Chapter of choice:
I had decided to focus on Chapter 3 Weblogs because I had wanted to explore the sites the author recommended at the end of this chapter. After spending about 45 minutes trying to access these sites with no luck, I decided to wait until class last Wednesday to ask Kelli about the problems.
I learned that many of the tinyurl sites may no longer be available, but I did learn a lot about the concept of these types of web addresses from wikipedia!
So today I decided to find another site to gather resources and noted on page 18 in the previous chapter ideasandthoughts.org, which is Dean Shareski's (teacher and blogger) site. What an interesting find! He is a private consultant in Canada that focuses on videos and blogging in the educational sector. On his favorite sites, I found one on visual prompts, which I already use in a rudimentary was in class. This site gave me great ideas for updating existing lessons with Web 2.0 tools. For instance, there was one using quotes with visuals and associated blogs so that students could communicate with others about the same prompt. This site also gives prompts for all content areas and all types of writing. Almost all his blogs have links to other related sites. I have made many of these part of my favorites.
Monday, October 29, 2012
Tuesday, October 23, 2012
Chapter 10: What it all Means
I remember back in 2005-2006, I was finishing up my Masters in Ed/Reading, and in articles having to do with reading on the intgernet, I remember thinking that this was somehow going to change how we teach "reading" in the future. Yes...much of the foundation of reading (phonemes, graphems, phonics, linguistics) is static, but accessing this information and teachin will and has changed as a result of Web 2.0 tools.
The author explains how more and more content will come on-line. Content will be also be created collaborativley on-line. Since so much can be written on the web, consumers will need to be editors as well as writers. And so, users (thus our students) need to be taught publishing skills ("We must teach and model the ways in which ideas and products can be brought on-line.").
I liked how the author refered to these changes as the "Big Shifts", and then categorized them by the following: 1) open content 2) lots of teachers 24/7 learning 3) Constructivist Theory to in its purist form 4) End of Lectures...lots of conversations 5) where to find the answer is often more important than the answer 6) now more than ever readers need to be critical consumers 7) Web is new portfolio 8) writing is now mulitple technologies...not just text 9) The finished project is equal to the old "test" in regards to assessment and 10) and finally it's not a completion of a project as in the past, but rather a continuing conversation.
This is going to take time. Most of our students are versed in these technologies in their lives outside of school, and because we as teachers haven't all made that switch in the classroom, there will be learning curve on both teachers and students. But if it accomplishes all that this book professesss to, than it can only be a win-win.
Personally, it's about me becoming comfortable enough using all we learned about and then using these tools for collaboration with my colleagues. After this, I will introduce Web 2.0 tools in babysteps with my students. I am assuming that the next class assignement will accomplish just this.
I remember back in 2005-2006, I was finishing up my Masters in Ed/Reading, and in articles having to do with reading on the intgernet, I remember thinking that this was somehow going to change how we teach "reading" in the future. Yes...much of the foundation of reading (phonemes, graphems, phonics, linguistics) is static, but accessing this information and teachin will and has changed as a result of Web 2.0 tools.
The author explains how more and more content will come on-line. Content will be also be created collaborativley on-line. Since so much can be written on the web, consumers will need to be editors as well as writers. And so, users (thus our students) need to be taught publishing skills ("We must teach and model the ways in which ideas and products can be brought on-line.").
I liked how the author refered to these changes as the "Big Shifts", and then categorized them by the following: 1) open content 2) lots of teachers 24/7 learning 3) Constructivist Theory to in its purist form 4) End of Lectures...lots of conversations 5) where to find the answer is often more important than the answer 6) now more than ever readers need to be critical consumers 7) Web is new portfolio 8) writing is now mulitple technologies...not just text 9) The finished project is equal to the old "test" in regards to assessment and 10) and finally it's not a completion of a project as in the past, but rather a continuing conversation.
This is going to take time. Most of our students are versed in these technologies in their lives outside of school, and because we as teachers haven't all made that switch in the classroom, there will be learning curve on both teachers and students. But if it accomplishes all that this book professesss to, than it can only be a win-win.
Personally, it's about me becoming comfortable enough using all we learned about and then using these tools for collaboration with my colleagues. After this, I will introduce Web 2.0 tools in babysteps with my students. I am assuming that the next class assignement will accomplish just this.
Chapter 8:Podcasting, Video and Screencasting and Live Streaming
Honestly, I have heard of internet radio and and Web television, but have not participated in listening or viewing. With this, the average person without training can participate. I can't see being successful unless the person has a lot of credibility or an unusual message. Even though it's open to the masses it takes a certain amount of preparation in writing, editing and videotaping to get a piece that will attract viewers.
I can see using it as a tool in the classroom to capture class presentations and skits to share with other classes or with parents. As a reading teacher, I can also see using it as an assessment tool for fluency. I am emabarrased to say we have been using the old recorders (really an antique at this point.). Students use to record their reading and track their growth in reading a particular piece.
