Research+Tutors

= = =http://edutac.wikispaces.com/=

http://help.wikispaces.com/ = = =Megan:= 2/27/2011

Last week I did not use any technology with my student. I was not aware of all the great things that you showed us. I am looking forward to using them.

Pre-tutoring: Tomorrow I plan to introduce a blog to Keagan. I told him last week that we were going to be using this blog to write his daily journals. I really think he will enjoy this, he sounded pretty excited. Keagans Blog He hasn't written in it yet but I made the layout and everything. I put some pictures of the things he enjoys on there. Do you think that I should encourage him to log on at home and do this or do you think it should be during tutoring time only? I'm going to look for some interactive games online about the titanic or natural disasters, he really enjoys that. I'll let you know how it goes!

Post Tutoring: 2/28/11 Today I introduced the blog to Keagan. He really really was excited to use it and kept saying he couldn't believe that he had his own website. I told him that he would write in it each tutoring session but he asked if he could write his story about the "Titanic" in there at home as well. I told him that was perfectly fine with me as long as it was okay with his Dad. I sent home instructions for him to access it from home if he'd like. I am looking forward to seeing if he will do that. If not, there is always next time.

Pre-tutoring: 3/21/11 Tomorrow I think I am going to try to use that Titanic thing we found during research, or I may have him create something like that on his own. It seems like something he'd totally enjoy! I will also continue to use the blog, he really likes writing in it. It is also helpful that it spell checks for him!

Post-tutoring: 3/22/11 Yesterday we used the blog again. He hasn't been logging in at home because he said he does not have his own computer and has to use his Dads. I am considering moving back to the hand written journal, or possibly just turning spell check off. It seems that he is very distracted when it comes to typing online in his blog. He wants to fix all of his mistakes because they are highlighted in red. Although I think this is an awesome way for him to practice correctly spelling words and using appropriate grammar, he is only able to write a few thoughts down in the time he used to write a lot more. I still think that it is important for him to become familiar with the keyboard so it is a tough decision. Each week we go over words and phrases. I show them to him and he practices saying them. These are high frequency phrases and sight words for grade levels 4 & 5 (he's in 4th). I am considering having them put online as online flashcards. It would be much easier to type out the words each week instead of typing them, printing them, and cutting and pasting them onto notecards. Also, he may be able to use them at home if he had access to the internet. This is something I am considering for next time, I am going to look and see if there are any flashcards that have voice recording.

Pre-tutoring: 3/27/11 Today I am going to introduce [|storyjumper] to Keagan. This is an awesome website for students who enjoy writing and animating their stories. It is free and is very easy to navigate !!!! This website also publishes other stories that have been written by various students/teachers for everyone else to enjoy. The best part is after you are done, you are even able to order a hardcover version of your OWN STORY BOOK! If you wish. I am assuming Keagan will love this because he has written his own "titanic" stories!

Post-Tutoring: 3/28/11 Just as expected, storyjumper was a hit! Keagan really enjoyed the idea of creating his own story book and being able to print it up. I obviously informed him that I would not be printing up his story but if he wished to do so at home he could! We made a great team. he told me what to type and I typed it. And then he decorated the pages with pictures. We only finished 2 pages but I think we can work more on it next time. I also want to focus on his reading so this will not be worked on the entire time. The blog went much better today too! I instructed him to ignore the spell check and keep moving forward. He was able to write more than before. I am going to keep using both of these technological features during my tutoring sessions!

//** I'm not sure if this is what you're looking for, Natalie, but I figured that I would begin posting the tech reflections. **//

Hi, Bridget, yep. This is great. Megan, yours is, too. As I am using this for research, I will not respond to these posts, but will do so in your regular portfolios. :)

Thanks!!!


 * BRIDGET **
 * 2/22/11**

//Pre-tutoring//: Today, I will probably be using an interactive online activity with my student called " President for a Day ," courtesy of PBS Kids. Because Kashijion wants to run for class president next year, I thought it would fun to use this semester honing in on the literate activities that presidents (of countries, teams, or even student council) use as they go about their duties. I hope the "President for a Day" activity would be a fun way to get Kashijion thinking about presidential responsibilities.

//Post-tutoring//: Last week, she had enthusiastically told me about her plans to run for class president and student council next year. Tugging on that interest, I told her that we would be learning about what it means to be a president. I told her about my plan for her to write and record herself giving a "State of the Union"-like address. At first, she panicked that she would be "on TV," but when I told her that we could record her voice and put pictures to it (like a photo story), she seemed very excited. After that, we began working on a graffiti board with what a president needs to //do// and what a president needs to //know//. She didn't seem to have very many ideas for the duties of a president, so we moved into the computer lab to work on " President for a Day " on the PBS website. She was excited to use the computer and was engaged in the beginning of the interactive. However, as the interactive went on, she became more fatigued and hungry (it was nearing 7:00 in the evening) and stopped trying to make sense of the stories being told. It was a shame, considering that the activities more closely linked with literacy (as opposed to going for a swim and riding in a limousine) were later on. She was eager to read whatever was on the computer, but stopped trying to make sense of what the stories were saying.