I've used this in a previous online course with great results.

As for the chapter on grading, I really don't have much to say about this except that Warnock is absolutely.postively.insanely.correct. Holistic is the way to go for grading writing assignments, and I like the fact that Warnock pushes for everything to be graded. Even if it's for a small grade, effort counts and should be rewarded. 

Response to Warnock #3: Chapters 7-10

I specifically want to focus on chapter ten for this response post to Warnock's text. Chapter ten is Warnock's proponent for peer reviewing assignments. I have not had the best relationship with peer editing assignments, nor have I received the best response. Partially because I think peer review activities are the opposite of objective. Usually a teacher or professor gives you certain guidelines which then leads to students going though the motions just to get through with the assignment. Warnock offers a different approach to peer reviewing and editing that I think may actually work. Below I have described some points Warnock makes in chapter ten and my response to them.

Like many other teachers, Warnock stresses giving succinct rules and expectations for a peer review assignment. His rules and expectations differ fro ones I've encountered from past professors, and I think they are valuable.

"Make it clear you want a critic, not a cheerleader." Amen, Warnock. This was a huge pet peeve of mine during my undergraduate career. There is a definitive line between being polite and helpful and just being too nice. When I am working on a serious assignment, I expect serious feedback. Now, don't ream be and make me feel two inches tall, but do please offer helpful criticism with appropriate actions to fix an issue.

"Grade the reviews." Warnock really means "give feedback" when he says grade the reviews, but I like his belief that an instructor should be able to insert himself into a progressing review and offer feedback when it looks like the activity is going astray.

"Peer Review Software" Warnock essentially describes software that can do what GoogleDocs does now. Since this book was published in 2009, it lacks information about the mega mogul search engine's peer editing software. I would very much like to see Warnock's input about GoogleDocs, and I assume that an updated edition of this text will contain this.

Peer editing is the only amount of collaborative work I would be comfortable assigning in an online class. I believe Melissa pointed at the appeal of online courses for those with busy schedules. To me, an online class loses its value when students are forced to meet on a regular basis. If you are going to do this, then there should just be a designated class time to meet f2f. 

Response to Research Post #3-Online Learning and Low Income Students

Online Learning and Low Income Students

Yes, it's me again. With an article about teaching-ha, go figure! While I told myself I would take a break from posting about teaching and focus more in writing instruction, I couldn't help but use this paper in my blog. The link above will take you to an abstract from a paper-different from actual media articles I posted in the past. Once again, Dr. Spring shared this on her Twitter page, and I scooped it up for further reading. It is quite dense, so I'm just going to cover the highlights on this blog post. I plan to use this in my annotated bibliography since it matches quite nicely with my interests: Online teaching and low level students. I feel like Krista and Melissa would especially enjoy this academic paper because it may support some of the things they've been writing in their blogs.


Shanna Smith Jaggars, the author, gives valid points when explaining obstacles low income students can face when taking hybrid or all online courses. The first section of the paper is an in-depth view of research available on online courses and success rates. It also breaks down what type of courses are taken online by a certain student demographics, and the overall outcomes of these courses. The statistics for some of these studies were shocking. For example, Jaggars describes a study that reports, "Online courses, like other forms of distance learning, clearly have higher mid-semester withdrawal rates than do face-to-face courses. This difference may be particularly pronounced among under prepared students" (8). So what constitutes an under prepared student? According to Jaggars, an under prepared student is a student that is not adequately ready to take on traditional college work (i.e. writing papers, using critical reading skills, or conducting solid research). The remaining first half of this paper presents several case studies that further support Jaggers' claim. She doesn't necessarily slam online teaching, in fact, she explains that under prepared students are more likely not to return to an online course after failing, or performing poorly.

Jaggars also hits on a concept I also have thought about. Technological access for low income students. This is the major drawback for me for using a flipped classroom assignment. Many of my Bridges students do not possess a computer at home, so it would be hard for them to view an assignment outside of class. That is why, if I were to do a flipped assignment, I would have them use iPads in the classroom and then come to me with questions.

The last fourth of this paper presents strategies that can be put in place to help these students. Some of the strategies Jaggers suggest are: reduce student costs for community college, revise financial aid, offer more routine online courses, and teach online learning skills. Obviously, I haven't gone into extreme detail with explaining this paper, but I feel like it is a good resource to back an argument for online teaching. At first I though the paper would be solely against online courses for the underprivileged, but instead, Jaggars gives good insight into what can be done to fix these issues. 

