Apparently the blog just celebrated its 10th birthday...hmmmm. Thinking back to when I was teaching in 2000-2003, blogging was not a popular activity. In fact, I can't remember if I really even understood what blogs were, so I certainly did not have my 7th grade students blog. If I was a classroom teacher now, however, I would not hesitate to use blogs with my students. In fact, I think it is quickly becoming a best practice.
supportstudentblogging.com is a very comprehensive site (it is actually a wiki) that explains all aspects of using blogs with students. Beyond the emphasis on reading and writing which naturally occurs when blogging, there are many other powerful reasons to have students blog. I think that there are some commonalities of why students and adults alike enjoy blogging. When students know that others will be reading their work, not only do they take pride in their work as well as take more time in creating it (Richardson, 2006). I think adults like this aspect of blogging too, knowing that others are reading their ideas. Additionally, blogging is an engaging activity for students because they are able to write in the first person, which many times is discouraged in the traditional essay format. Blogging is a forum for the student to develop their own writing style and give their opinion in their own voice. I also like this about blogging-it is a nice change from the 3rd person voice that is commonly used in academia.
The real-time format of blogging is also a powerful aspect of why it can be an effective tool to use with students. Our "Digital Natives" are used to immediate feedback and the blog is one way to for students to view their own work as well as their peers in real-time. Teachers can post responses as well as provide feedback to students beyond the school day, expanding the walls of the traditional classroom.
Beyond that, if you are just looking at logistics, in a blogging format, a teacher can quickly see every students' responses as well as their reactions to others' responses in an organized way. Much different than correcting piles of homework and being the only one to read student work.
Overall, I think the blog is quickly becoming a respected classroom tool...I also think it is viewed as a best-practice in many circles. I will admit that there are nay-sayers, as with anything. I have a few colleagues who ask me how I have time to blog. I chuckle inside, knowing that it takes no longer than composing an email, but I think to those who are not familiar with blogging, it may seem like a cumbersome activity. It would not surprise me if teachers have run into this same question at school, basically questioning the value of student blogging. I think teachers just need to be prepared to share student work, and also invite people into the classroom to see students creating their blog posts.
So, with those thoughts about student blogging, I end by wishing the blog a belated happy birthday!
Wednesday, June 11, 2008
Sunday, June 8, 2008
Letting go
This is another post for my summer class at Marquette...I do find it to be an appropriate reflection on technology and education though, so enjoy!
"We also try to encourage teachers to recognize that technology can represent a unique opportunity to model problem solving, persistence when things go wrong, and the joy of developing a new skill" (Grabe & Grabe, p. 30, 2006).
Giving up control of what and how students gain information may be extremely difficult for some teachers. Historically, the role of a teacher has been the gatekeeper of knowledge, not in a negative way...but students would attend a class to learn from the expert on a certain subject. In the K-12 system, the higher the grade level, the more specific the teacher's knowledge would be in that area. Middle school teachers sometimes focus on teaching a number of math classes for example, but as students move to high school and college, their teacher really was probably an expert in one or two subject areas. So the set up looked like this: students went to class, and their teachers taught them about the specific subject they were learning.
In the last couple of years, however, the Internet has changed the face of how and when students can learn. By typing in a few words into Google, students will have access to all sorts of information that has not been provided by their teacher. Is this information legitimate? Who is the source? What are their credentials? Good questions...and very few answers!
The very interesting thing about technology and how it is used, is that it is unchartered territory. There may not be any new best practices for teachers that want to experiment with a new tool. There are some standards for technology use that help teachers structure how and when they will or will not use technology within their classroom. For a teacher that likes to know how something will look before they start a project, however, this might not be so easy.
As a former teacher, I can recognize that in order to create a structured environment that is conducive to learning, you need some control. Control is important in a number of ways, but it can also be limiting if you don't let yourself experiment and learn. I think that using technology in the classroom can be scary, because there are a certain number of variables that you come to expect when launching a new lesson or trying something new...when you bring in a new technology tool, or give students free reign to search for information on the Internet, a number of new variables come into the equation, limiting the amount of control we have on the situation.
As the digital natives transition into teaching roles, administrator roles and faculty positions, more and more technology will be seeping into classrooms. For those teachers who do not like the idea of students having unlimited access to information through the Internet, I really think they will just have to adjust. Teaching students how to filter through good websites and identifying valid sources can be wonderful teachable moments...while they may have not been in the lesson plan to start with, I think it is time to let it go.
"We also try to encourage teachers to recognize that technology can represent a unique opportunity to model problem solving, persistence when things go wrong, and the joy of developing a new skill" (Grabe & Grabe, p. 30, 2006).
