Blog+info+in+response+to+Karen's+query

For the Blog question...take a look at the Blog2Learn wiki at http://adavis.pbwiki.com/ and especially http://adavis.pbwiki.com/Language%20Arts%20Examples

As for LA classes and Google docs, I didn’t find any good examples but check this http://www.google.com/educators/weeklyreader.html It’s advice on how best to use Google docs for collaborative projects.

Here are some neat guides to blogging in the classroom the first one comes from Anne Davis which was the link Pat sent us to...

http://adavis.pbwiki.com/Guidelines+and+Responsibilities

Blog Policy created by students: http://www.budtheteacher.com/wiki/index.php?title=Student_Created_Blog_Policies

Blog letter to parents: http://www.budtheteacher.com/wiki/index.php?title=Blogging_Parent_Letters

Jeff Utecht wrote the following article and uses blogs often with his students. In the article you will find three links to rubrics that (at least one if not all) students in Scott Hassacks class created to evaluate a good blog: http://www.techlearning.com/blog/2007/05/teacher_20_the_evidence.php


 * Example from LA Class Using Blogs from a presentation at NECC by Christy Keeler:**

NECC 2007: Voices from the Past: Fictional Blogs of Historical Figures (Wood/Jenkins) This session reported on three historical blogs created by students: Harriet Tubman (3rd Grade): http://dowell.typepad.com/harriet_tubman/ World War II (8th Grade): http://tappmiddleschool.typepad.com/ww2/ Civil War (4th Grade): http://dowell.typepad.com/civil_war/

A third grade class studied Harriet Tubman by reading a book about her (The Story of Harriet Tubman, Conductor of the Underground Railroad by Kate McMullan) and researching using other resources. The teacher assigned different roles to students that resulted in the creation of a class-created blog. They used tools including KidPix (timeline), Word (writing), Kidspiration (character fact webs), Photoshop, and Typepad. They also included a video file. The result is their website at:
 * Harriet Tubman Blog**

Components
 * All students were assigned an important date or event from the book to illustrate using KidPix. They had limited access to scanners and they knew KidPix easily translated into uploadable JPEGs.
 * Students wrote fictional stories as if they were moving along the underground railroad.
 * Students or pairs of students wrote blog entries by chapter, identifying what they found to be most important in the chapter and including pictures.
 * Students created character webs. This was particularly helpful for low-level learners who had difficulty writing, but could prepare brief excerpts in concept maps.
 * Higher-level students created fictional video interviews between "reporters" and "Harriet Tubman."
 * Integration
 * Used read-aloud time to read book to students Language arts block was used to complete writing activities Addressed standards in language arts, social studies, and technology Recommendations Use PhotoBucket or Picasa to save bandwidth Create blog banner in PhotoShop TypePad allowed them to create as many blogs as they would like for one year for $150 Observe copyright when importing pictures Close comment options in the blog Students do not need email access to work on these blogs

The World War II blog was created by 8th grade students in two different classrooms. The classes were remote from one another. This was a comment-moderated blog and only one student tried to upload an inappropriate comment. Students chose an individual from World War II that they wanted to study. Each student had to write an "autobiographical" entry and had to comment on another entry. The entire blog was created in about two instructional days. One student was assigned to create the blog banner using PhotoShop.
 * World War II Blog - 8th Grade**

Fourth grade students studied the Civil War and created posts from the point of view of various people living in the time of the Civil War. Due to the lack of available technology, this blog activity was not as successful.
 * Civil War Blog**

Wood does not use Blogger because he cannot remove the navbar which allows students to use the "Next Blog" option. I looked this up online and found that only those using Blogger via FTP can remove the navbar. One change I would make is with the audio interviews. By using voice moderation during the audio interviews, they would sound more authentic and the students would enjoy experience the technology and final product. Also, I would prefer the audio interviews focused on higher-level questioning. Another recommendation is that the students couple this activity with a field trip and a Chau
 * Other Notes**