Voki.com - how it may be used in the classroom

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Learning Connections Telling Stories with Video

Carl Young and Sara Kajder, the authors of the article Learning Connections Telling Stories with Video want you to consider how technology can be applied to English language arts classrooms. They imply hat language arts classes are not always up to par with utilizing technology, and this is unfortunate because there are many tools that have the potential of creating meaningful learning opportunities to take the lessons beyond printed text.

The goal for any teacher is to find ways to engage students, in and outside of the classroom, so a tool that allows students to video-chat or blog about language arts topics could make a big difference for students and teachers. I am observing English/language arts courses for a full day tomorrow at a high school and I will be paying close attention to the use of technology in the classroom and in the assignments. I will report back what I find!

Until then, stay tuned and on-line! 

COWs in the Classroom

Does you classroom have COWs? 

If you are a student at the Floydada Independent School District (FISD), the answer would be yes. COWs (computers on wheels) are one component of the Texas Technology Immersion Pilot (TIP) and it is proving successful, as it has been meeting the goal of fully immersing students, teachers, and administrators in technology. Not to mention that standardized test scores are increasing...an imperative benefit.

As a student and worker in the digital age, I complete 80% of my work on a computer; it is the most convenient and efficient option - and it is expected of my from my teachers and supervisors. It is safe to surmise that the same (and more) will be expected of every student graduating high school from here on and this school is doing its part in preparing the next generation to succeed in the digital age.

Listen up future teachers.

As expectations of schools to be progressive and immersed in technology, so will the expectations increase for teacher candidates to be well versed and proficient with technology.  And I believe principals of schools will not only hire teachers that can use the tools available right here and now; I surmise that the ideal teaching candidate will go beyond understanding and using the current technology; to have the advantage in getting a job, teachers will need to express a PASSION for the technology and prove that they can lead the way in making the use of technology stronger and more purposeful with each school year.  Teachers need to not only understand a few select resources and use them in the classroom - teachers will need to constantly explore new tools, new methods, new technology.

So I say to my peers, let's be the class that sets the example in incorporating technology through our work, be it school-based, or in your out-of-class professional life. Your teachers and co-workers will thank you.

Tech.KNOW.logy survey

Please take 5-7 minutes to take the Tech.KNOW.logy survey.

LISTEN TO MY VOICE

Bill Ferriter is not afraid of technology.

He understands that he can make technology work for him. 

And for his classroom. 

Mr. Ferriter is a sixth-grade language arts and social studies teacher and his goal is to engage all the students in the course content. He understands that more and more students are spending a considerable amount of time online so he has discovered a tool that will allow him to connect with his students at  their usual "hang-out" spot (Weir, 2008).

Mr. Farriter is one of the many teachers that utilize the Voice Thread Technology to further engage a broader group of students and to extend learning and collaboration opportunities outside of the classroom.  

So what exactly is Voice Thread? 

Watch this video (created through Voice Thread):

Benefits of utilizing Voice Thread:

Did you think I would give you the answers? 

I want to know what YOU think the benefits are.  How would YOU use this tool?

 

Now that you have formulated your thoughts, I here are a few more ideas (Weir, 2008):

• Voice Thread boosts participation, allowing students a safe environment in which they can contribute ideas
• Students who are timid or introverted in class may be more comfortable expressing themselves in the virtual classroom
• The learning opportunities do not stop when the end-of-the-day school bell rings 
• And for the reluctant teachers, Voice Thread is created to be easy-to-use and teacher/student-friendly
• Best of all: the opportunities available through Voice Thread are only limited by the teacher's imagination - there is SO much you can you with this resource!

So, can you hear me now?


References:

VoiceThread. (2007-2010). Retrieved October 10, 2010, from http://voicethread.com/# 

Weir, L. (2008). VoiceThread Extends the Classroom with Interactive Multimedia Albums. Encourage student participation with accessible and engaging digital discussions. Retrieved from: http://www.edutopia.org/voicethread-interactive-multimedia-albums

GOT SPREADSHEETS? ...for math

Technology is being integrated in all subjects taught in K-12 schools and math is no exception. According to Niess (2005), the National Council of Teachers of Mathematics (NCTM) would like for teachers to continue seeking out the most current technology for teaching mathematics and to allow meaningful opportunities for students to use the technology when learning math, and thus the ISTE NETS for students would be met at the same time (imagine achieving two objectives with one effort!) 

