Today I attended the OTEN Conference; a keynote speaker opened the conference followed by two sessions I selected that dealt with incorporating games using technology and how to spark teen interest in literature with technology assistance. Below outlines my audio experience of the conference.
Saturday, September 24, 2011
Wednesday, September 14, 2011
Educational Technology Standards
I gathered from reading the Oregon Educational Technology Standards (OETS) that the overall big picture is for students to be well rounded and competent with technology. The standards outline a breadth of criteria (creativity, innovation, collaboration, communication, research fluency, critical thinking, problem solving, etc.) that are applicable both within the classroom and outside of the classroom in a real world setting. What I found most interesting is that all of these standards could easily be applied to any other important skill set that is required as a classroom standard or a workplace standard; for example, all students and employees must be able to work well with others, think critically on their own and be a contributing citizen. Essentially these standards recognize and validate technology competence as a crucial skill set for success (and in order to earn a diploma).
Below are three standards that struck me and how I will implement them in the classroom:
I interpreted the ed tech for teachers standards as a guideline for how teachers should model for students in order for them to learn and be able to apply technology skills. When teachers utilize and teach with technology, the benefit is that students can see how technology becomes applicable, useful and relevant in their own lives. Meaning can easily be enhanced with the use of technology, and the standards for teachers demonstrates this. In addition to the aforementioned benefits of using technology, students also learn how to use technology when their teachers model it in the classroom. For example, when a teacher creates and uses an aspect of technology (whether this be a blog, website, visual presentation, etc.) students see how the tool is being used and perhaps explore the technology on their own as a result of curiosity.
One of the challenges we face as teachers is that there is so much to know and technology is always advancing; consequently, it can be difficult to keep up. For example, prior to taking this course I had no idea that there were alternatives to PowePoint (google presentations) or composing all of my documents onto Microsoft Word (google docs). In order to overcome this obstacle, I need to challenge myself to stay current with the technology. I can learn just as much from my students as they learn from me. Technology is a huge part of life for students. Asking them what they know about technology gives them a "teaching moment" in which they can reinforce what they already know and take pride in the fact that they are teaching their educator; in addition to the student's benefits of teaching me about technology, I learn and stay current too.
Below are three standards that struck me and how I will implement them in the classroom:
- Creativity and innovation: Students can read a passage or poem and predict what will happen next/the direction that the material will take. Technology can be used by creating a google presentation of a breakdown of what they think will happen next. Artwork, drawings, words, etc. can all be used in the presentation to communicate their ideas.
- Communication and collaboration: Students can create a google doc for their group projects. This way students can communicate from home, instantly be on the same page as their group members and easily work in a group setting.
- Research and Information Fluency: Students can research the author, time period, other pieces of work, literary terms, etc. with the usage of the internet. Their ideas can then be taken one step further by using Screenr in order to visually communicate what they learned. Students can create a presentation that shows the web pages they found and verbally articulate at the same time what they learned from each web page or image.
I interpreted the ed tech for teachers standards as a guideline for how teachers should model for students in order for them to learn and be able to apply technology skills. When teachers utilize and teach with technology, the benefit is that students can see how technology becomes applicable, useful and relevant in their own lives. Meaning can easily be enhanced with the use of technology, and the standards for teachers demonstrates this. In addition to the aforementioned benefits of using technology, students also learn how to use technology when their teachers model it in the classroom. For example, when a teacher creates and uses an aspect of technology (whether this be a blog, website, visual presentation, etc.) students see how the tool is being used and perhaps explore the technology on their own as a result of curiosity.
One of the challenges we face as teachers is that there is so much to know and technology is always advancing; consequently, it can be difficult to keep up. For example, prior to taking this course I had no idea that there were alternatives to PowePoint (google presentations) or composing all of my documents onto Microsoft Word (google docs). In order to overcome this obstacle, I need to challenge myself to stay current with the technology. I can learn just as much from my students as they learn from me. Technology is a huge part of life for students. Asking them what they know about technology gives them a "teaching moment" in which they can reinforce what they already know and take pride in the fact that they are teaching their educator; in addition to the student's benefits of teaching me about technology, I learn and stay current too.
Monday, September 12, 2011
Assignment #5: Multimedia Project
In order to explain how to make a TinyUrl, I decided to use Screenr. I have never used Screenr before and had never heard of it prior to taking this course. It was incredibly easy to use; I was pleasantly surprised. I first went to the Screenr website, signed up, and hit the "record button" on the top right hand of the webpage. I large box then popped up that gave me three simple instructions for how to use the product (1. Move and resize the frame. 2. Click the red button to record. 3. Press DONE when finished). I followed these three instructions and moved my cursor between the two websites I wished to talk about (the TinyURL website and a website that had a long address for writing wedding vows).
Screenr could EASILY be incorporated into my future curriculum. I already committed to my cooperating teacher that I would create a blog for his class after seeing the benefits. This website would allow me to give easy and simple instructions for students to find outside course information. I can see myself using Screenr as an extension of my voice outside of the classroom; it allows them to hear me give directions and visually see the websites I am visiting.
