I started this class with mixed feelings: I was excited at the idea of learning about new tools to use in the classroom, and yet felt intimidated by the idea of delving deeper into technology. Over the past two and a half weeks I have been exposed to so many interesting, exciting and helpful technologies: RSS feeds, podcasts, digital storytelling, flickr, delicious, Jing, and the list goes on. For a "digital immigrant" like me born in the '60s all of that technology can be a bit overwhelming. I had no computers in high school and the first time I enrolled in U of L (back in 1983) you could only use the "blackboard" if you had chalk. I've come a long way. Last summer I was proud of myself when I purchased and used my first "jump drive." Look at me now. I'm blogging (I'm going to set up a Facebook account soon), making digital stories with Moviemaker, downloading software, like Jing (and using it), using Flickr, and taking notice of sites that offer RSS feeds. Wow! Is this really me?!
I have to admit that I am still intimidated by technology, but now I feel like I can find my way without getting too lost. I do realize the power and value of technology and computers; I know they have a place in the classroom. Technology is a wonderful way to engage and motivate students, either by using it as a tool in my instruction or letting the students use it in their learning activities. In addition, the use of technology gives students a wider and broader "classroom" in which to learn, and a wider and boader audience with which to share their work. Students can take true ownership in their own learning in a new way and that can be very empowering for students. Anything that can hook students, draw them in, and empower them to be confident learners while I am teaching will be in my teacher tool box.
This class has helped me to be even more motivated and engergized to learn all I can about technology and the many ways I can use it in the classroom. I am so looking forward to having my own classroom and having the opportunity to help my students move forward with technology and to see it as an educational tool, not just social. As I commented to Susan on her blog, I think this is a great time to be a new teacher, because we are on the wave of new technology being introduced into the schools. Go new teachers, blog, wiki, podcast, etc. like mad!
Tuesday, May 26, 2009
Monday, May 25, 2009
Model of Student Work for Final (U.S. Weather for May 25, 2009)
U.S._Weather_for_May_25,_2009
This screenshot was created using Jing software and a weather map at www.wunderground.com.
This screenshot was created using Jing software and a weather map at www.wunderground.com.
Sunday, May 24, 2009
Choose Your Tool--Jing
Dear School Administrator,
I am writing this letter to persuade you to consider allowing downloads of a software called Jing on our school's computers. This particular software is free and works on either Windows PCs or Macs. The software has three main parts: screen capture, screencasting, and instant sharing on the web, email, or instant messaging.
In the screen capturing, the software allows the user to get a screenshot of a window, a pane, or a region of what's on the computer. An added bonus is that the user can add captions, highlighting, and arrows for special emphasis. With the screencasting feature, users can select a window or region and Jing will record a video of what is seen or done on the screen. If the user has a microphone, narration can be added with special features to pause and change windows if needed during the recording. The instant sharing of Jing allows the captured image or video to be uploaded to screencast.com and a link is created for the user to share on the web, in email, and or in instant messaging.
Downloading Jing can be beneficial for everyone in our school, but especially for students in the classroom. Teachers using their Tablet PCs can capture any ink annotations or writing of any kind used during lessons and students can view it at a later time for support or to refresh their memories. Other support materials can be created using Jing, and the Tablet PCs increase the possibilities. Extra materials can be created to address any areas of weakness by modeling subjects or concepts. Jing also allows introduction of websites, demonstrations of the uses of different websites, and specific training on certain areas of websites. Tours of websites can be created as well as collections of student work, which can be viewed by the school community and parents. But Jing doesn't have to be used only by teachers in the classroom. Students can use it themselves to showcase their own knowledge and learning. Anything mentioned above that the teacher can do, the students can also do, definitely enhancing their learning.
I hope you take my request seriously and allow the download of Jing on all of our school's computers. The whole school community can benefit. I look forward to hearing your decision soon.
I am writing this letter to persuade you to consider allowing downloads of a software called Jing on our school's computers. This particular software is free and works on either Windows PCs or Macs. The software has three main parts: screen capture, screencasting, and instant sharing on the web, email, or instant messaging.