Challenge.

Before teachers can integrate the technology into the classroom, they must not only plan for how the technology can increase the effectiveness of the lesson, but more importantly plan time to teach students the fundamentals of the technology that they will be asked to use, a task that may very well require teachers to re-structure their curriculum (Niess, 2005).  

Let's talk spreadsheets.

The tool of choice discussed by Niess (2005) is the spreadsheet. Niess proceeds to give examples of how spreadsheets may be used to scaffold student learning and gives several examples of specific math problems that can be more effective through the use of spreadsheets. Unless you are planning on replicating these lessons, it may not be necessary for you to actually read each math problem and see how a spreadsheet can further the lesson. Just know that it can. 

Challenge be gone.

That's right, we are going to address the challenge mentioned above, once and for all.

By know we all know that before a student can integrate technology into their learning process they will have to be taught how to use the technology. This is where careful lesson planning by the teacher comes into play: each of the math problems will build on each other in regards to the technology that needs to be learned, just like the content gets progressively more advanced as the lessons continue. Therefore the first set of problems will be most basic in difficulty and in the technology required to complete and comprehend the assignment (Niess, 2005). 

Need a brain-break? 

We are all working so hard to accumulate the skill sets and knowledge to be the best teachers of our generation. But remember that we need to have fun and enjoy the process. So relax, watch this video, and hopefully it will make you smile and remind you how far we have all come since "day 1" of learning math.





References:

Niess, M. (2005). Scaffolding Math Learning with Spreadsheet. Learning & Leading with Technology, 32, (5). Retrieved from http://docs.google.com/viewer?a=v&q=cache:S1FPJi_aO_4J:eusesconsortium.org/docs/scaffolding_spreadsheet_math.pdf+Scaffolding+Math+Learning+with+Spreadsheet&hl=en&gl=us&pid=bl&srcid=ADGEESil8UoU-mlU6hd7URy-dA-yyaYDA132e9_pekihS76BajhOBJZGp51zH9r-DTjU0pZYf6h5jQ2qM73-_XIDHn-3459FEEs6_7RvmYvmvzlivNk8qBiYQ618W8RfgtMSD8mAytHg&sig=AHIEtbQ1uT3OOvdc4eNU9iXTGvz-ngvReQ  

Sesame Street. 2006. Light Bulb Math. Retrieved October 5, 2010, from http://www.youtube.com/watch?v=WfsSX1u8MUU&p=5F1CD550759CF03D&playnext=1&index=41

S'Cool Tools

Maureen Brown Yoder is a tech geek, and proud of it. She has done her research and found five cool toys (I mean tools!) that will help re-engage student learning, not to mention make teaching a little more fun (Yoder).

Just in case you are doubting the credibility of these learning tools, Maureen made sure each of the tools:

1. Have the potential to enhance teaching in a powerful way. 
2. Are easy to learn and well supported. 
3. Are innovative/new or a vast improvement on an earlier version.

Now go out and play! I mean learn... (And what is so bad with doing both at the same time?) 

Tool 1: Lego Education's WeDo Robotics Construction Set

This construction set includes:

• 160 Lego elements
• Motor
• Sensor
• Tilt sensor 
• Icon-based software
• Instructions to build 12 models
• Curriculum objectives with teacher notes and discussion questions
• Suggestions on how to extend these activitie

This is my favorite part: students may use the special software that comes with the contstruction set to to create virtual animations on their models and then share their creations with students anywhere in the world! (Yoder).

