Jill+McKay+&+Alli+Roberts

Okay Jill here is how I put it all together. We have 1592 words. Feel free to make changes!

In creating and planning this lesson we wanted to answer our essential question which was: How can ToonDoo increase reading comprehension and support story concepts and elements? Toondoo allows students to create comic strips and books. Our lesson goal was to help increase story comprehension and story element knowledge through the use of Toondoo. ToonDoo allowed for discussion of the story and thinking critically about story elements. We believed ToonDoo would prove to be a helpful tool, guiding our students to discuss the various story elements including beginning, middle, end, characters, setting, and comprehension. Toondoo was a new tool the student had never used before, and we felt it was very appropriate for second graders because of its engaging and playful nature. Also, what second grader doesn’t love cartoons? Through using Toondoo and the internet students also got to practice varies new literacy skills such as transmedia navigation, distributed cognition, online comprehension, and collective intelligence. Our world is becoming increasingly guided by technology and new literacies and we believe it is important for students to learn and practice such new literacy skills as they will be important skills to know in the future. We used the TPACK framework to guide use as we planned our lesson and developed on our instructional practices. TPACK is a crucial framework that all good 21st century teachers should follow. In the past teachers have focused solely on content and pedagogical knowledge to guide instruction. The TPACK frameworks includes technological knowledge in addition to content and pedagogical knowledge to guide instruction. We intergraded our content knowledge, technological knowledge, and pedagogical knowledge to design an effective and meaningful lesson for our students. First we selected the content we wanted to teach. We decided to teach story elements including beginning, middle, end, characters, and setting. Then we thought about how we could use technology to teach these elements in a meaningful and effective way. We did not want to have students sitting down and playing on the computer just for the sake of getting on the computer. We wanted the students to use technology in a useful and meaningful way, so we decided to use Toondoo as a tool for discussing and thinking critically about story elements. We used our pedagogical knowledge to think about our students needs and best practices for meeting these needs. We also used thought about different learning theories and what they say about pedagogy. In planning our lesson we took in consideration Vygotsky’s zone of proximal development and Gardeners multiple intelligences. In thinking with the zone of proximal development we knew we had to design a lesson that would challenge the students and force them to use high level thinking skills. We also knew the lesson should not be so challenging that the students could not understand or learn the content. Basically, our objectives and goals for our students could not be too hard or too easy, they had to be just right. This balance is what Vygotsky describes as the zone of proximal development. In thinking with Gardner’s multiple intelligences we wanted our lesson to reach a variety of different learner styles including visual-spatial, interpersonal, and linguistic. Visual-spatial learners were reach through the use of ToonDoo and they got to draw a picture to help them better comprehend the story. To reach linguistic learners we had students read a story and then summarize by writing the beginning, middle and end of the story. To meet the needs of our intrapersonal learners we had the students work in pairs throughout the lesson. Since our lesson was multi-dimensional, all students’ needs were meet. Students were challenged in learning new computer skills and yet the content of comprehension skills remained our focus. Student were motivated, engaged, and enjoyed using technology to help them comprehend the story. As a result, our lesson was an overall success and ToonDoo proved to be an effective tool in increasing comprehension and story concepts and elements. This lesson was implemented with a small group of second grade students whom need literacy support to maintain grade level reading and writing performance. Five students participated in different parts of the lesson. Our lesson lasted a week and students were absent at different times throughout this period. Consequently, it was difficult to maintain consistency with lesson implementation. First, students read a book at their instructional reading level. After reading the book, we discussed the story as a group. Students then worked with a partner to summarize the beginning, middle and end of the story. They wrote each part of the story on a sticky note. Since students would eventually create a comic strip portraying the beginning, middle, and end of the story, they individually created a picture to portray what they would create on the computer using ToonDoo. This step helped to scaffold them as using ToonDoo would be a new learning experience. Students then collaborated with their partner to determine what to include as far as story elements. Students had to think critically about the setting (time and place) and characters in all parts of the story in order to create an accurate comic strip. Drawing pictures in advance helped them be more focused when they created their comic stip. Finally, students worked with their partner to create their comic strip on ToonDoo. Our students loved working on the computer and decided that they would like to use ToonDoo at home and in their classroom. Overall, students were engaged, motivated, and stayed on task throughout the implementation of the lesson. It was an enjoyable experience for our students as well as us! We experienced many challenges and success throughout this project. As always, with new learning there are always components to improve upon and components to include the next time the lesson is taught. Challenges must be accepted as learning and we must try new things in order to grow as teachers. Initially, we had planned a lesson using Voice Thread. Unfortunately, Voice Thread is a blocked site in Harnett County schools. We were flexible and change our lesson to incorporate the use of ToonDoo. After changing our lesson, we had technical difficulties in getting ToonDoo to fit on the screen of the Mac. Fortunately, we were able to fix this problem! Our students were so excited and ready to use technology at this point that we desperately needed it to work. Originally, we also planned to use the Smart Board to project ToonDoo so that all students in the group could learn about the program and create a comic strip together. Unluckily, we had difficulties with that as well. Finally, we decided to allow all four students to work on one comic strip rotating students getting to use the computer. This was not an ideal situation, however, for the first time ever implementing new technology in the classroom, students were still able to each experience using the computer and still enjoyed the project. We learned that students are definitely a lot more patient than we are at times. We agree that our students were definitely engaged in this project and ToonDoo did increase their comprehension skills. Even though we faced many challenges, our lesson was an overall success. We accomplished our goals and our students were engaged and motivated about comprehension. We can’t wait to continue using ToonDoo with students’ as it is a wonderful age appropriate tool that student enjoy. This project proved to be a success in using the TPACK model. We collaborated very well together in completing this project. It can be difficult to work with a partner because there are so many obstacles and challenges. People have different ideas and different schedules. In order to overcome these obstacles, partners must be good listeners, problem solvers, encouraging, understanding, hard working, flexible, and maintain focused on the common goal. We both knew and understood these qualities and as a result we worked well together and successfully completed our project. Even though we faced many setbacks during this project, we worked together to accomplish our task. Our strong communication and problem solving skills enabled us to work well together. Implementing technology for the first time can be tricky and working with a partner made the process go much smoother. We both learned that to be a good partner you also need to be a support system for each other. If your partner is stressed out or overwhelmed you must jump in and provide encouragement. An important lesson learned was that things don’t always go the way you plan so it is important to work together. Technology is a crucial component of teaching students today and in generations to come. Our world is becoming increasingly driven by technology and new literacies. Therefore, it is important for students to learn and practice new literacy skills, as they will be a necessity in the future. Technology integration is must if we are going to provide engaging, motivating, and meaningful lessons for our students. This lesson is just one way technology was integrated into content and pedagogy. Our students expect us to be up-to-date. Integrating technology is a way to accomplish this goal. TPACK provides an excellent framework for teachers. New literacies open the doors to a whole new world and teachers must be prepared to make students successful problem solvers and collaborators. We are excited about the new doors that technology has opened and can’t wait to design more lessons to prepare students for the future. Technology is exciting and frustrating all in one!
 * Lesson Rationale**
 * Lesson Implementation**
 * Challenges and Success**
 * Collaboration**
 * Final Thoughts...**

