Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Personal Narratives about Favorite Experience

Content Area: English Language Arts
Grade Level(s): 3rd
Content Standard Addressed: ELAGSE3W3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
ELAGSE3W6 With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.

Technology Standard Addressed: 2. Digital Citizen 3. Knowledge Constructor and 6. Creative Communicator

Selected Online Project/Collaboration Site/Publishing Opportunity: KidPub

URL(s) to support the lesson: https://www.kidpub.com/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom (Minimum 2 paragraph overview):
I would incorporate online projects, collaboration sites, and publishing opportunities multiple times
throughout the year. For starters, I would use online projects such as Journey North and PlantingScience
because it allows students to assume the role of real life professionals and they aid in the research scientists
need. It also allows students to break the four walls of the classroom and have meaningful connections
outside the classroom that could influence their community. I would also incorporate publishing
opportunities because students may feel as though they are not being heard within the classroom, or they
may even feel shy speaking about their writings. With websites like KidPub and CNN iReport, students have
the ability to post about things that interest them; they also are provided with a broader audience that can
read their information based on their common interests.

Finally, I would incorporate online collaboration sites because it builds a sense of teamwork. Online
collaboration sites are also useful when students have group projects to complete. Bugscope adheres to this
thought especially since it requires students to examine their bugs with other students and scientists and
compare their results. Another way to incorporate online collaboration sites is to use websites such as Ask:
Dr. Math. Websites similar to this promotes an environment where students do not have to be afraid to ask
questions regarding things they may not know the answer to. It also shows students that they are not the
only ones who have the same question. Altogether, the students can continue to build the database and help
students all over. Overall, incorporating these three online learning tools will promote a more meaningful and
authentic learning environment to support student learning.
What technologies would be required to implement this proposed learning activity in a classroom? In order
to implement this proposed learning activity in the classroom, the class would need to iPads, laptops, or
desktop computers. This would allow students to publish their writing to the online student publishing
opportunity site.

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students are collaborating with mentors outside of the classroom and often beyond their
school when other publishers offer suggestions or comments on their writing. However, collaboration
is not a huge factor in this lesson since students are encouraged to write their own personal narrative.

Summer 2017_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Student-centered learning and knowledge creation is
happening during this lesson because students have voice and choice in the topic they want to write
about. The student is also able to write personal narratives, which allows the student to create a
newfound knowledge or understanding of their topic.

c. Higher-order thinking: Higher-order thinking occurs in this lesson when the student has to apply their
experience to the narrative they are writing. They also have to analyze the message they are trying to
convey to other students inside and outside the classroom since it will be published.

d. Students publishing their original work to others who will use/care about their product: Students are
publishing their original work to others is shown in this lesson because they are posting to an online
student publishing opportunity website. In addition, the student is selecting something they care
about; other students will have the option to read the post based on what interests them.

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation and Internet Safety Policies:

I could implement this proposed learning experience and still comply with the districts Internet Safety and
Student Privacy policies by reviewing all of the policies for my district. I can also make my administrator aware
of the activity I am trying to do so they are aware in the event a parent has a complaint. To avoid a parent
complaint though, I could send out permission forms and explain the topic we are covering and allow the
parents to notify me if they do not want their child to participate. If this is the case, then I can have an
alternate assignment for those students.

Summer 2017_SJB