For me, the discussion question that Kevin posted is key: "Write a post in our shiny new shared classroom blog about using Diigo to support learning in your classroom".
There are so many new types of technology that I meet on a daily or weekly basis (Voicethread, Google Hangout, Diigo, Diigo Groups, Blogger, Linoit from this course alone...), it is tempting to try them all out as soon as possible and let your students be the guinea pigs. What works? What doesn't? What's fun? What engages them? And it's easy to forget what our focus should always be: Which technology(ies) allows you to support learning in the classroom?
Voicethread
As an ESOL teacher, I can confidently argue that Voicethread (VT) does support learning in the classroom. My students need practice in the art of discussion, questioning, listening and self-assessment and I believe VT allows for this.
Discussion
As previously mentioned by all four of us, VT is the ideal technology tool for allowing every student to play a role in discussions. While typical discussion behaviours are evident in classroom discussions (Silent Suki, Ridiculous Rashad...), they may be less obvious in online discussions as everyone has their one spot for talking, with the confidence that they won't be interrupted. Furthermore, students that don't participate often may have the confidence, in private and with the time to prepare, to shine.
Questioning
If teachers set the expectation that students should listen to each others' posts and question them, then VT is an ideal technological tool to improve student questioning. All too often questioning is seen as the teacher's job and responsibility, but it is an important skill that students should acquire. With explicit teaching and practice, VT may be the appropriate environment to improve this skill.
Listening
Often we see that students lack listening skills. Whether they are quite clearly not focusing on what others are saying, or that they are focusing but only because they're waiting for the chance to add their thoughts, listening is a skill that needs to be explicitly taught. VT would allow teachers to assess students' listening skills (have they added 'pushback' comments? have the responded to comments that others have made about their discussion point?); focus on this in class by replaying the VT discussion and discussing; by explicitly teaching; and finally by assessing the listening skills learnt.
Self-assessment
In the ESOL classroom, using VT to self-assess is, in my opinion, the main advantage. Students can record themselves, listen back, assess themselves against a fluency rubric and re-record. This activity could be used throughout the year, to show growth to both the teacher and the student.
Diigo
Why did I create a Diigo account back in January, use it for a few days and then forget about it? Who knows!!?? I guess I didn't fully understand what it could do, maybe I was a little intimidated about a new (to me) technology...Anyway, this weekend I collated the hundreds of bookmarks on my four devices and added them to Diigo. Wherever I go, whatever device I am working on...they'll be there! Simple but life-changing.
Highlighting and Sticky notes (Annotation Practice)
One of the best features of Diigo, in my opinion, for supporting learning in the classroom is the highlighting and sticky notes feature. Both features can be used by teachers to draw students' attention to certain parts and, like the example from Paulo's article "Using Diigo to organize the Web for your Class", using sticky notes to set assignments within articles. I appreciate this function because it not only makes students' focus on certain sections of an article, but it also shows students authentic ways to use the software. I like the example that Kevin gave during our Google Hangout from the ESOL teacher at his school. She uses Diigo for students to highlight difficult or unknown words and use sticky notes to ask questions. These questions and queries can then be reviewed in class. If the article is a part of a group, students can use different highlighting colours to show which word belongs to which student, and they may even be able to answer each others' questions.
Diigo Groups
Joint first for best feature is: Diigo Groups. The fact that the teacher can create groups for separate classes, in which articles are shared with others makes for an excellent collaboration tool. Students can learn from each others' research, articles and annotations to develop their understanding of a topic. It is also clear if certain students are relying on their peers to do the research for them, as they won't have bookmarked any articles. Furthermore, it is a handy tool for teachers to bookmark a list of relevant articles for a topic or a theme, all in the same place. I would argue that Professional Development is another path for supporting learning in the classroom. The different discussion groups that I'm involved with at school (supporting students in services, assessment, PBL...) could all use Diigo groups to share research/articles and collaborate with thoughts and arguments. Definitely something I will use in school.
Final Thoughts...
The Diigo Community was a feature I hadn't explored previously. I predict that the educator groups in this Community will change research I do for my own professional development. When I was researching for Diigo articles, I came across some really interesting articles (some Diigo related and some not), bookmarked them, annotated a few and easily shared them with colleagues in my department and school.
To finish, both VoiceThread and Diigo can be used to support learning in the classroom. VoiceThread ensures collaboration and an improvement in listening and pronunciation skills, as well as self-assessment. Diigo is an efficient way to share research and annotate. I hope to use both authentically in my classroom.
There are so many new types of technology that I meet on a daily or weekly basis (Voicethread, Google Hangout, Diigo, Diigo Groups, Blogger, Linoit from this course alone...), it is tempting to try them all out as soon as possible and let your students be the guinea pigs. What works? What doesn't? What's fun? What engages them? And it's easy to forget what our focus should always be: Which technology(ies) allows you to support learning in the classroom?
Voicethread
As an ESOL teacher, I can confidently argue that Voicethread (VT) does support learning in the classroom. My students need practice in the art of discussion, questioning, listening and self-assessment and I believe VT allows for this.
