9+Internet+Tools

Module 9: Internet Tools

Getting started on a compare and contrast paper is challenging for some students. As a class, we use this Venn-inspired chart to organize information as a learning tool. Students are then given another page for their chosen topic. By numbering the entries, students can easily organize and match their points in the order they will be addressed. → → → → → → → → → → After the students have compiled their information they are going to compare and contrast, they begin writing their papers. Some students find it easy to write the paper, others need help with organization. The "subject" and "trait" examples include reminders of which stories from the Compare & Contrast Chapter of the textbook match the format. → → → → → → → → → → Once students have written their drafts, we use a number of [|editing] techniques so they will find a technique that is meaningful to each of them. Just like writing, editing styles are unique to each individual. Using www.wiziq.com, students have access to the various editing activities and references we use in class. The following are the Word versions of the online documents: Additionally, a number a former students have requested copies of the editing handouts from class after having misplaced theirs. This format allows them to retrieve them as needed, with the added benefit of updated information and newly found techniques.

For a different look at editing points, I also created a Wordle with the important bits. → → → → → → → → → →

Finally, students need feedback on their writing, not just a number grade. [|Rubrics] allow students to see where points were earned or lost along with the expectations the professor has for each aspect of the paper or project. There are always a few comments that come up that the rubric doesn't allow for. With the printable format, I was able to leave space after the rubric to add comments.

  
 * Awareness: ** I usually take the masochistic approach to creating (and recreating because I need to go back and apply the “File Management” module from earlier in the semester) handouts and grading scales. Many of these emerge from Word or Excel because of habit. I was given a one-year subscription to ed-helper, which was great when I was just getting started teaching Basic Composition and working with ELL (English Language Learners). After using the resources a number of times those first couple of semesters, I became comfortable creating my own.
 * Exploration & Filtration: **There were a number of sites I explored with my twelve-year-old. He is usually the one demonstrating the fun new sites, so being able to provide him with some new product-driven sites was fun. We discussed the benefits of having an online family calendar; maybe when my husband and I have internet access phones we’ll consider Stixy. I am already plotting uses for polleverywhere. I struggle to integrate new sites into use in my classes because students who readily use them are the same students who go to the effort to do their assignments anyway. Adding additional resources sometimes feels redundant; my hope in continuing to push for new ways to find, organize, access, and better utilize information is that these will not only benefit those already making the efforts to succeed, but may touch upon something to inspire a few of those still struggling to find their way in their collegiate careers.
 * Learning: **It is often nerve-wracking for me to jump into a new site. This class has alleviated some of that pressure to feel like I should already know what a site has to offer and revisit my adolescent self and just start clicking icons. I found which sites I could eliminate because of fees or single-use features. I want my sites to function like Alton Brown (//Good Eats//) describes his kitchen utensils – I don’t have space for single-function gadgets. On sites like rubistar, I looked at what others had created. I liked some words, others, not so much, so I started with their base and then made my own amendments (unlike earlier in the semester when I would have created my own from my notes and then been frustrated). I went back to the compare and contrast papers (for which I created the rubric on rubistar) and verified it hit the points stressed in class.
 * Application: **I created place to house editing notes and activities that are often requested by former students on www.wiziq.com. Once the semester is over, students can visit and revisit the site to access the editing tips and techniques they used, as well as updates. Additionally, I created a rubric on rubistar.4teachers.org to allow students to see what is expected for each paper (in this case compare/contrast), explain points awarded and/or lost, and write notes to provide additional ideas and offer suggestions for the improvement of future papers. 