Inquiry Learning Project Jill McKay Allison Roberts Technology is a crucial component of teaching students today and in generations to come. Our world is becoming increasingly driven by technology and new literacies. Therefore, it is important for students to learn and practice new literacy skills, as they will be a necessity in the future.

The TPACK framework is an excellent tool to guide instruction and planning lessons. Technology is not a separate entity. It is most effectively taught when integrated into content. In the past, teachers have focused on content and pedagogical knowledge to guide instruction. The TPACK framework includes technological knowledge, which will be required of students in order to be successful.

Lesson Rationale The TPACK model was used to plan our lesson. We integrated content, technological and pedagogical knowledge to design an effective, meaningful, and engaging lesson. Our goal was to utilize technology to help students with story elements and comprehension. Consequently, our essential question was: How can ToonDoo increase reading comprehension and support story concepts and elements?

Comprehension becomes more of a required skill and needs to be a focus of reading in second grade. The shift from learning to read and reading to learn is beginning to occur and therefore, second grade students need to be taught the skills necessary to understand what is being read. Even though they are still learning decoding skills, comprehension is the ultimate goal of reading. Toondoo allows students to create comic strips and books. Our lesson goal was to help increase story comprehension and story element knowledge through the use of Toondoo. ToonDoo allowed for discussion of the story and thinking critically about story elements. ToonDoo proved to be a helpful tool, guiding our students to discuss the various story elements including beginning, middle, end, characters, and setting.

Our lesson incorporated a new tool for all our students. We felt ToonDoo was very appropriate for second graders because it is engaging and playful in nature. What second grader doesn’t love cartoons? The use of ToonDoo and the internet allowed students to practice using a variety of new literacy skills such as transmedia navigation, distributed cognition, online comprehension, and collective intelligence.

As we planned this lesson pedagogical knowledge and theory were important components. Our students’ needs were the core of our lesson. The lesson incorporates Vygotsky’s Zone of Proximal Development and Gardeners Multiple Intelligences.