Sunday, September 11, 2011
Analyzing student data in a spreadsheet
The chart is a line graph of student progress. The growth of each student is demonstrated in the line graph. Each line represents a student's test score during the second half of the testing period (tests 6 - 10). In order to extract the below data, I deleted every student that scored higher than the average (192). The below graph represents the students that fell below the average, and had their own average slightly above 170. In order to make the graph clear, I inputted the test scores and tests so that the graph was visually appealing and understandable.
As a teacher, although the scores are still below the class average, I would take into account that improvement has been made by the majority of the students, especially towards the end of the testing period. In order to get test scores up and above the average, I would partner these students with a student that was above the average so they could learn from their peers and review the questions that were missed by several in order to clarify confusion. Examining frequently missed questions demonstrates gaps in knowledge.
Spreadsheet
As a teacher, although the scores are still below the class average, I would take into account that improvement has been made by the majority of the students, especially towards the end of the testing period. In order to get test scores up and above the average, I would partner these students with a student that was above the average so they could learn from their peers and review the questions that were missed by several in order to clarify confusion. Examining frequently missed questions demonstrates gaps in knowledge.
Spreadsheet
Friday, September 2, 2011
Web 2.0 and Tiny URL... What are they?
Web 2.0: A brief explanation
This very blog is an example of Web 2.0; social networking sites such as blogs, "facebook" and "myspace" to name a few have become a new standard in the internet and the implications for what the web stands for. In an effort to make the internet more collaborative and interactive, the usage of the term "Web 2.0" essentially refers to the movement of creating a true online community. Where as before the internet was constructed as a tool for merely viewing information (a passive action), the shift has been made for all to come together and both read, write and contribute in general to sites people can access online. Perhaps most interesting is that new technology has not been created as a means for the usage of Web 2.0, rather people are just using the internet in new ways (such as creating their own website which can be interactive).
Another important component of Web 2.0 is that your saved information can be accessed from any computer and at any point (think Google Docs - hit the save button and your writing is saved until you delete it). The days of only accessing information from the computer the document was originally saved on are long gone.
Screenr and it's many uses:
Screenr provides the ability to create an instant and free screencast that can be viewable from any computer (or smartphone!) at any time. Up to five minutes can be recorded and inserted onto a Powerpoint presentation, YouTube video, Google Presentation, etc. Within the classroom context, students can record themselves presenting speeches, watch interviews or listen to a presentation. This method of media instruction can greatly enhance student interest and participation because the format of the class momentarily shifts from direct instruction to an inclusion of media. By involving students and letting them record their work, the option can be given for students to practice and rehearse at home and present their video work in the class. This can decrease student anxiety regarding presentations and does not "put them on the spot" if they need more preparation time before they verbally contribute their thoughts. This tool would be a huge asset for both the shy and quiet student as well as for the student that is a perfectionist and would like to spend more time on their work.
Visual breakdown of Web 2.0
Tiny URL: The opposite of long URL!
Problem: Copy and paste of a long URL can take a long time, and takes up a great amount of space. Consider the difference:
http://shop.nordstrom.com/s/nadri-cubic-zirconia-drop-earrings/3058412?origin=category&resultback=2360 (Long URL)
OR -
http://tinyurl.com/44x35el (tiny URL)
Which looks better? Which takes up less space? Both lead to the same pair of earrings... how is this possible? It's easy and can be summarized in a few steps:
1. Copy and paste the long URL
2. In a new window or in the same window, open tinyurl.com
3. Paste the long URL into the box
4. Click on "Make TinyURL!" button
5. Voila!
So how would this feature enhance student learning? Two main ways: One is that the URL takes up less space and is less of a distraction for viewers. The second is that less error can occur with a shortened URL. Were an instructor to pass out a handout for the student to look up a website on their own, or were an instructor to write a link on the whiteboard, the chances of students copying or typing the URL incorrectly greatly increase. Shortening the URL link decreases the margin of error as well as decreases student frustration of locating the typo.
This very blog is an example of Web 2.0; social networking sites such as blogs, "facebook" and "myspace" to name a few have become a new standard in the internet and the implications for what the web stands for. In an effort to make the internet more collaborative and interactive, the usage of the term "Web 2.0" essentially refers to the movement of creating a true online community. Where as before the internet was constructed as a tool for merely viewing information (a passive action), the shift has been made for all to come together and both read, write and contribute in general to sites people can access online. Perhaps most interesting is that new technology has not been created as a means for the usage of Web 2.0, rather people are just using the internet in new ways (such as creating their own website which can be interactive).
Another important component of Web 2.0 is that your saved information can be accessed from any computer and at any point (think Google Docs - hit the save button and your writing is saved until you delete it). The days of only accessing information from the computer the document was originally saved on are long gone.