NETS standards for students that may be met by WeDo Robotics Construction Set:

• Standard 1.c
• Standard 2.a
• Standard 6.a,c,d 

Watch this video (http://www.youtube.com/watch?v=tPAuyZZcNKU):

Tool 2: Smart table 

A conventional table:

A Smart Table is about one thousand times cooler than the tables you and I grew up with. See image  above compared with video below. This tool has the following features (Yoder): 

• Multitouch
• Multiuser
• Interactive learning center
• Customizable settings (you can substitute your own images and content)

NETS standards for students that may be met by Smart Table:

• Standard 6.a,b,c,d

Watch this video (http://www.youtube.com/watch?v=b_FRmYXtneQ):

Tool 3: AVer Pen

Brace yourself. The AVer Pen has arrived. And I have no idea what it does! Aside from reading the article by Yoder, I also searched the Internet and I still can not grasp exactly what this tool is and how it may be best utilized in a classroom. If you, dear blog reader, can help me understand this tool I would appreciate your help.

NETS standards for students that may be met by AVer Pen:

• Standard 6.a,d

Tool 4: New Multiuser Virtual Environments (MUVEs)

There seems to be no limit to what can with done with MUVEs, as these virtual classrooms offer the students a chance to not just participate in the virtual world, filled with learning opportunities around every turn, but students are asked to help create this world (Yoder).

Take a tour with the following video to learn more (http://www.youtube.com/watch?v=8r2sTKx7KvA)
And yes, the virtual characters can fly in the MUVE world!




NETS standards for students that may be met by MUVEs:

• Depending on how this tool is used, all NETS standards can be incorporated

Yoder and I both suggest visiting the following MUVEs sites, create an avatar and start learning:

• www.whyville.net (best for younger audiences)
• www.skoolaborate.com (this is a pretty "hip" site!) 

Tool 5: Google Apps Education Community 


Lastly, there can not be a blog with the tags "education" and "technology" and it not incorporate Google. Google has made a name for itself in education and provides teachers and students with unlimited tools for searching the Internet, collaborating, and performing any classroom activity you can think of (Yoder). And, since it is for teachers, the cost is $0.

Visit the following site to learn more about Google Apps. WARNING: YOU WILL SPEND A LOT OF TIME ON THIS SITE AND MAY ALSO HAVE TOO MUCH FUN CONSIDERING THE POSSIBILITIES. PLAN ACCORDINGLY.


http://edu.googleapps.com/

References:

techedimg. (2007). Brief Tour of Island on Teen Life. Retrieved from http://www.youtube.com/watch?v=8r2sTKx7KvA

MYNXTMP. (2009). WeDo. Retrieved from http://www.youtube.com/watch?v=tPAuyZZcNKU

SMARTClassrooms. (2008). SMARt Table - Touch. Learn. Togehter. Retrieved from http://www.youtube.com/watch?v=b_FRmYXtneQ

Yoder, M. (2009-2010, November). S'Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students. Learning and Leading with Teachnology, 37 (3). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/NovemberNo3/L_L_November_2009.htm

Computing in the Clouds

Have you ever been told to get your head out of the clouds?  And what if someone were to tell you instead to get your head into the clouds?  In fact, forget software, flashdrives, money, and the need to work from one specific location.

Welcome to COMPUTING IN THE CLOUDS.

The FACTS:

• Cloud computing utilizes a local-area network, a district intranet, or the Internet to access applications and store files
• Doug Johnson's article, Computing in the Clouds, was written using the cloud. And so was the blog that you are reading now
• Cloud computing frees you from depending on computer software for your word processing needs
• You can work from as many computers as you like, never having to use a flashdrive to store the file 
• You can share your work with whoever you chose to without needing to attach it into an email
• Worst case scenario: your laptop is stolen, your external hard drive falls in the swimming pool, and your dog eats your flashdrive - IT'S OKAY! Your file is secure because you are cloud computing 
• If you have used a web-based e-mail program, an online tool to edit photos, wiki or Google Docs - you too have entered the cloud computing generation! 
• And most likely, if you are reading this blog you are in the Education 422 class, and then you have most definitely used cloud computing when creating your own blog

Why should YOU care?

You should care because there is a chance that as a future teacher you may be asked to create, store, and share your documents through cloud computing. And if the school district or organization you work with does not "work in the clouds",  you can impress them with your knowledge of this system and how it can transform the future of file management for their school or business.  You want to be current.