Giving up control of what and how students gain information may be extremely difficult for some teachers. Historically, the role of a teacher has been the gatekeeper of knowledge, not in a negative way...but students would attend a class to learn from the expert on a certain subject. In the K-12 system, the higher the grade level, the more specific the teacher's knowledge would be in that area. Middle school teachers sometimes focus on teaching a number of math classes for example, but as students move to high school and college, their teacher really was probably an expert in one or two subject areas. So the set up looked like this: students went to class, and their teachers taught them about the specific subject they were learning.
In the last couple of years, however, the Internet has changed the face of how and when students can learn. By typing in a few words into Google, students will have access to all sorts of information that has not been provided by their teacher. Is this information legitimate? Who is the source? What are their credentials? Good questions...and very few answers!
The very interesting thing about technology and how it is used, is that it is unchartered territory. There may not be any new best practices for teachers that want to experiment with a new tool. There are some standards for technology use that help teachers structure how and when they will or will not use technology within their classroom. For a teacher that likes to know how something will look before they start a project, however, this might not be so easy.
As a former teacher, I can recognize that in order to create a structured environment that is conducive to learning, you need some control. Control is important in a number of ways, but it can also be limiting if you don't let yourself experiment and learn. I think that using technology in the classroom can be scary, because there are a certain number of variables that you come to expect when launching a new lesson or trying something new...when you bring in a new technology tool, or give students free reign to search for information on the Internet, a number of new variables come into the equation, limiting the amount of control we have on the situation.
As the digital natives transition into teaching roles, administrator roles and faculty positions, more and more technology will be seeping into classrooms. For those teachers who do not like the idea of students having unlimited access to information through the Internet, I really think they will just have to adjust. Teaching students how to filter through good websites and identifying valid sources can be wonderful teachable moments...while they may have not been in the lesson plan to start with, I think it is time to let it go.
Friday, May 30, 2008
Science and Social Studies is here!
The long awaited science and social studies programs will be available June 1 for 4th and 8th grade! We are so excited to add these subject areas as many schools have been eagerly anticipating their arrival! If you would like to add science and social studies onto your current order, just send me an email and we will give you access at a pro-rated price.
If you would like to whet your appetite, and try a little sample--I can send you a temporary username and password so you can explore both of the programs in their entirety.
I look forward to hearing from you!
Erin Montagne
1.800.419.3191 x 7631
If you would like to whet your appetite, and try a little sample--I can send you a temporary username and password so you can explore both of the programs in their entirety.
I look forward to hearing from you!
Erin Montagne
1.800.419.3191 x 7631
Sunday, May 25, 2008
Blogs and the use of comments
While I traditionally use this blog to update principals, teachers and parents about what is new on the Island...today I am dedicating this post to an online graduate class that I am taking.
One aspect of blogging that I still have not been able to completely grasp is the use of comments.
When I first started the Study Island Blog, I did it more as an experiment to see if this would be a more effective way for me to communicate with my customers. As more and more teachers and principals are using blogs to communicate with students and parents, I also found it to be a up and coming best-practice in education. When visiting school websites, I even see that PTOs even have their own blogs --updating the school community on meeting times, meeting minutes, fundraisers, school field trips etc.
As I started to use my blog more regularly, some of my colleagues pointed out that I have no comments on my blog--I think they were hinting that no one was reading it! They also wondered what my return on investment was for the time I spent blogging. ROI is a big deal in the world of sales.
So here are my thoughts on the use of comments, or lack there of when blogging...
I think one of the most advantageous aspects of a blog is that it does not have to be a large time commitment. Beyond the time commitment, unless you have people subscribing to your blog, or you have a counter on your blog, it is difficult to count how many people are actively reading your posts. I think it is not a fair assessment to say that just because people do not comment on blog posts does not mean that readers are not getting something out of it. Also, a blog is not meant to be a message board per say. I think my peers wanted to see people posting comments, because it would be a concrete way to show that people are reading each post. Think about all of the online articles and blogs you may visit on a daily basis--I certainly read quite a few and I do not think that I have ever left a comment. This does not mean that I did not get value out of it.
If choosing to use blogs with students, however, the ability to give immediate feedback to student posts is one of the biggest advantages of using this tool. While this may not happen in the real world of blogging, by being able to comment on a student's blog in a timely manner, the power of immediate feedback can really be harnessed. Also, encouraging students to respond to each other's ideas in real-time is really an amazing way to promote reflection.
I will admit that I look forward getting comments on my posts. While I do get feedback from teachers and principals who say, "Hey, I read your blog!" it really does not give the same effect as someone pressing that "Leave comment" button. As a teacher however, I think that the capability to leave comments and give immediate feedback to students would be one of the top reasons for using blogs in the first place.
