visualization

• What tools did you try?
• What are you representing in the visualization you created?
• What questions or "ah-ha" moments arise when thinking about representation?

Moblie Learning Tool

I created this survey page for my students. This is a poem that we learned before. While we were learning it, we did some research about this poet, li bai. Su shi is another poet. They both wrote a poem about the moon and home sick, that is why I want to see if my students can tell which one wrote The Thought in a Still Night-静夜思。 This tool is really easy to use. It allows my students to text from their cellphone. And the result is right there, calculated out for me. This is like my "ah-ha"moment. On edmodo, I can also create a pool. However, it is not as convenient as this because students are not able to respond through the phone. I think I am going to use the tool in the future too. It can give students this idea of connecting learning with mobile device. So they know that other than texting and chatting, they can also achieve learning with their cellphone.

PART B - Storyboard and Script

This is the storyboard that our group has put together. Through discussion on google hangout, our group decided to make a Weebly tutorial for our project. Every person in our group has had some experience with Weebly and we all think that it is a great tool that teachers can use to communicate with parents or peer teachers, and a great way to reflect what has been taught as well as students' learning condition. After our discussion, each one of us has our own focus: 1. Karla:adding blog and new pages 2. Trista: Set up Weebly site for group use, design, editors, social media links 3. Jennifer: Basic inserting text, pictures, embedding custom HTML (wordles, glogster) 4. Johanna: Multimedia feature 5. Xiaochen:content and how to publish it and settings, how to register Trista started a Weebly and added team members as co-editor. As we finish our own parts, we can post it in our page. This way, the audience have option to look at the whole video as well as look at the parts that he/she needs help.

Wicked Project-Part C

My Script

After I told my students that they were going to post their writing on Edmodo and comment on each other’s writing, they were very excited. One reason is because that they get to type Chinese characters, which they think is cool; the other reason is that they love to show one another what they can do with this language and learn from each other.While I was doing my wicked project, what surprised me was how well students have done in writing and character typing. We had an easy time installing the Character typing tool on their computers.

So I created a post on Edmodo, and ask students to post a story about their favorite animal. Later on while I was reading their posts, I had so much fun. My students did a much better job than I expected. I all put lots of efforts in organizing their writing and selecting great sentence structures and made their writing interesting. Some students even used first person’s view to write a riddle about an animal.

While I was designing this activity, I planned to let my students comment on 3 other students. However, I have 16 students, if they all respond to 3 others, the posts might be too long. So I decided to let students comment on 1 other classmate using our clock partner chart. These two students will be editing peers.

In order to evaluate, I would ask them to write what they like about their peer’s writing, what mistakes. Also, they need to contribute at least three more sentences to make their peer’s writing look better.

When they are finished, I will create an assignment box on Edmodo. Each students need to upload their final writing. They need to post their original writing and the final writing both in the same document.

Wicked Project-Part C

<object width="148" height="44"><param name="movie" value="http://vocaroo.com/player.swf?playMediaID=s1nsS1KBKKR8&autoplay=0"></param><param name="wmode" value="transparent"></param><embed src="http://vocaroo.com/player.swf?playMediaID=s1nsS1KBKKR8&autoplay=0" width="148" height="44" wmode="transparent" type="application/x-shockwave-flash"></embed></object><br><a href="http://vocaroo.com" style="font-size:xx-small;" title="Vocaroo Voice Recorder">Online recording software &gt;&gt;</a>

Part B-Application of TPACK

Content Knowledge (CK): The process of mastering a language develops from Listening-speaking-reading to writing. As teachers teach new language points, he/she should prepare students on using these in their own communication. Reading, provides students with opportunities to see different ways for them to illustrate their ideas in different kinds of contents. This writing activity on Edmodo combines the practice of writing, reading and editing. Moreover, it develops a class community through collaboration. 

Technology Knowledge(TK): In order to participate in this activity, students need to master the basic knowledge about typing in Chinese characters (we will learn in class together). Also, they need to have their own Edmodo account set up, which is done by the school system. Moreover, they need to learn how to reply to a note on Edmodo. They can do this very well already since Edmodo looks like Facebook very much, it does not take them long to learn it.
Pedagogical Knowledge (PK): This activity is designed to practice students' writing skill as well as the ability of recognizing the errors and good sentences in one another's writing. The writing topic is closely related to the topic that we are learning. Students will be able to read some contents about this topic. All these steps are used to prepare students for doing their own writing. Our first writing assignment will be related to animal. Students will be asked to write a short story about a certain kind of animal, including its looks, hobbies, living places and etc. Students are allowed to use their notes and are asked to be creative. When they are finished, they need to post it on Edmodo individually. I will provide comments. After they finish their own post, they need to read three other posts, and provide comments on what they learn and what they like from the peer's writing. At last, I would ask my students to edit on their writing and send in another one. 

Part A- Brainstorm Session

The link to our conference video.
Our group used Google hangout as our conferencing tool.The advantage of the tool is that it is convenient to use. All the group members are familiar with google drive, that is why we all agreed to use google hangout.
However, we did spend a long time to get everybody in the conference room. Since it is hard to see the invitation to the room. Our group member Johanna was very patient. She carefully guided the members who could not get in with chatting in google drive. So this is another good thing about google hangout.
The conference went smoothly, we were able to hear everyone clearly and see each other's face. We had a very good time.