In the screen capturing, the software allows the user to get a screenshot of a window, a pane, or a region of what's on the computer. An added bonus is that the user can add captions, highlighting, and arrows for special emphasis. With the screencasting feature, users can select a window or region and Jing will record a video of what is seen or done on the screen. If the user has a microphone, narration can be added with special features to pause and change windows if needed during the recording. The instant sharing of Jing allows the captured image or video to be uploaded to screencast.com and a link is created for the user to share on the web, in email, and or in instant messaging.
Downloading Jing can be beneficial for everyone in our school, but especially for students in the classroom. Teachers using their Tablet PCs can capture any ink annotations or writing of any kind used during lessons and students can view it at a later time for support or to refresh their memories. Other support materials can be created using Jing, and the Tablet PCs increase the possibilities. Extra materials can be created to address any areas of weakness by modeling subjects or concepts. Jing also allows introduction of websites, demonstrations of the uses of different websites, and specific training on certain areas of websites. Tours of websites can be created as well as collections of student work, which can be viewed by the school community and parents. But Jing doesn't have to be used only by teachers in the classroom. Students can use it themselves to showcase their own knowledge and learning. Anything mentioned above that the teacher can do, the students can also do, definitely enhancing their learning.
I hope you take my request seriously and allow the download of Jing on all of our school's computers. The whole school community can benefit. I look forward to hearing your decision soon.
Chapter 9 What it All Means
I have to say reading the entire book in about 3 days and digesting all of the new technologies I've learned in class over the last 2 weeks has been overwhelming at times, but also exhilarating. The idea that I can empower my students with the use of technology is exciting to me. The thing that has been on my mind the most is that in reality schools today are in a very traditional mode and aren't really moving toward technology very quickly. I see teachers as being the bridge between that traditional mode of learning and the plethora of uses for technology in the classrooms. Many students are already very savvy when it comes to computers and the web, but not so much when it comes to educational uses. It is up to us to get our students involved in the Read/Write Web for educational uses and encourage our schools to move forward more quickly in their use of technology.
Chapter 6 - The Social Web
The idea of bookmarking information so that you can find it easily is simple. The idea of social bookmarking is much more complex and fascinating. Teachers never have enough time. Have you ever known a teacher who was actually able to plan during their planning time? I haven't. I think the idea of social bookmarking can save valuable time for teachers and other harried people out there when they need pertinent information. It can also help keep teachers fresh in their approach to teaching by keeping up with the latest "best practices."
The idea of using LibraryThing.com or Shelfari.com to catalog and tag books that you and your class have read is great. It's a way to really involve students and connect them with others who may be reading or have read the same books. It broadens students' perspectives and gives credibility to the reading assignment (people besides the teacher value this book and are reading it too).
The idea of using LibraryThing.com or Shelfari.com to catalog and tag books that you and your class have read is great. It's a way to really involve students and connect them with others who may be reading or have read the same books. It broadens students' perspectives and gives credibility to the reading assignment (people besides the teacher value this book and are reading it too).
Chapter 8-Podcasts, etc.
The possibilities of classroom uses for podcasts, screencasting, and video are infinite. For a new teacher who is a digital immigrant that staggering number is a bit overwhelming, but at the same time exciting. I just have to remember to take it one step at a time. I know the power that technology can play in the classroom; students are engaged, motivated, and energized by it. I intend to incorporate technology in my classroom and instruction; I just might do it a little slowly as I become more knowledgable and comfortable with it.
Chapter 4 Wikis
I think perhaps the wiki can provide a student with a true sense of ownership and motivation like a traditional research paper cannot. Students can be part of something that is greater than themselves. That is very empowering. A student can experience real collaboration by being part of a wiki. The embedded chat boxes make the collaboration very real with "editors" and "writer" discussing the content as they work.