Response to Warnock #2- Chapters 5-6

Once again, Warnock doesn't disappoint. Chapter 5 has been my favorite chapter so far in this tiny textbook, mainly because I can relate and translate Warnock's advice and tips to my own classroom. I know I may seem redundant by always tying in material from this class to my profession, but it is rare where I can directly equate what I'm learning in graduate school to what I do for a living. That's not to say graduate school isn't important, but since I chose to pursue an M.A. versus an M.Ed. it takes some rearranging. I appreciate the fact that I can take what Warnock writes and directly apply it to something I already do, or could be doing better.

One big thing that struck me in chapter 5 was that Warnock states, "One myth about teaching online is that you must have everything scheduled and ready to go far in advance of the start of the term" (45). Warnock constantly praises the flexibility of online course, and I agree that they are ideal for one with a busy schedule. However, I did not realize how flexible one can be while teaching an online course. The idea that you can teach a class at your own pace, and change things as they come is very appealing. I realize you can technically do this in a f2f environment, but there is more pressure to stay on schedule when you meet at regular intervals. Another thing that struck me as interesting in chapter five is the organization. Warnock designed the chapter with short blurbs of expository writing dotted with lists and tips. This made the reading easy, and I was able to make substantial notes and connections. Finally, the end of chapter 5 directed me to Warnock's Teaching Materials Appendix. I mentioned in my earlier post that Warnock included a helpful glossary, but I just discovered the appendices. The fact that Warnock provides templates for certain things he mentions throughout his book is very impressive!

Chapter 6 addresses and assuages some big fears I have towards online schooling. I mentioned early on in the class that this is only my second online course. A big complaint that I had for my first online course was the seemingly lack of organization and overarching end goal. I found myself at times asking, What exactly am I learning here? Consistency is a virtue I treasure, and it is a concept that Warnock reiterates in this chapter. Warnock's Weekly Plan is self explanatory, and it "...solves many subtle but nettlesome problems encountered in an OWcourse, where students might be working in several different environments and will have different sets of instructions for each environment" (Warnock 55). A Weekly Plan cuts down on confusion, and has all the information needed for an online course in one place.

Final thought, Warnock pushes for redundancy. Usually redundancy is a negative thing in the classroom, but not when it comes to giving instruction. I cannot tell you how many times I repeat directions in any given day in my classroom. It's maddening! But repeating statements on "paper" is another story. There are already natural barriers in place in the online environment, so repeating due dates, assignment descriptions, etc. and putting them in multiple places is a smart way to ensure students understand.

Warnock, Scott. Teaching Writing Online: How and Why. Urbana, IL: National Council of Teachers of English, 2009. Print.

Response to Research Post #2 - Tweeting in the Classroom

Twitter: Best Practices for Educators

The link above will take you to an article that explains different ways Twitter can be used in the classroom. Dr. Spring actually tweeted this article early this week, and I though it fit right in with my interests as a teacher. It has been a personal goal of mine to incorporate more "social media" into my classroom. I am a social media fiend with Facebook, Instagram, Snapchat, and Vine. However, I am not a pro at Twitter, which is somewhat disappointing. I pride myself on being on the "up-and-up" with new teenage fads, etc. since this is key to building meaningful relationships with my high schoolers. I was happy that Dr. Spring decided to incorporate Twitter into this class because it forced me to reacquaint myself with Twitter. I created a profile back in college, but never really explored the site. I think I'm now making headway which is awesome!

The author of this article, Vicki Davis, is also the author if a new book, Reinventing Writing. While I have not thoroughly checked this book out, it looks to be something I could possibly use for my profession. In the article, Ms. Davis goes through a variety of helpful apps, tools, and hashtags to get a Twitter account for the classroom up and running. Below are my thoughts on some of the tools Ms. Davis mentioned.

Hootsuite: This is a social media management website that lets a user easily see what is going on with favorite hashtags and followers. This would be ideal for a teacher who is teaching a large class and needs to keep up with a large amount of students. I haven't signed up for this yet, but I like the fact that is micromanages your class Twitter page, and it's FREE!

Canva a.ka. InDesign for dummies: This is a online service/app that allows a user to add graphic designs to photos, webpages, fliers, etc. It is free from what I can tell, and seems to be idiot proof. (Meaning, I can use it since I know ZIP about graphic design.) Davis suggests this to be used in conjunction with photographs. She explains that studies have shown that tweets with photos are ten times more likely to be retweeted than just plain text.