Discussion
As previously mentioned by all four of us, VT is the ideal technology tool for allowing every student to play a role in discussions. While typical discussion behaviours are evident in classroom discussions (Silent Suki, Ridiculous Rashad...), they may be less obvious in online discussions as everyone has their one spot for talking, with the confidence that they won't be interrupted. Furthermore, students that don't participate often may have the confidence, in private and with the time to prepare, to shine.
Questioning
If teachers set the expectation that students should listen to each others' posts and question them, then VT is an ideal technological tool to improve student questioning. All too often questioning is seen as the teacher's job and responsibility, but it is an important skill that students should acquire. With explicit teaching and practice, VT may be the appropriate environment to improve this skill.
Listening
Often we see that students lack listening skills. Whether they are quite clearly not focusing on what others are saying, or that they are focusing but only because they're waiting for the chance to add their thoughts, listening is a skill that needs to be explicitly taught. VT would allow teachers to assess students' listening skills (have they added 'pushback' comments? have the responded to comments that others have made about their discussion point?); focus on this in class by replaying the VT discussion and discussing; by explicitly teaching; and finally by assessing the listening skills learnt.
Self-assessment
In the ESOL classroom, using VT to self-assess is, in my opinion, the main advantage. Students can record themselves, listen back, assess themselves against a fluency rubric and re-record. This activity could be used throughout the year, to show growth to both the teacher and the student.
Diigo
Why did I create a Diigo account back in January, use it for a few days and then forget about it? Who knows!!?? I guess I didn't fully understand what it could do, maybe I was a little intimidated about a new (to me) technology...Anyway, this weekend I collated the hundreds of bookmarks on my four devices and added them to Diigo. Wherever I go, whatever device I am working on...they'll be there! Simple but life-changing.
Highlighting and Sticky notes (Annotation Practice)
One of the best features of Diigo, in my opinion, for supporting learning in the classroom is the highlighting and sticky notes feature. Both features can be used by teachers to draw students' attention to certain parts and, like the example from Paulo's article "Using Diigo to organize the Web for your Class", using sticky notes to set assignments within articles. I appreciate this function because it not only makes students' focus on certain sections of an article, but it also shows students authentic ways to use the software. I like the example that Kevin gave during our Google Hangout from the ESOL teacher at his school. She uses Diigo for students to highlight difficult or unknown words and use sticky notes to ask questions. These questions and queries can then be reviewed in class. If the article is a part of a group, students can use different highlighting colours to show which word belongs to which student, and they may even be able to answer each others' questions.
Diigo Groups
Joint first for best feature is: Diigo Groups. The fact that the teacher can create groups for separate classes, in which articles are shared with others makes for an excellent collaboration tool. Students can learn from each others' research, articles and annotations to develop their understanding of a topic. It is also clear if certain students are relying on their peers to do the research for them, as they won't have bookmarked any articles. Furthermore, it is a handy tool for teachers to bookmark a list of relevant articles for a topic or a theme, all in the same place. I would argue that Professional Development is another path for supporting learning in the classroom. The different discussion groups that I'm involved with at school (supporting students in services, assessment, PBL...) could all use Diigo groups to share research/articles and collaborate with thoughts and arguments. Definitely something I will use in school.
Final Thoughts...
The Diigo Community was a feature I hadn't explored previously. I predict that the educator groups in this Community will change research I do for my own professional development. When I was researching for Diigo articles, I came across some really interesting articles (some Diigo related and some not), bookmarked them, annotated a few and easily shared them with colleagues in my department and school.
To finish, both VoiceThread and Diigo can be used to support learning in the classroom. VoiceThread ensures collaboration and an improvement in listening and pronunciation skills, as well as self-assessment. Diigo is an efficient way to share research and annotate. I hope to use both authentically in my classroom.
This is a wonderful post Sarah. Your synthesis of a variety of concepts from both Voicethread and Diigo is very enjoyable and though provoking. I like how you referenced articles that both you and Paulo had shared. The quote about giving assignments through sticky notes is a good one and is something I hadn't thought of. I'm seeing early on that you are quickly soaking up the key ideas of what learning looks like in a web 2.0 participatory classroom. I wonder, how might the educator groups in the community change your research? Will it open you up to more information, change your process, or both?
ReplyDeleteThanks for your reply Kevin.
ReplyDeleteThe Diigo Community has completely changed the way I research! OK, it's only been a week, but still. When I wanted to search for educational articles previously, my first stop was Google. But I don't like using Google for educational research, as I find it hard to be specific as there is just so much nonsense out there. On the other hand, Diigo Community shares with you specific articles and websites about whatever you're searching for.
When I find something new (like Diigo Community) I tend to get very excited and sign up for everything, in this case it would be joining every educational group I could find. But this time I went slower. I didn't want to become so overwhelmed with the amount of information that I ignore the daily update emails, and eventually un-join the groups, thereby having learnt nothing. I joined five groups, have read interesting articles from each, have 'kept on top of things' and may join more groups in the future.
All in all, a positive experience!