Chapters 3, 5, and 7
Chapter 3 was very helpful for a "digital immigrant" like me; it spells out exactly what to do to get started. I want to become a blogger and think I may even have the ability to use blogging with my students. How exciting!
Chapter 5 on RSS was great. I had no idea of what RSS was until this class and having read the chapter, I am a bit overwhelmed with all of the possibilities of this new technology (remember I am a digital immigrant). The RSS feeds seem to be a simple way to research and organize information or even student blogs. I think student use of RSS feeds would be better suited for middle and high school students rather than elementary. Although I think the idea of using RSS to create a Webpage could be very effective and useful for all students K-12. I think Richardson makes a great point saying that students (and anyone using the web) must learn to be efficient readers. As teachers, we must make sure we are preparing our students to do just that.
I was fascinated by the idea of having online discussions with the images in flickr by use of tags. This fact again emphasizes the social aspect of our information today and the idea of publishing for a wider audience.
Chapter 5 on RSS was great. I had no idea of what RSS was until this class and having read the chapter, I am a bit overwhelmed with all of the possibilities of this new technology (remember I am a digital immigrant). The RSS feeds seem to be a simple way to research and organize information or even student blogs. I think student use of RSS feeds would be better suited for middle and high school students rather than elementary. Although I think the idea of using RSS to create a Webpage could be very effective and useful for all students K-12. I think Richardson makes a great point saying that students (and anyone using the web) must learn to be efficient readers. As teachers, we must make sure we are preparing our students to do just that.
I was fascinated by the idea of having online discussions with the images in flickr by use of tags. This fact again emphasizes the social aspect of our information today and the idea of publishing for a wider audience.
Tuesday, May 19, 2009
May 19 and Still No Book!
I must say, I am frustrated. I ordered my book from Gray's over a week ago! It would be nice to read about what RSS is and podcasts. Oh, well. Tomorrow is a new day and maybe the book will arrive. Sigh.
Thursday, May 14, 2009
Article Reflection for May 14, 2009
"Adopt and Adapt: Shaping Tech for the Classroom"
21st-century schools need 21st-century technology.
by Marc Prensky
Students using cell phones in the classroom?! Such a thing is unheard of in schools around here, or anywhere that I know of. Yet, cell phones in the classroom is just one part of the technological picture and they may have their use for education. Who knows we may be able to progress to the point where they are part of everyday instruction. The idea brings to mind the movie Doubt where Meryl Streep's nun character laments the introduction of the ball point pen and bans their use by students in the classrooms. Could today's cell phone be like that ball point pen?
The author defines the levels where schools can be found in their embrace and use of technology: doing old things in old ways (computers as data bases and source of communication); doing old things in new ways (integrating technology into classrooms with digital demonstrations and simulations); and, doing new things in new ways (new curricula that integrates technology, new assessments, everything new..). Unfortunately, the majority of schools (teachers/administrators) are at the first level and only a small number of schools are venturing into the second level. I think these levels really give a new perspective for looking at education and technology. With that perspective comes the realization that we can be (should be) doing better for our students. Can we possibly progress to allowing students to actually use their cell phones (among other technology) in class?
The author also points out that there are two major barriers to a full embrace of technology in schools (doing new things in new ways): the need for one-to-one computing; and educators and parents being "digital immigrants" while students are "digital natives." One-to-one computing, meaning that each student has his/her own computer to personalize and make their own. The author sees it as a requirement for the full embrace of technology for the 21st century student. I'm not sure if it is necessary for each student to have their own laptop (this would be wonderful, but necessary?) if computers are made available for student use for a portion of the day. But then again my mindset is that of a "digital immigrant" and I may not know better.
I love the labels "digital immigrants" and "digital natives" because I can absolutely relate to being an immigrant to the world of technology. Technology is a new world to me and often I find myself trying to figure things out that seem foreign to me. My own kids and students in the classroom are natives in the world of technology, having been born into it. They are comfortable with iPods, MySpace, burning CDs, downloading, uploading,…the list goes on. So this brings up another of the author's points: "educators should regularly listen, observe, ask, and try all the new methods that students have already figured out." The teacher learning from the student. I think this is a fantastic idea that would not only improve a teacher's knowledge of technology but also build the student-teacher relationship, a super bonus!
