Digital Storytelling

1. Below I have provided the three Toondoo Comics that I have created. My first comic depicts how I perceive the changing seasons. I feel like every time the weather gets nice, the weather drastically changes in the blink of an eye.
   
   

My second Toondoo Comic depicts that awkward moment that almost everyone has experienced at least once in their lives. That moment when you think that someone is waving at you or saying hello, but they were really waving or speaking to the person behind you.

My third and final Toondoo Comic depicts how I feel each time one of my parents' friends find out that I am 23 years old. Each time that I am introduced to one of my parents' friends, I always tend to feel as young as they think I am. I always hear "Oh my goodness you're 23, you look like a teenager!"

    2. Another digital storytelling Web 2.0 tool that I used was storyjumper.com Using StoryJumper, I created a children's story about a grumpy bear named Benny. As the story progresses, the reader realizes that Benny isn't as grumpy as he seems. If you would like to check out my story, click the link below.

https://www.storyjumper.com/book/index/34660016

   3. I also used the digital storytelling web tool makebeliefscomix.com. Makebeliefscomix is very similar to Toondoo, but it offers less features and it is a little more complicated to use. The comic that I created is my memory of how my brother just told me that I am going to be an aunt!

   4. The final digital storytelling web tool that I used was StoryBird. StoryBird is very similar to StoryJumper, but it offers different features such as images and layout. With this web tool, I created a story about my other passion in life. In this story I discuss that in addition to always wanting to be a teacher, I also wanted to be a professional ballerina. If you would like to read my story, please click the link below. 

https://storybird.com/books/my-other-passion/?token=6ahp3pykjm

   

    

Socrative Web 2.0 Tool Smackdown

           For my second Web 2.0 tool smackdown, I have decided to discuss the interactive website and 

free mobile application Socrative. Socrative is an effective web tool for classroom engagement. This

is because it allows users to instantly connect with students as learning occurs. Socrative offers 

several features such as activities, quizzes, reports, rooms, and results.

            In order to utilize Socrative, you must first open your internet browser and type in 

www.socrative.com. Once there, you will click the “Get Account” button at the top of the page. After 

you click this button, you will be asked to choose a either the free or the pro version. Once you have 

selected your plan, you will be asked to input some information including your first and last name, 

email address, and password. Next, you will be instructed to insert information about your 

demographics such as your organization type, the school that you are employed at, and your role at 

that school. Finally, you will be taken to your homepage where you will be able to create quizzes and 

exit tickets, ask your students quick multiple choice, true/false, or short answer questions, and/or 

view the progress of your students.

            There are several reasons as to why I chose to discuss Socrative. The first reason is because it 

is an effortless way to engage your students in a topic or subject. In addition, Socrative allows users 

to review student understanding as a class, by each individual student, or by question level. Finally, 

Socrative saves each report to the user’s account so that it can easily be downloaded, emailed, or 

transferred to Google Drive. In regards to my major and future career, I have learned that exit tickets 

are an excellent form of formative assessment. For this reason, I would definitely utilize the exit 

ticket feature on Socrative as a way to determine what my students have learned and decide if that 

topic should be retaught or if it is appropriate to move on. I could also use Socrative at Stockton as a 

form of engagement and assessment when teaching demo lessons.

The Connected Educator Chapter 7

   Chapter 7 of The Connected Educator spoke about sustaining momentum within your online learning community. In this chapter, the author goes into detail about the concepts of appreciative inquiry, action research, and also assessment and evaluation. I will briefly describe each of these concepts in this blog post.

   The author states that "Appreciative inquiry is a valuable approach to sustaining learning and change in communities and networks" (Nussbaum-Beach). She also states that in appreciative inquiry, learners work from a “what if?,” or strengths, perspective rather than a deficit perspective (finding a problem to fix or a gap to address). Appreciative inquiry is also based on several assumptions and principles. The assumption that I most liked from the reading was "asking good, generative questions influences people". In addition, the principle "appreciative inquiry is positive and supportive" really resonated with me. Finally, the author concludes this section of the chapter with the 4-D Model of Appreciative Inquiry. The cycle highlights the positive, generative perspective of appreciative inquiry.

   The next concept that the author discusses in chapter 7 is action research. She states that "Action research is a collaborative activity among committed colleagues looking for answers to everyday, real problems related to classroom instruction, systemic change, or a more global issue" (Nussbaum-Beach). I also really liked that the author said that "action research is learning by doing". There are five steps in the action research process:

1. Identify an issue or possibility.

2. Gather data and information about the issue or possibility (both within the local context and from what others looking at this issue have done).