Comments?
One aspect of blogging that I still have not been able to completely grasp is the use of comments.
When I first started the Study Island Blog, I did it more as an experiment to see if this would be a more effective way for me to communicate with my customers. As more and more teachers and principals are using blogs to communicate with students and parents, I also found it to be a up and coming best-practice in education. When visiting school websites, I even see that PTOs even have their own blogs --updating the school community on meeting times, meeting minutes, fundraisers, school field trips etc.
As I started to use my blog more regularly, some of my colleagues pointed out that I have no comments on my blog--I think they were hinting that no one was reading it! They also wondered what my return on investment was for the time I spent blogging. ROI is a big deal in the world of sales.
So here are my thoughts on the use of comments, or lack there of when blogging...
I think one of the most advantageous aspects of a blog is that it does not have to be a large time commitment. Beyond the time commitment, unless you have people subscribing to your blog, or you have a counter on your blog, it is difficult to count how many people are actively reading your posts. I think it is not a fair assessment to say that just because people do not comment on blog posts does not mean that readers are not getting something out of it. Also, a blog is not meant to be a message board per say. I think my peers wanted to see people posting comments, because it would be a concrete way to show that people are reading each post. Think about all of the online articles and blogs you may visit on a daily basis--I certainly read quite a few and I do not think that I have ever left a comment. This does not mean that I did not get value out of it.
If choosing to use blogs with students, however, the ability to give immediate feedback to student posts is one of the biggest advantages of using this tool. While this may not happen in the real world of blogging, by being able to comment on a student's blog in a timely manner, the power of immediate feedback can really be harnessed. Also, encouraging students to respond to each other's ideas in real-time is really an amazing way to promote reflection.
I will admit that I look forward getting comments on my posts. While I do get feedback from teachers and principals who say, "Hey, I read your blog!" it really does not give the same effect as someone pressing that "Leave comment" button. As a teacher however, I think that the capability to leave comments and give immediate feedback to students would be one of the top reasons for using blogs in the first place.
Comments?
Monday, May 12, 2008
Study Island and Student Accountability
I thought that I would pass along a strategy that I have heard about in the past, but only recently seen it implemented in a classroom setting. This best practice is an easy way for teachers to monitor student growth and encourages student accountability...so I know that all you teachers out there will love this idea!
The strategy that I am talking about is journaling. A middle school math coach uses math journals with her students on a regular basis. She is including this practice when her students are using Study Island as well. Students keep a journal of each topic that they are working on, and they are responsible for journaling the question that they got incorrect, summarizing the explanation for the correct answer in their own words, and then working out the problem in a constructed response format. Voila! Your students are still engaged with the topic at hand, but they are taking time to reflect on their missed answers.
One easy benefit for teachers is that students know that you can run a missed question report for them, so it does not behoove them to skip over any missed answers. Much to their chagrin, Study Island really does provide teachers with in depth data about every question that they answer.
This journaling idea can transfer over to any subject area, so I hope that you try this out and feel free to leave a comment or pass along your best practice!
The strategy that I am talking about is journaling. A middle school math coach uses math journals with her students on a regular basis. She is including this practice when her students are using Study Island as well. Students keep a journal of each topic that they are working on, and they are responsible for journaling the question that they got incorrect, summarizing the explanation for the correct answer in their own words, and then working out the problem in a constructed response format. Voila! Your students are still engaged with the topic at hand, but they are taking time to reflect on their missed answers.
One easy benefit for teachers is that students know that you can run a missed question report for them, so it does not behoove them to skip over any missed answers. Much to their chagrin, Study Island really does provide teachers with in depth data about every question that they answer.
This journaling idea can transfer over to any subject area, so I hope that you try this out and feel free to leave a comment or pass along your best practice!
Sunday, April 6, 2008
Spring has sprung and summer is fast approaching!
I have a lot of schools looking at how they can use Study Island this summer. There are three popular models that schools and districts have utilized in the past, so I thought this might be of use as you think about how to implement Study Island this summer.
1. Integrating Study Island into the traditional summer school curriculum.
If your school or district runs a summer school program, Study Island is a great fit. Oftentimes, teachers are teaching a subject that may be different from what they normally teach. The web-based format of Study Island means that students can login all summer to practice the topics that they need help in.
2. Open lab model.
Maybe your school is not offering summer school, but there will be adults in the building for part of the summer. Keeping a lab open for drop in sessions is a nice way for parents and students to utilize the program if they do not have the Internet available at home.