So, we're back to my initial question, could today's cell phone be like that ball point pen? I think it is and someday they may be in widespread use in classrooms. As educators, it is up to us to model proper educational use of any technology. Technology, accept it, embrace it, use it.
21st-century schools need 21st-century technology.
by Marc Prensky
Students using cell phones in the classroom?! Such a thing is unheard of in schools around here, or anywhere that I know of. Yet, cell phones in the classroom is just one part of the technological picture and they may have their use for education. Who knows we may be able to progress to the point where they are part of everyday instruction. The idea brings to mind the movie Doubt where Meryl Streep's nun character laments the introduction of the ball point pen and bans their use by students in the classrooms. Could today's cell phone be like that ball point pen?
The author defines the levels where schools can be found in their embrace and use of technology: doing old things in old ways (computers as data bases and source of communication); doing old things in new ways (integrating technology into classrooms with digital demonstrations and simulations); and, doing new things in new ways (new curricula that integrates technology, new assessments, everything new..). Unfortunately, the majority of schools (teachers/administrators) are at the first level and only a small number of schools are venturing into the second level. I think these levels really give a new perspective for looking at education and technology. With that perspective comes the realization that we can be (should be) doing better for our students. Can we possibly progress to allowing students to actually use their cell phones (among other technology) in class?
The author also points out that there are two major barriers to a full embrace of technology in schools (doing new things in new ways): the need for one-to-one computing; and educators and parents being "digital immigrants" while students are "digital natives." One-to-one computing, meaning that each student has his/her own computer to personalize and make their own. The author sees it as a requirement for the full embrace of technology for the 21st century student. I'm not sure if it is necessary for each student to have their own laptop (this would be wonderful, but necessary?) if computers are made available for student use for a portion of the day. But then again my mindset is that of a "digital immigrant" and I may not know better.
I love the labels "digital immigrants" and "digital natives" because I can absolutely relate to being an immigrant to the world of technology. Technology is a new world to me and often I find myself trying to figure things out that seem foreign to me. My own kids and students in the classroom are natives in the world of technology, having been born into it. They are comfortable with iPods, MySpace, burning CDs, downloading, uploading,…the list goes on. So this brings up another of the author's points: "educators should regularly listen, observe, ask, and try all the new methods that students have already figured out." The teacher learning from the student. I think this is a fantastic idea that would not only improve a teacher's knowledge of technology but also build the student-teacher relationship, a super bonus!
So, we're back to my initial question, could today's cell phone be like that ball point pen? I think it is and someday they may be in widespread use in classrooms. As educators, it is up to us to model proper educational use of any technology. Technology, accept it, embrace it, use it.
Reflections on Chapters 1 and 2
After reading chapters one and two (online), two things stand out to me.
- When students have the opportunity to contribute and interact as they can with blogs, they have a sense of ownership and a feeling of being a part of something bigger than themselves. What a powerful, motivating factor for young, developing writers and learners!
- The author mentioned that the majority of the users of blogs use them as a social tool rather than as a learning tool. I think it is up to us as educators to facilitate the shift from social use to use for learning for our young bloggers. We can do this by modeling the use of blogs in our classrooms for a variety of educational purposes.
Wednesday, May 13, 2009
KY Core Content for Flickr Project
Flickr Presentation
http://www.flickr.com/photos/38350732@N02/sets/72157618104780296/
MA-EP-1.3.1
Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints:
•add and subtract whole numbers with three digits or less;
•multiply whole numbers of 10 or less;
•add and subtract fractions with like denominators less than or equal to four and
add and subtract decimals related to money.