Schools and students alike may be able to benefit from cloud computing in a very interesting way: since cloud computing provides advanced computer needs for free and in a virtual environment, the actual computers used by teachers and students can be very basic and without expensive software; an example being the Netbook.  These simple machines can start at $250 and provide the very basic services in computing, the rest to be virtually accessed through cloud computing. 

According to Doug Johnson, cloud computing has the potential to save school districts money and to improve their efficiency with document management. Since files and programs are stored via the Internet, an intranet, or a local-area network, school districts can save money because their computers do no need to be purchased with expensive software or applications that are available virtually.

With the help of cloud computing and Internet access, students and teachers can purchase a netbook for about $350 and have access to the following: 

• E-mail
• Web searching and bookmarking
• Photo storage and editing
• Webpage editing and webmastering
• School specific tasks (i.e. gradebooks, reporting systems, communications, accounting)

Not IMPRESSED yet? 

If you are not impressed with cloud computing and the impact that it already has has made to technology and the implications for the future, look at it from another angle: the stock market.  Hewlett Packard recently purchased 3PAR, Inc, a company in the data storage devices (i.e. cloud computing) industry. Look below at the last two years of the stock and how it has sky-rocketed in the last two months. 

 The cloud computing providers are in fierce demand for so much of the world - as a future teacher we need to stay current and understand these technological trends so that we can determine if we want to incorporate these tools into our classrooms.

Want to know more? 

• www.infoworld.com - cloud computing
• searchcloudcomputing

References:

Johnson, D. (2009-2010, December/January). Computing in the clouds. Learning & Leading with Technology, 37, (4). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm

http://finance.yahoo.com

Students taking responsibility for their own learning. Fact or Fiction?

"Free Agent Learner"

Fact. 
  

In the Speak Up 2009 National Findings by Project Tomorrow, students voiced their vision for learning in the 21st century. Based on the information gathered by the findings, students in the 21st century are now referred to as "Free Agent Learners" (Project Tomorrow, 2009). 

And what does this mean for the leaner?  

According to the Speak Up report, students in the 21st century have the ability to seek out infinite resources, tools, and outside experts to create "a personalized learning experience" (Project Tomorrow, 2009).  As with all technological advances there are positive aspects (i.e. students having information readily accessible to supplement their learning) and areas for concern (i.e. deceptive websites, misinformation, and an over-load of information). I encourage you to watch the following video clip on Information Literacy. And if you have already seen it, watch it again, you will learn something new.

  

e-literate video 

What did you learn from the video?  


Information. Information. e-nformation?  Yes! There is a lot of information. And it is accessible by ALL. My blog post created a new iota of information. As Mrs. Campo has advised in the Education 422 course at Cal State University San Marcos, and reiterated by the Speak Up report, teachers in the 21st century are not the sole proprietors of information, nor do teachers have "an exclusive monopoly on knowledge, content or even education process".  

What now?

Mrs. Campo suggests that teachers need to be the organizers of all the information, as we can not know everything, but we can take the information and organize it in a way that makes sense to the learner - this is no easy task, and as a student about to apply to the College of Education, I am already challenged to pull information from different sources, to analyze the validity and creditability of it, and begin learning how to effectively organize information.

Further, according to the International Society for Technology in Education, one of the National Education Technology Standards and Performance Indicators for Students is having research and information fluency (ISTE, 2008). How can students be expected to develop fluency in navigating through the endless supply of information if we as teachers do not gain information literacy for ourselves?


Use these tools to help you navigate the information web (they are teacher approved!): 

• http://www.thinkfinity.org/
• http://literacynetwork.verizon.org/TLN/
• http://edsitement.neh.gov/
• http://historyexplorer.americanhistory.si.edu/

References: 

International Society for Technology in Education. (2008). The ISTE National Educational Technology Standards and Performance Indicators for Teachers. US & Canada. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Project Tomorrow (2010). Creating our Future: Students Speak Up about their Vision for 21st Century Learning). Retrieved from http://www.tomorrow.org/speakup/pdfs/SU09NationalFindingsStudents&Parents.pdf