Various statistics and tips: Davis ends her article with tips and tricks on how to successfully tweet to a broader audience. She advises teachers to use less words in their tweets and more interactive media such as links, photos, and videos. She also gives a FANTASTIC tip about mentioning to celebrities that you are a teacher or are teaching a class pertaining to their work. Apparently, famous people are more likely to respond to teachers than random peons in the Twitterverse. Can we say, "Tom Hiddleston," anyone? Finally, Ms. Davis gives three handy hashtags for the classroom: #mysteryskype, #comments4kids, and a hashtag of your creation. Dr. Spring has already done this with our class, and I am excited to create one for my own! #mysteryskype helps teachers find other classroom teachers via Twitter, and #comments4kids is apparent Twitter code for "Hey, I teach cool kids, so you should check out our stuff and we'll check out yours!" What are some other handy hashtags that you know that can be used for teaching? Or English? Or writing? Or all of the above?

Response #1 to Warnock: Chapters 1-4

First off, I would like to comment on Warnock's voice in this "textbook." I put textbook in quotes because it does not resemble nor reads like a typical textbook. It is slim and light, and the structure is easy to follow. I appreciate Warnock's candid voice. I found myself chuckling at times to certain comments he would make about otherwise mundane topics. If anything, I always admire dry wit.

My thoughts on chapter one are pretty straightforward. I liked the list of personalities that Warnock advises against using when conducting an online course. The same goes when teaching a live course, for the most part. Also, I liked his suggestions for ice-breakers. I have only taken one other online course, and we did a large introductory post. While these are great, I prefer short, original introductions. His fill in the blank type questions are to the point and would leave a lasting impression. I feel like this is important in getting to know people in the online environment. For example, I prefer to know the people who will be commenting on my posts at least once a week.

The online vs. hybrid course debate covered in chapter two was somewhat confusing for me. I have never participated in true hybrid course...at least, I don't think. I have taken one or two courses where certain activities are completed via Blackboard while other stuff is turned in during class time. Does this constitute a hybrid course? Those of you with a stronger background in this could possibly help me out?

Chapters three and four move towards an in depth explanation about activities and strategies that can be used in to improve communication online, etc. Dr. Spring mentioned the possibility of using Google Hangout at the beginning of this course. I have never used Google Hangout before, but I am open to the idea. My biggest hindrance in the course so far is time. I have a packed summer schedule (despite being "off") and I feel like this has kept me from exploring other options. Warnock mentions using a "stripped down" method for communicating day to day in the online class environment. So far, I have made a better effort in re-activating my Twitter account and checking my Winthrop email regularly. These are small steps that I hope will lead to bigger ones. Right now, I am content with doing the majority of course work independently. This is only because I am afraid to commit to group work etc. without giving a 100% effort. I don't want to be that person who doesn't do her share of the work. Part of this stems from fear of the unknown in relation to online class. But as Warnock says, "At some point, you need to jump in."

Final thought: the glossary found at the back of this book is extremely helpful. Just FYI in case some of you haven't noticed it yet. (I just noticed it tonight, so yeah.) 

Response to Research #1: "Education’s war on millennials: Why everyone is failing the 'digital generation'"

Education’s war on millennials: Why everyone is failing the “digital generation”

The link to the article above will take you to a post Dr. Spring tweeted earlier this week. I have ran across the issue of "high-tech" cheating this year during End of Course testing. I teach predominantly English I, which is a ninth grade, skills-based English course. In South Carolina, all ninth graders who take English I must take a state-mandated final exam (called the EOC) at the end of each semester. Let me reiterate: this is for English I students ONLY. During my bi-yearly test administrator training, we were warned about the different types of cheating covered in this article. For the first time ever, students were not allowed to have water bottles in the testing site. This derived from the fear that students will custom create labels with pertinent information pertaining to the test. However, I don't want to focus my blog post on the evils of students cheating. In stead, I want to focus on the counter-argument presented in this article: technology can be used for good. Specifically, I want to point out and respond to certain statements the writer made.

In response to the effort made to cheat: "Many of the educators argued that in the age of ubiquitous computing, depriving students of reference materials does little to test them on their ability to apply concepts in real-world situations. Several provided testimonials to the value of allowing them to bring their own study aids, such as note cards, to examinations." I agree with this statement. There have been many occasions where a professor allowed me and fellow students in a class to create an old-fashioned, one page "cheat sheet." By taking advantage of the opportunity, I reviewed my notes, categorized them in a way that I could read easily, and re-familiarized myself with the information. Nine times out of ten, I a barely needed the cheat sheet by the time test day came around because I knew all the material! While I have never used this concept in my own classroom, I am definitely considering the idea. 