DOK 2
http://www.flickr.com/photos/38350732@N02/sets/72157618104780296/
MA-EP-1.3.1
Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints:
•add and subtract whole numbers with three digits or less;
•multiply whole numbers of 10 or less;
•add and subtract fractions with like denominators less than or equal to four and
add and subtract decimals related to money.
DOK 2
Tuesday, May 12, 2009
How I Research
How I research depends on what I am researching and for what purpose. If I am researching just for information about a topic just for my general knowledge, I usually pull up Google and type in key words and filter through the pertinent information. I usually look for websites that end in .net, .org, etc., and avoid .com.
Technology Autobiography
I must say I have mixed feelings about this class. On the one hand I am excited at the idea of learning about new tools to use in the classroom; on the other hand I am intimidated at the idea of delving deeper into technology. Technology is amazing and it has advanced leaps and bounds in just the blink of an eye. It is one of those fields that people enjoy and use but know so little about what makes everything work, so people can get very frustrated and scared when things don't work the way they are supposed to work (hence my intimidation).
I was born in the '60s and had no computers in high school. The first time I enrolled in U of L (back in 1983) you could only use the "blackboard" if you had chalk. Registration was done on forms that were turned in by hand. My first exposure to a computer was as a pharmacy tech. My first impression was that as long as the computer was up and running everything was great, but when the computer was down (and who knows why) everything was utter chaos. Not having grown up with computers around me, I had a sort of love/hate relationship and some distrust of computers. Yes the computer could do great things for me, but it could also bring me great frustration and anxiety when things locked up or my information was lost.
As the years have passed, I have developed a better relationship with computers. I know the value of them and I have a respect for the power they do have. Yes, I still am intimidated. I always feel like I might get lost inside some program. And my goodness, there are so many and with such variation. Luckily I have a 15-year-old son and 12-year-old daughter who I call on many times. I have to say, I am feeling regret that I didn't post this blog last night when they were home to help me out if I have any problems. I'm on my own and this is new territory!
Because I do realize the power and value of technology and computers, I know they have a place in the classroom. Technology is a wonderful way to engage students, either by using it as a tool in my instruction or letting the students use it in their learning activities. My experiences in the classroom helped me understand that students are drawn to technology and show more interest in the content if some sort of technology is used. So far in the classroom, I have used powerpoints and Smartboards, showed a video, and traced a projected map to use in lessons. I have used technology in language arts, science, math, and social studies. The kids loved it. Anything that can hook students and draw them in while I am teaching will be in my teacher tool box. I am excited about learning additional ways to use technology in the classroom.
I was born in the '60s and had no computers in high school. The first time I enrolled in U of L (back in 1983) you could only use the "blackboard" if you had chalk. Registration was done on forms that were turned in by hand. My first exposure to a computer was as a pharmacy tech. My first impression was that as long as the computer was up and running everything was great, but when the computer was down (and who knows why) everything was utter chaos. Not having grown up with computers around me, I had a sort of love/hate relationship and some distrust of computers. Yes the computer could do great things for me, but it could also bring me great frustration and anxiety when things locked up or my information was lost.
As the years have passed, I have developed a better relationship with computers. I know the value of them and I have a respect for the power they do have. Yes, I still am intimidated. I always feel like I might get lost inside some program. And my goodness, there are so many and with such variation. Luckily I have a 15-year-old son and 12-year-old daughter who I call on many times. I have to say, I am feeling regret that I didn't post this blog last night when they were home to help me out if I have any problems. I'm on my own and this is new territory!
Because I do realize the power and value of technology and computers, I know they have a place in the classroom. Technology is a wonderful way to engage students, either by using it as a tool in my instruction or letting the students use it in their learning activities. My experiences in the classroom helped me understand that students are drawn to technology and show more interest in the content if some sort of technology is used. So far in the classroom, I have used powerpoints and Smartboards, showed a video, and traced a projected map to use in lessons. I have used technology in language arts, science, math, and social studies. The kids loved it. Anything that can hook students and draw them in while I am teaching will be in my teacher tool box. I am excited about learning additional ways to use technology in the classroom.
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