| LEARNING CONNECTIONS
Continued from page 33.
wave les, video les, images, and Web
links that the ELA teachers selected
along with additional ones I found or
created.
Audio les. Because some students
in my class have extremely low reading levels, I created audio les of the
scenario prompts using Podomatic, a
free podcasting Web site, and inserted
these into the appropriate slides.
Students could independently listen
to the scenario prompts. Once they
had written their memoirs for the
prompts, they too could use the Web
site and create their own podcasts to
add to the presentation.
Readability. I knew the audio version would help my students read
the scenarios, but the reading level
was still high for them. Using Word’s
spelling and grammar options, I was
able to identify the reading level of the
prompt and rewrite it using simpler
language to allow my students to be
exposed to the same content but using
vocabulary they could understand.
Pictures and Web link. To enhance
student knowledge, I added pictures
and hyperlinks to the multimedia presentation. For example, if the scenario
mentioned landmarks such as Chimney Rock, students could follow a link
with a picture. I added additional links
to provide a deeper understanding of
key vocabulary. For example, I provided a link to a site with a picture and
information on Prairie Schooners, the
type of wagons used along the trail.
Animation. Using PowerPoint and a
map of the Oregon Trail, I animated
a wagon icon so that it would travel
along the trail. Clicking on the wagon
showed students where they would
be traveling for the given scenario
prompt. is visual provided the students with an understanding of the
vast size of the United States.
Online social collaboration. It was
exciting connecting with my students
online. My students were actively
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involved all at the same time, and as
the teacher, I could tell if they were
participating. Read/write Web pages,
which include wikis, blogs, and discussion boards, are great places for
students to use prior knowledge, to
collaborate, and to publish their work.
Editing by anyone, anywhere, and at
any time is the great part of collaborative Web sites.
Using screen readers. Because some
of my students have di culties with
reading, I had them use Universal
Reader in conjunction with the online synchronous discussion. Using
headphones and a screen reader, the
students are able to participate in the
discussion board to the fullest extent
possible. I nd Universal Reader easy
to use with the Internet and most
computer programs.
Writeboard. is allows for collaborative writing and includes features
where others can comment, make
suggestions, add information, and
even delete comments from the main
discussion board. Writeboard restricts
editors to those invited, making it
ideal and safe to use. A nice feature
of Writeboard is that only the teacher
needs to create the Web site, so no site
account is necessary. Students need
only to access an e-mail account for
their invitation and password to enter
the discussion. If students do not have
an e-mail account, they enter the discussion by typing in the URL.
Using Writeboard I created several
discussion prompts, each focusing on
a speci c scenario prompt. While online, the students were to assume their
pioneer persona and use their pioneer
name for posting purposes. I posted
discussion points on the main page of
the discussion board. Although Writeboard allows for editing of the main
document, like a wiki, I used it more
for blogging, as my students added
comments and did not edit the main
document. For one discussion, the
students were to assume a character
and comment on the food, tools, and
other types of supplies that they were
packing into their wagons. ey also
wrote about their expectations of the
trip and commented on other pioneers’ discussion posts, all of which
required them to draw from prior
knowledge.
Following the discussion, the students dra ed an entry in their pioneer
memoir, which was later handwritten
on tea-stained paper. I was pleasantly
surprised when I asked my students to
start dra ing their memoirs. Not only
were they motivated, but they had
something to write about.
Acknowledgments
Vera Williams would like to thank the eighth
grade ELA teachers and literary specialists at
Novi Middle School for their work in preparing
the existing historical ction unit plan.
Resources
Gliffy diagram share tool: www.gliffy.com
Podomatic: http://podomatic.com/
United Streaming so ware: http://united
streaming.com
Universal Reader by Assistive Premier: www.
readingmadeez.com.
Wikispaces: www.wikispaces.com
Writeboard: www.Writeboard.com
Zoho Writer: http://writer.zoho.com/jsp/
home.jsp?serviceurl=%2Findex.do
—Vera Williams has taught special education at
the high school and middle school levels. She is
currently teaching eighth grade special education at
Novi Middle School in Michigan. She has a master’s in teaching and learning as well as endorsements in learning disabilities and technology.