In response to the war against technology: "On one side, we—the faculty—seem to control course management systems, online quizzes, wireless clickers, Internet access to PowerPoint slides and podcasts, and plagiarism-detection software. On the student side, they are armed with smart phones, laptops, music players, digital cameras, and social network sites." Once again, I agree. I have attended umpteen professional development days where technology is the focal point. Whenever I attend one of these "mini-conferences," I make a conscientious effort to implement at least two new things I learned, whether that be using a new website or creating a new SmartBoard document. Sadly, not all teachers do this. It's baffling. I have access to many outlets for digital learning, and I do not utilize them to their fullest potential. Students are constantly plugged in, and I need to implement ways that can blend their favorite things with educational standards. 

In response to "learning the old fashioned way": "Promoters of gadget-oriented instructional technology argue that students in the digital generation need to be connected to a technical device in order for there to be any hope of engagement with formal education." Sometimes I feel like I am being a traitor towards my classic training in literature. I am a firm believer in teaching the canon, but I support and PUSH for teaching the canon in different ways. Just as technology has evolved, so should teachers and the method to teach. 

Losh, Elizabeth. "Education's war on millennials: Why everyone is failing the 'digital generation'." Salon. 14      June 2014. Web. 16 June 2014. 

My Introduction and Reaction to WRIT 510

For the time being, I'm going to shift the focus of my blog towards my current graduate course. For the next few weeks, I will be posting regularly about topics pertaining to teaching online-specifically how to teach writing online. I hope by posting regularly, I will get back into the swing of things with this blog, and post delicious recipes and awesome teaching strategies as I had originally planned.

So far my impressions of this course have been wide and varied with a little confusion thrown in. I am a regular high school teacher who teaches in the normal face-to-face classroom environment. Warnock dubs this the f2f environment. I consider myself fairly competent with the f2f environment. However, I have little experience with taking online courses (this is only my second) and I certainly have ZERO experience teaching an actual course online.

So far I have somewhat clear expectations of when and how to blog, and how many responses are expected of me each week, etc. I suppose this is a key factor when developing an online course: clear and succinct instruction on assignment details and expectations. While some of the assignments are unfamiliar to me, I have no doubt they will unfold over time, and I will understand their purpose and relationship to teaching an online course. Also, the schedule is very clear to me. I teach ninth graders, and I appreciate the value of a clear schedule free from too much detail. As a teacher, I value effective teaching strategies, classroom rapport, and strong relationships with students. As a student, I value almost the same things. I like to attend a class where a teacher, or professor, utilizes all different teaching strategies and has a clear mastery of content their. I also value strong rapport and relationships between student and teacher. This may fall short in the online environment, and that's okay. Or maybe it will not! The concept of creating a relationship with students in an online classroom is something I'm definitely interested in attacking during this course.

As for the links, the NCTE article was refreshing to read in the sense that it pushes for technological advancement and education. Many of my graduate courses are, well...archaic at times. As a modern teacher, I am pushed by my field to always advance myself and adapt to an ever changing classroom environment. I take professional development courses whose titles vary from Common Core...Let's Do This!, to How to Integrate Technology into the Classroom,  and How to Address the 21st Century Learner. Students are obviously very different learners now than they were 10, 20, 30 years ago. Some elementary students now receive their own personal iPad through their school district when they reach 3rd grade! What will this student look like in a college classroom 12 years from now? Also, how would this hypothetical student react to a college class where he or she sits for three house, twice a week, and hears a man talk-that's it, just talk. This idea of a hybrid teacher and classroom leads me into my final thought towards this course. It would please me immensely to learn more about using the idea of a "flipped classroom" and other similar tools to cut down on wasted classroom time at my own job. It would be amazing to put up a video explaining a project in depth, and then instruct my students to pull out their iPads at home, view my tutorial, and then come back with questions. This would save SO MUCH TIME and free up space for me to do another activity or squeeze in one more real-life example.

The Winthrop Policy for Technology further supports the aforementioned idea of a college class. In  my classroom, students use cell phones, lap tops, Chromebooks, and iPads to further their understanding of a concept. Does this occur at Winthrop? Maybe, if a professor or lecturer is willing to let students take notes electronically. Again, this is a topic that should be explored and discussed at the level of higher ed.

I honestly cannot see myself teaching a purely online course to college students. It's just not in my set of personal goals to teach at the college level. I CAN see myself using what I learn in this course to become a better teacher, mentor, and possibly administrator. I am aware that there are many virtual schools available to students who are home bound or live abroad, and that is definitely a track I am willing and excited to explore further.