Tool #11 - Self Assessing and Reflecting

I've always viewed technology as a tool. a means to an end, and I consider myself well-versed in technology as I use it extensively both in and out of the classroom.  In addition, I have completed a couple of other online summer courses offered by SBISD,  so I must admit there wasn't really anything in the Eleven Tools program that surprised me.  It was, however, a practical, timely and effective review of alternatives and possibilities available through technology.

My favorite tools are always the graphic image manipulation and video/slideshow sites (see Tools 3 and 5) because they lend themselves to such creativity and endless possibilities. I'm going to use the Trading Card Maker on Big Huge Labs for a Theatre project in which students will research playwrights and create trading cards with facts they learned in their research.

All in all, my classroom is already largely adapted for the 21st Century learner and the additional technology devices we are scheduled to receive.  The broadcast studio will serve nicely for additional stations for the new devices as will the counter running the length of the north wall in the room. I am looking forward to implementing new projects and my pre-existing altered projects that will be made possible with the additional technology.

Tool #9: Incorporating Classroom-Based Devices as Tools for Learning

The first two questions in this tool seem rather obvious to me; they drew from me a kind of "duh" response. Don't all good teachers plan lessons according to objectives? Shouldn't all good teachers hold students accountable for their assignments? Of course the technology used in a lesson should be tied to the lesson's objective(s) so that the class period isn't just play time. In fact technology shouldn't be used just because it's technology, but because it benefits the lesson's objective(s). In the same vein, absolutely students should be held accountable for the assignments using technology. Otherwise, at least in middle school, the lessons won't be taken seriously.

I visited several of the links offered in this tool, and sadly discovered that very few of the sites were applicable to my courses. After extensive searching, I finally found an interactive "game" on Thinkfinity called "Fractured Fairy Tales" that lends itself well to a unit I often use in my Theatre classes. In the past, we have read fractured fairy tales, and even watched a few on DVD from the old animated television show, before creating our own fractured fairy tale scripts to be played out in short scenes. Using Thinkfinity's interactive "Fractured Fairy Tales" would offer students a useful guide for writing their scripts.


Also in the SBISD Interactive Database, I found "Animation Creator Lite" which creates comics. Communication Applications students would have fun using this to create graphics to enhance their presentations. As I mentioned before, Animoto would also be useful in student presentations.


Finally, I found in the SBISD Interactive Database some fun apps. for iPod Touches and iPads that apply to my courses . Sometimes in Theatre I teach a unit using "Mad Libs." Using the "Mad Libs" app. would really streamline this unit. In addition, the "Idea Sketch" app., could be a useful tool for students in Comm. Apps. when planning speeches. We finally could begin moving away from paper outlines and plans.

Like I've mentioned before, I'm very excited about getting these new devices. I've always wanted to create a unit in which students create a "soundtrack" for an original skit or movie. Perhaps when I get the iPod Touch and iPad, I will load suitable music on them using iTunes and allow students to use this music for their soundtracks. I'm sure once I have the devices to play with, I'll think of countless uses applicable to my courses.

Tool #7: Reaching Outside your Classroom: Online Digital Projects

First, as a side note, using animated avatar versions of real people who have developed global learning techniques to discuss their project with other potential project developers (as was done in the video provided in this tool) is NOT a step forward.  It is silly.  With the advances in technology available to us today, a collaborative video presentation of the two ladies discussing their experiences would have been much more interesting and useful. .....Just sayin' (as our students say).

My first attempt at "digitally reaching outside my classroom" will cover Greek Theatre History:

1. Objective:  The students will explore and analyze various aspects of Ancient Greek Theatre.
2. Implementation:  Fall 2012
3. Tools: First, both my 1st and 7th period Theatre class will collaborate on this project using Google Docs and in-class project materials.  We will use digital photography and videos to record project results, then we'll post video slideshows and videos to You Tube to share with other classrooms, and Poll Everywhere to determine student's prior knowledge.
4. Project Description:   Each class will divide into four groups and will each be assigned four different topics:  Greek plays and playwrights, Greek Theatre of Dionysus (on of the first known amphitheaters), Greek masks, and Greek mythology depicted through drama.  Each group will collaborative research and record their findings on their topics, and will then collaboratively develop physical products to illustrate their topics: perform an excerpt from "Antigone," produce a physical labeled model of Theatre of Dionysus, construct a Greek mask, and write and perform a skit using a mythological-like story to explain the physical world (how did the scorpion get its sting?). Each product will be recorded through photography/video and posted to You Tube.  
5. Networking Opportunity:  We will share our project results via You Tube with 6th grade classes (English and Social Studies) when they study Greek mythology and history.  We could first use Poll Everywhere to determine the 6th graders knowledge of Ancient Greek Theatre, and then we can have a joint discussion afterward using Skype.