3. Interpret the collected data and develop an intervention or initiative to address the issue or possibility.

4. Collect data and artifacts after implementing the intervention to determine whether it succeeded.

5. Begin the cycle again.

What groups learn from their action research can be applied in collaborative planning to build  and sustain momentum in their community for more positive change.

   The last concept that the author discusses in assessment and evaluation, specifically CBAM Informal Assessments. She speaks about both walkthroughs and one-legged interviews. According to the author, "walkthroughs provide a picture of the effect of a professional learning community's efforts to improve instruction and learning and to encourage reflective practice. Walkthroughs involve a protocol: they do not interrupt instruction; they provide teachers with feedback; and they allow teachers to discuss opportunities for additional improvement" (Nussbaum-Beach). In addition, she states that "One-legged interviews are informal interviews that can occur in the hallway, the staffroom, or the cafeteria with individuals or small groups. They last no longer than a person comfortably could stand on one leg. With a few succinct questions, members' views on community processes become clearer. The interview responses can help move communities forward" (Nussbaum-Beach). I believe that these are both good examples of informal assessment because you are able to get answers and results almost instantly.

As always, I found this chapter to be very resourceful. I agree that we must be able to sustain our online learning communities so that we may be able to keep learning from one another and growing within our respective professions. Through appreciative inquiry, I believe that I will be able to sustain my online learning community of fellow teachers by asking good, generative questions. For example, I would like to know from you, my readers, "Do you think that appreciative inquiry would be beneficial in your major/future career?" Let me know!

The Connected Educator Chapter 4

Chapter 4 of The Connected Educator focused on building a collaborative culture. In this chapter, the author discussed establishing trust through an online community, the importance of transparency, the difference between congeniality and collegiality, and leadership roles. I will briefly summarize each of these areas in this blog post.

The author began the chapter by stating that we must put relationships first. This is because these interactions become the bases for getting to know each other and finding common perspectives and experiences. In addition, the author stated that "Fostering, nurturing, and maintaining positive, congenial relationships is the first step toward building collaborative cultures—in your school and in a more global connected learning community" (Nussbaum-Beach). She then directed her discussion into the difference between congeniality and collegiality. The author stated that "Congeniality refers to the polite, friendly relationship we have with one another, where as collegiality is a shared belief that none of us is as good (or smart) as all of us, and we can all contribute to improved individual practice" (Nussbaum-Beach). In order to build a collaborative culture, we must foster collegiality.

Next, Nussbaum-Beach discussed how to establish trust through an online community. Trust, empathy, and reciprocity bond members together in any community or social setting, but even more so online. At times it is difficult to build trust online since there are no face-to-face interactions. It is not impossible however. The author shared several examples of the different ways that her online community came to trust her. One main way to establish trust online is to manage your online reputation in a positive way. As the author stated, "Reputation management is another important trust-building tool in online spaces" (Nussbaum-Beach). The figure below gives other details about how to create trust.

Nussbaum-Beach continued the chapter by discussing the importance of transparency. She stated "An educator in the Netherlands said transparency is the catalyst for connected learning, that "being transparent makes what you share something from which all can learn”...An elementary educator in an independent school in Virginia feels that transparency is essential; otherwise, she said, you are “simply taking from your personal learning network without giving back"" (Nussbaum-Beach). I completely agree with the statement that if you are not transparent, you are taking from your personal learning network without giving back. You must be open and honest so that you are able to get appropriate feedback from your audience. I also really liked the quote from Siemens that said "It is when we make our learning transparent, we become teachers”.

Finally, Nussbaum-Beach briefly discussed leadership's role within a personal learning community. She used a quote by Linda Lambert that stated "The key notion in this definition is that leadership is about learning together, and constructing meaning and knowledge collectively and collaboratively. It involves opportunities to surface and mediate perceptions, values, beliefs, information, and assumptions through continuing conversations; to inquire about and generate ideas together; to seek, to reflect upon and make sense of work in the light of shared beliefs and new information; and to create actions that grow out of these new understandings. Such is the core of leadership".

Overall, I believe that Chapter 4 was very useful and informative. Before reading this chapter, I was concerned about how I would be able to get individuals in my personal learning community to trust me and vice versa when there are no face-to-face interactions. Now, I know that to establish trust I must maintain a respectable reputation, especially online. In addition, I must be transparent so that I may share what I learn and also give back what I take from others in my community.