Vygotsky’s Zone of Proximal Development is balancing a lesson. The lesson should stretch students but it not too difficult or frustrating. Our lesson was designed to challenge students in using a new technology tool to increase comprehension of the story. Students had to think about multiple story elements (summarizing, setting and characters) in order to design their comic strip. Our lesson was not so challenging that they were frustrated but they had to think and learn a new computer program. In order to make our lesson meet the learning styles of all of our students, we also incorporated Gardner’s Multiple Intelligences. Students worked with a partner and therefore, demonstrated their use of interpersonal skills. Visual-spatial learners were reach through the use of ToonDoo and drawing a picture to help them better comprehend the story. Our lesson also reached linguistic learners as they read a story and summarized and wrote the beginning, middle and end of the story.

Since our lesson was multi-dimensional, all students’ needs were meet. Students were challenged in learning new computer skills and yet the content of comprehension skills remained our focus. Student were motivated, engaged, and enjoyed using technology to help them comprehend the story. As a result, our lesson was an overall success and ToonDoo proved to be an effective tool in increasing comprehension and story concepts and elements.

This lesson was implemented with a small group of second grade students whom need literacy support to maintain grade level reading and writing performance. Five students participated in different parts of the lesson. Our lesson lasted a week and students were absent at different times throughout this period. Consequently, it was difficult to maintain consistency with lesson implementation.
 * Lesson Implementation **

First, students read a book at their instructional reading level. After reading the book, we discussed the story as a group. Students then worked with a partner to summarize the beginning, middle and end of the story. They wrote each part of the story on a sticky note.

Since students would eventually create a comic strip portraying the beginning, middle, and end of the story, they individually created a picture to portray what they would create on the computer using ToonDoo. This step helped to scaffold them as using ToonDoo would be a new learning experience. Students then collaborated with their partner to determine what to include as far as story elements. Students had to think critically about the setting (time and place) and characters in all parts of the story in order to create an accurate comic strip. Drawing pictures in advance helped them be more focused when they created their comic stip.

Finally, students worked with their partner to create their comic strip on ToonDoo. Our students loved working on the computer and decided that they would like to use ToonDoo at home and in their classroom. Overall, students were engaged, motivated, and stayed on task throughout the implementation of the lesson. It was an enjoyable experience for our students as well as us! Challenges and Success We experienced many challenges and success throughout this project. As always, with new learning there are always components to improve upon and components to include the next time the lesson is taught. Challenges must be accepted as learning and we must try new things in order to grow as teachers.

We faced many challenges throughout the implementation of this lesson. Initially, Alli and I had planned a lesson using Voice Thread. Unfortunately, Voice Thread is a blocked site in Harnett County Schools. We were flexible and change our lesson to incorporate the use of ToonDoo.

After changing our lesson, we had technical difficulties in getting ToonDoo to fit on the screen of the Mac. Fortunately, we were able to fix this problem! Our students were so excited and ready to use technology at this point that we desperately needed it to work. Originally, we also planned to use the Smart Board to project ToonDoo so that all students in the group could learn about the program and create a comic strip together. Unluckily, we had difficulties with that as well. Finally, we decided to allow all four students to work on one comic strip rotating students getting to use the computer. This was not an ideal situation, however, for the first time ever implementing new technology in the classroom, students were still able to each experience using the computer and still enjoyed the project. We learned that students are definitely a lot more patient than we are at times.

Alli and I agree that our students were definitely engaged in this project and ToonDoo did increase their comprehension skills. Even though we faced many challenges, our lesson was an overall success. We accomplished our goals and our students were engaged and motivated about comprehension. We can’t wait to continue using ToonDoo with students’ as it is a wonderful age appropriate tool that student enjoy. This project proved to be a success in using the TPACK model. Collaboration ** We collaborated very well together in completing this project. It can be difficult to work with a partner because there are so many obstacles and challenges. People have different ideas and different schedules. In order to overcome these obstacles, partners must be good listeners, problem solvers, encouraging, understanding, hard working, flexible, and maintain focused on the common goal. We both knew and understood these qualities and as a result we worked well together and successfully completed our project. Even though we faced many setbacks during this project, we worked together to accomplish our task. Our strong communication and problem solving skills enabled us to work so well together. Implementing technology for the first time can be tricky and working with a partner made the process go much smoother. We both learned that to be a good partner you also need to be a support system for each other. If your partner is stressed out or overwhelmed you must jump in and provide encouragement. An important lesson learned was that things don’t always go the way you plan so it is important to work together.

Technology integration is must if we are going to provide engaging, motivating, and meaningful lessons for our students. This lesson is just one way technology was integrated into content and pedagogy. Our students expect us to be up-to-date. Integrating technology is a way to accomplish this goal.

TPACK provides an excellent framework for teachers. It is must easier to integrate technology into content as we already have so much to teach. New literacies open the doors to a whole new world and teachers must be prepared to make students successful problem solvers and collaborators. We are excited about the new doors that technology has opened and can’t wait to design more lessons to prepare students for the future. Technology is exciting and frustrating all in one!