Chapter 4 Log

I really connected with this chapter of the text. With both my parents being teachers, they introduced me to mind maps and concept maps at a very young age. My mom had hundreds of photocopies of a pre-made concept map that I used to fill out while I was studying my materials. When I got to high school, I stopped using the pre-made ones, as I needed more complex connections than the photocopy had, and I started making my own. I know first hand how helpful putting information into this format can be, and I am so jealous that I didn't have the opportunity to use online concept mapping tools (or that I did have the opportunity and didn't know these sites existed). The logistics of having all students use this online technology while in the classroom is near impossible, but it is definitely something I could suggest or require to be done at home. For history lessons, for example, I could require each student have a concept map by the end of the unit, and provide the URLs for Semantica and Kidspiration. If I am lucky enough to have an IWB, I can use one of these services in the class, with all kids in the class contributing to the "community concept map."

I was very excited to read about Kidscribe in the book. The idea seemed really cool, but then I went to the website and it was an ad-filled placeholder. A quick Google search solved the problem though, as the site is alive and well at http://brightinvisiblegreen.com/kidscribe/, although it seems like it is no longer updated. If I'm wrong about this, then it could be a great site to use in many ways. I would use it with any English Language Learners I had in the class. It would be a great place for the student to see examples of "everyday" English use and could provide a way for him or her to practice on writing things in English.

The book suggests using Writely, which is now, of course, Google Docs (although I remember getting a long-awaited invite to Writely from Google, then getting my own invite and selling it on eBay!). I would incorporate this into my class as best as I could, most likely with respect to groupwork. Kids are always complaining that they can't get together with group members or they can't work out times to meet. Google Docs solves that. All the kids have to do is share a document between them and they can edit it whenever is convenient for them. Google Docs could also be used for class-wide projects, such as a class-edited story in which everyone contributes a paragraph each week, or a class-wide log of what's been going on in class so that everyone can access it from home.