3. Home use.
Students who have access to the Internet at home can practice Study Island all summer long! Parents can login to see a math and reading report to identify which area their child needs the most assistance. The engaging game format is sure to keep students motivated throughout the summer.
Important features of Study Island for summer use:
Erin Montagne
414.322.7849
1. Integrating Study Island into the traditional summer school curriculum.
If your school or district runs a summer school program, Study Island is a great fit. Oftentimes, teachers are teaching a subject that may be different from what they normally teach. The web-based format of Study Island means that students can login all summer to practice the topics that they need help in.
2. Open lab model.
Maybe your school is not offering summer school, but there will be adults in the building for part of the summer. Keeping a lab open for drop in sessions is a nice way for parents and students to utilize the program if they do not have the Internet available at home.
3. Home use.
Students who have access to the Internet at home can practice Study Island all summer long! Parents can login to see a math and reading report to identify which area their child needs the most assistance. The engaging game format is sure to keep students motivated throughout the summer.
Important features of Study Island for summer use:
- Online reporting makes it easy for teachers and administrators to login over the summer to see how students are doing. In September, teachers can run a report to access the results of their classes summer use. The "Suggest Topics Report" allows teachers to see what areas their class needs the most help in!
- Automatic remediation is a terrific feature that encourages student self-direction. Students can work on the building block topics provided by the program in order to get their skills to grade level.
Erin Montagne
414.322.7849
Sunday, March 2, 2008
Study Island and Pre-College Programs
I had the honor of presenting at the state GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Conference on Friday, February 29th. The conference was made up of GEAR UP grantees from all over the state of WI, as well as some of our friends in Minnesota. One common theme throughout all GEAR UP programs is that they provide academic support to students outside of school. This occurs in the form of after school tutoring, weekend camps and summer camps.
In the Study Island session that I hosted, a number of GEAR UP advisors as well as teachers and guidance counselors were present. There were some great questions that arose in the session which I would like to share, because I do not think that these were exclusively concerns of just pre-college programs.
1. How does the data sharing between different stakeholders (advisors, parents, teachers and administrators) take place? The web-based format of Study Island allows students to login from any Internet connection. This flexibility also means that advisors and teachers can use the program during the school day, after school, over the summer, or include parents to use it at home. Study Island's real-time reports allow teachers, GU Advisors and parents to login at any time to see how students are doing in their math and reading programs within Study Island.
2. We just got students' individual WKCE-CRT results back...how can Study Island help me with this information? The WKCE-CRT may provide teachers and parents with specific information on where students' strengths and weaknesses lie...but then what? Study Island's content was written specifically to target our state standards and assessment frameworks. The individual reports from the WKCE-CRT will identify areas of weakness which then can be practiced within Study Island. Differentiated instruction is a key component within our program.
3. Administratively, how do we control what students are using Study Island, what teachers are involved, and how to move students up or down in grade level? As your Study Island representative, I am happy to visit your school to help you plan out all the logistical aspects of implementing Study Island.
I just want to say in closing, that I was so impressed with the number of high caliber of school staff working in Wisconsin's neediest schools. Speaking with the GEAR UP family was a great reminder of how it really does take a village to raise a child, and I am so proud to still be part of that!
In the Study Island session that I hosted, a number of GEAR UP advisors as well as teachers and guidance counselors were present. There were some great questions that arose in the session which I would like to share, because I do not think that these were exclusively concerns of just pre-college programs.
1. How does the data sharing between different stakeholders (advisors, parents, teachers and administrators) take place? The web-based format of Study Island allows students to login from any Internet connection. This flexibility also means that advisors and teachers can use the program during the school day, after school, over the summer, or include parents to use it at home. Study Island's real-time reports allow teachers, GU Advisors and parents to login at any time to see how students are doing in their math and reading programs within Study Island.
2. We just got students' individual WKCE-CRT results back...how can Study Island help me with this information? The WKCE-CRT may provide teachers and parents with specific information on where students' strengths and weaknesses lie...but then what? Study Island's content was written specifically to target our state standards and assessment frameworks. The individual reports from the WKCE-CRT will identify areas of weakness which then can be practiced within Study Island. Differentiated instruction is a key component within our program.
3. Administratively, how do we control what students are using Study Island, what teachers are involved, and how to move students up or down in grade level? As your Study Island representative, I am happy to visit your school to help you plan out all the logistical aspects of implementing Study Island.
I just want to say in closing, that I was so impressed with the number of high caliber of school staff working in Wisconsin's neediest schools. Speaking with the GEAR UP family was a great reminder of how it really does take a village to raise a child, and I am so proud to still be part of that!
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