Murray,+Eileen

Intro to Blogging with Peer Review || 2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
 * **Grade/Content Area** || 8th/Computer Technology Class ||
 * =**Lesson Title**= || === ===
 * =**GLEs/GSEs**= || NET Standards for Students:

5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

NBEA: Communication III: Technological Communication

Level 3: Performance Expectations: Use electronic technologies to communicate.

Performance Standards for High School:

English Language Arts

Writing

E2d: The student produces a narrative procedure that:

engages the reader by establishing a context, creating a point of view, & otherwise developing reader interest. ||
 * ** Context of the Lesson ** || While learning a new 2.0 web tool, blogging, students will continue to practice writing for an audience as well as providing and receiving peer review all while learning about new technologies. ||
 * ** Opportunities to Learn ** || # Begin blogging in a more structured format where their writing and ideas will be critiqued from an educational stance.
 * 1) Opportunities to read and learn about new and upcoming technology that they might not otherwise know about.
 * 2) This assignment will be given weekly thus providing students opportunities to become more proficient with their writing while getting and giving feedback over time.
 * 3) Becoming familiar and practicing with 2.0 Webtools. ||
 * ** Objectives ** || # Students will begin the process of blogging and harness the power that comes with that.
 * 1) Students will continue to find their voice while learning about new technology at the same time.
 * 2) Students will begin practicing peer review using a rubric to become more proficient over time. ||
 * ** Instructional Procedures ** || **Opening:**

1. Begin discussing social websites & blogging in general.

2. Bring in how writing scores need to improve 8th gr NECAP

3. Add to that, technology constantly changing and how input from each student / peers is extremely important; lend your voice

4. This lesson is intended to capture all above **Engagement:** **Closure:** Can I use RSS feed to email grade to student? || Will supply.
 * 1) Go to classroom blog: dmsblog-murray.blogspot.com
 * 2) Read short article from Tween Tribune & respond using six traits of writing technique learned in ELA.
 * 3) Requirement to also go back and respond to at least two comments from others using student criteria rubric.
 * 1) Have students begin a discussion about what they read and what they posted. Look for opposing viewpoints.
 * 2) Ask students to share some of the comments that they made to others. ||
 * ** Assessment ** || See rubric attached.
 * ** Reflections ** || ==Student Work Sample 1 – Approaching Proficiency:==

Student Work Sample 2 – Proficient:
Will supply.

Student Work Sample 3 – Exceeds Proficiency:
Will supply.

**Lesson Implementation:**

||
 * Name of Technology: DMS Communication Wiki - D3 **

The technology proposed here would be a school-wide wiki that everyone in the building would be responsible to create and update. This would be put into their favorites on their browser and eventually added to an RSS feed for ease of viewing updates.
 * Brief Description of Technology: **


 * Brief Explanation of Service to Provide: **

School-wide Problem: Communication not consistent & quick

A communication tool used by all adults in school for any purpose to disseminate information in one place that can be changed by anyone. It would cover any and all items that currently all get sent out in various methods; hard-copy, emails, weekly words, etc. It could cover calendars, faculty handbooks, weekly scheduling info, common planning time information, team information, field trip information, testing room information among other things.

// This wiki will help the following individuals: //

School-wide Administration, Teachers, Support personnel; psychologists, social workers, Guidance counselors, etc., Para professionals, and Custodians.

// Research based Benefits: // Definition of Social Learning; “We participate; therefore, we are.”

By using a wiki; people teaching people: horizontal teaching vs. vertical

Peer review: the Wikpedia way Learning about learning: living or dynamic infrastructure – itself a reflective practicum


 * Evidence: **

[]

This video shows how easy it was to get participants involved using a wiki without a huge learning curve.

[] A community is like a ship: everyone ought to be prepared to take the helm. – Henrik Ibsen []
 * Example of Educational Community Wiki:**

Principal, Teachers, Para, & Custodians: not technology savvy, wouldn’t want to try it
 * Objection Analysis: **

Teachers: not enough time to learn something new

Librarian and Others: does not like the idea of wikis

Technology Teacher: doesn’t want to own

Have all begin using in a faculty meeting w/ no training; Use computer lab Develop a Wiki Management Team where 1 person from each group above sits on it.
 * Overcome Objections: **


 * Software to Use: **

Use wikispaces.com: Free & easy to use: used already for 1 year with classroom wiki. Teachers will begin using in classroom with their students.
 * Future Vision: **