I know I need some help from experienced podcasters as there seem to be so many steps involved and different equipment (I need microphnes and video equipt.). I wonder if Dan Williams films the school news show with this software? I will ask him. He's usually my technical go to guy anyway! A few cites and tools mentioned to note are:
Honestly, I have heard of internet radio and and Web television, but have not participated in listening or viewing. With this, the average person without training can participate. I can't see being successful unless the person has a lot of credibility or an unusual message. Even though it's open to the masses it takes a certain amount of preparation in writing, editing and videotaping to get a piece that will attract viewers.
I can see using it as a tool in the classroom to capture class presentations and skits to share with other classes or with parents. As a reading teacher, I can also see using it as an assessment tool for fluency. I am emabarrased to say we have been using the old recorders (really an antique at this point.). Students use to record their reading and track their growth in reading a particular piece.
I know I need some help from experienced podcasters as there seem to be so many steps involved and different equipment (I need microphnes and video equipt.). I wonder if Dan Williams films the school news show with this software? I will ask him. He's usually my technical go to guy anyway! A few cites and tools mentioned to note are:
- Educational Podcast Network
- See Radio Willow Web from the Willowdale Elementary School in Omaha, Nebraska
- Coleycasts
- Students Teaching Other Students
- Audacity
- Podomatic.com
- Odeo.com
- TeacherTube.com
- parents
- Jaycut.com
- John Udell's screencasting about Wikipedia
- Jingproject.com
Monday, October 15, 2012
chapter 6
Chapter 6: The Social Web
Twitter….I did sign up for an account, but haven’t used it yet…or as my 14 year old put it “Why do you have a twitter account?...you don’t need it…and how embarrassing….you don’t have any followers. ..” Sad but true. I have only just begun using blogs, etc… The author also suggests using Edmodo as a tool with my students. I actually had a student request that I sign up as she began using this in her science class and loves it. I signed up Friday but have not begun using it yet. I am also thinking that once I start using Twitter I can attach words to my personal accounts that I am interested (i.e.) in such as freedom of speech, reading strategies, novels my classes are reading, etc…Knowing the keywords to tag in subjects you are interested in is key. You can do this by looking at what keywords others that are tweeting about similar subjects are using. The author suggests using Diigo as a tool to add to our browser. It’s a way to annotate and highlight the web pages you find interesting and to share it with others. Delicious was another site mentioned by the author. Until I begin playing with these tools I can’t really comment on how effective it will be for me or my students in my classroom.
chapter 7
Chapter 7: Fun with Flicker
Flicker is a Web tool that students and teachers can use to show/share their classroom work or projects in the form of photographs. It’s free for up to 100 MB of photos and up to 2 500 MB of videos. Editing photos should be done before sending to Flicker (Picnik.com if your computer doesn’t have is suggested). Access can be restricted to specific individuals or groups. Google David Jakes for suggestions on using this in the classroom and Alan Levine’s “What can we can do with Flickr?” Other suggestions include tagging information units and adding it to a diorama, having students comment or interpret various pictures, Flickr with Google maps and earth to give a global sense of the picture, photo community tour, reflective journals, class homepages, and recording field trips. Other related sites that the author suggested using were Flickr Toolbox: 100+Tools for Flickr Addicts; FlickrReplacer Bookmark; Flickr Color Picker; Flicktion.
I showed the students some creative student work found on the web which interpreted Maya Angela’s poem “The Caged Bird Sings”, which combined text with images. I don’t know if this was done with Flickr, but it seemed to have all the elements of the features of Flickr in it. Something similar could be done with future poetry assignments.
chapter 5
Chapter 5:RSS
RSS stands for Really Simple Syndication and is an application that helps to regulate the flow of information to their computers. By requesting that certain information be sent from particular sites automatically and regularly, users can receive the most up to date information instantly. This tool is a timesaver as it sends the information all to one site allowing the user to access it when they choose and to either file and save or delete them.
Students need this tool to navigate through the mass of information that is both the curse and blessing of this technological era. The NCTE states that “readers and writers need to manage, analyze and synthesize multiple streams of simultaneous information.” RSS could help students achieve this goal. Although I can’t comment on actually using this tool, I can, see using it in relation to the previously mentioned example of Free
There were many other suggestions about how to manage the updates on various topics (i.e.) and until I begin using it, I can’t comment on what would work for me personally or in the classroom. The following were some suggested RSS feeds: with OR without student weblogs; new search feeds; weblog searches; new group searches; other news outlets; bookmarks and twitter. As with any source the credentials of the author, as well as the purpose and date of the information should be considered.
chapter 4
Chapter 4: Wikis
Although I remember using a wiki a few years ago as part of a professional development offering at the Ahern, I haven’t used it since. I realize now I didn’t have a clue as to its application or history. This chapter helped me to put it all together. Wiki is a Hawaiian word for short or quick. It’s a site where anyone can edit anything. The example is Wikipedia which is constantly updated and the natural question that arises is the reliability factor. A 2007 study stated that experts in their related fields stated that 4 out of 5 entries were accurate. I would think that today that would be even greater.
The benefit of this tool is that the process results in “collaborative construction of knowledge”. There is a part of the application that allows users to seen when “changes were made, by whom, and what was changes”. Wiki’s can also be linked to blogs. The uses today have expanded to Wiktionary, Wikinews, Wikispecies, etc…Business have begun using them to manage their documents and information. The application even has a discussion component that allows users to explain the reasoning behind their updates or changes. Ideas for schools use of Wiki’s included book reports, class notes, brainstorming, poetry, etc…There are free spaces for educators available at Wikispaces, PBwiki and WikiEngines.
chapter 3
Chapter 3: Weblogs
The author begins by stating that as teachers we can use blogs to reflect on our teaching. Would joining LinkedIn and participating in the conversations in the educational community of reading specialists be considered a start in this effort? That is what I have started to do. I think this kind of posting is easier that starting my own right now. When time permits I’ll start using the Edublogs Award site the author mentioned as well as the other Good Educator’s Blogs sites that the author mentioned on page 53. An obvious recommendation the author gives is that we use blogs to reflect professionally before we begin to use them with our students. That way, so we increase our comfort level and knowledge of blogs before using this tool with student in the classroom.
A good suggestion mentioned was to have students reading blogs on the content they are learning in class. In preparing students to write an argumentative essay in class on the topic of Freedom of Speech, my students have read many articles and visited various websites. With what I have learned thus far in class with creating an interesting blog with pictures, text and videos, I can see creating a similar classroom blog on Freedom of Speech for students. N p. 53
chapter 2
Chapter 2:
The use of weblogs is a constructivist teaching tool that will definitely help me to differentiate instruction. My 7th and 8th grade developmental reading classes come in all shapes and sizes that can have reading levels that vary from 1 grade to 4 grade levels below their current grade. Using weblogs will even the playing field by allowing student to use a variety of texts on specific topics at different levels. They will have access to different mediums (video, games, slide shows, etc...) on a topic to satisfy the different ways that students learn. Most important, they will be able to communicate with their classmates as well as students in other reading classes. Students this age LOVE the social aspect of learning. In addition, they can communicate to students all over the WORLD about similar topics. WOW! Twenty first century instant pen pals! Finally, as mentioned in my Chapt. 1 blog, using these web 2.0 tools prepares them for what they will be faced with in their future professions.
The author describes what blogging is and what it isn't on page 31. It appears that numbers five through eight is what I will be aiming for in my classroom.
5. links with analysis that gets into the meaning of the content being linked
6. reflective writing practice without links (i.e. web journals)
7. links that have analysis and synthesis that allow for deeper understanding of content, ANDS that has a specific audience in mind.
8. number 7 over a period of time that builds on previous posts, links and comments.
All this is linked to NCTE standards.
My plan is to visit the sites that are referenced for educators to explore how others are using it in the classroom. I will look for middle school examples.
The use of weblogs is a constructivist teaching tool that will definitely help me to differentiate instruction. My 7th and 8th grade developmental reading classes come in all shapes and sizes that can have reading levels that vary from 1 grade to 4 grade levels below their current grade. Using weblogs will even the playing field by allowing student to use a variety of texts on specific topics at different levels. They will have access to different mediums (video, games, slide shows, etc...) on a topic to satisfy the different ways that students learn. Most important, they will be able to communicate with their classmates as well as students in other reading classes. Students this age LOVE the social aspect of learning. In addition, they can communicate to students all over the WORLD about similar topics. WOW! Twenty first century instant pen pals! Finally, as mentioned in my Chapt. 1 blog, using these web 2.0 tools prepares them for what they will be faced with in their future professions.
The author describes what blogging is and what it isn't on page 31. It appears that numbers five through eight is what I will be aiming for in my classroom.
5. links with analysis that gets into the meaning of the content being linked
6. reflective writing practice without links (i.e. web journals)
7. links that have analysis and synthesis that allow for deeper understanding of content, ANDS that has a specific audience in mind.
8. number 7 over a period of time that builds on previous posts, links and comments.
All this is linked to NCTE standards.
My plan is to visit the sites that are referenced for educators to explore how others are using it in the classroom. I will look for middle school examples.
Wednesday, October 10, 2012
Chapter 1:
Since much of this information is new to me, and I do not use the vast amount of technology out there in my classroom, I was amazed at the statistics that supported the fact that I really need to get up to speed and begin using it with my students. For instance, on p. 2 it states that a 2007 study stated that 64% of teens who use the Internet should be considered "content creators." Wow! I need to get myself trained so that my students can begin to use the web 2.0 tools to write and communicate with each other. The author describes how many different types of industries - political groups, publishers, live news stations- are using Web 2.0 tools and how it has totally changed how we receive, edit and send information. This is the world our students will be working in and educators need to learn, teach and use these tools in all their classes.
The author suggested that as teachers we need to use it ourselves with our colleagues to understand how, when, why, etc...to use the technology with our students. These are the tools mentioned in this chapter that I can see using in my classroom and have begun to play with to date:
- Wikis
- Weblogs
- Social Bookmaking
- An education social networking site
- audio/video casting (later!)
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