Screenr and it's many uses:
Screenr provides the ability to create an instant and free screencast that can be viewable from any computer (or smartphone!) at any time. Up to five minutes can be recorded and inserted onto a Powerpoint presentation, YouTube video, Google Presentation, etc. Within the classroom context, students can record themselves presenting speeches, watch interviews or listen to a presentation. This method of media instruction can greatly enhance student interest and participation because the format of the class momentarily shifts from direct instruction to an inclusion of media. By involving students and letting them record their work, the option can be given for students to practice and rehearse at home and present their video work in the class. This can decrease student anxiety regarding presentations and does not "put them on the spot" if they need more preparation time before they verbally contribute their thoughts. This tool would be a huge asset for both the shy and quiet student as well as for the student that is a perfectionist and would like to spend more time on their work.
Visual breakdown of Web 2.0
Tiny URL: The opposite of long URL!
Problem: Copy and paste of a long URL can take a long time, and takes up a great amount of space. Consider the difference:
http://shop.nordstrom.com/s/nadri-cubic-zirconia-drop-earrings/3058412?origin=category&resultback=2360 (Long URL)
OR -
http://tinyurl.com/44x35el (tiny URL)
Which looks better? Which takes up less space? Both lead to the same pair of earrings... how is this possible? It's easy and can be summarized in a few steps:
1. Copy and paste the long URL
2. In a new window or in the same window, open tinyurl.com
3. Paste the long URL into the box
4. Click on "Make TinyURL!" button
5. Voila!
So how would this feature enhance student learning? Two main ways: One is that the URL takes up less space and is less of a distraction for viewers. The second is that less error can occur with a shortened URL. Were an instructor to pass out a handout for the student to look up a website on their own, or were an instructor to write a link on the whiteboard, the chances of students copying or typing the URL incorrectly greatly increase. Shortening the URL link decreases the margin of error as well as decreases student frustration of locating the typo.
Thursday, August 25, 2011
Google Docs Group Project
Group members: Rob, Ryan, Yumi and Brianna
Our tool was Picassa Web album. Picassa is a site in which people can upload photos and then share their album with others. Notable features include the ability to:
- remove red eye
- crop pictures
- straighten pictures
- auto contrast
- auto color
Picassa can be used for productivity to provide students with visuals outside (or inside) of class. Having the ability to log on to a created album allows students to see pictures/illustrations/images of important course content. Having the opportunity to review images that were seen in class can reinforce the material and provide further visual aid in the learning process. In terms of personal productivity, Picassa would be useful for Language Arts in the classroom because I could create a sense of community; I envision myself as a teacher providing options for students to express their meaning in multiple ways. Some students may opt to write a traditional essay to express their thoughts while others may create an art project of some sort. Taking a picture and uploading their work to Picassa would allow all students to see the creativity of their peers, allows individual students to take pride in their work (if they are comfortable with it being uploaded), and sets an example of various methods in which meaning can be conveyed.
From a teaching standpoint, I can see how Picassa would be a useful tool for students to see visuals of important course content. However, as a current student, it would be nice to be able to add to other’s albums. When Rob created our album, he was able to upload a photo and send us a link. However, we were not able to contribute to the album nor were we able to be involved in the creation process as only one user at a time can create the album (to my knowledge). In this sense, the creation of the album was an active learning activity for Rob as he was designated to create the album, but a passive learning experience for me as I had to be invited to view the album and only learned how to create an album by creating a separate album.
My learning curve was all over the place with this project. I had used Picassa before and knew how to create an album, but I had no idea how to share an album. Prior to this course I had a close friend live in Nicaragua and upload her pictures to Picassa then email us her pictures, which was great. Working on this as a group did have it's frustrations and limitations though as we were unclear as to whether only Rob could add photos or whether we could all contribute to the created album. In the sense that the collaboration portion was not possible, Picassa was frustrating. However, once I created my own album I realized that the program itself was very straightforward and easy. I wish I had been able to contribute to the Picassa album. However, since it only allows one creator (Rob), I instead contributed to our group by writing our process on the google docs document that Ryan created.
Our google document link
Our picassa album link
Our tool was Picassa Web album. Picassa is a site in which people can upload photos and then share their album with others. Notable features include the ability to:
- remove red eye
- crop pictures
- straighten pictures
- auto contrast
- auto color
Picassa can be used for productivity to provide students with visuals outside (or inside) of class. Having the ability to log on to a created album allows students to see pictures/illustrations/images of important course content. Having the opportunity to review images that were seen in class can reinforce the material and provide further visual aid in the learning process. In terms of personal productivity, Picassa would be useful for Language Arts in the classroom because I could create a sense of community; I envision myself as a teacher providing options for students to express their meaning in multiple ways. Some students may opt to write a traditional essay to express their thoughts while others may create an art project of some sort. Taking a picture and uploading their work to Picassa would allow all students to see the creativity of their peers, allows individual students to take pride in their work (if they are comfortable with it being uploaded), and sets an example of various methods in which meaning can be conveyed.
From a teaching standpoint, I can see how Picassa would be a useful tool for students to see visuals of important course content. However, as a current student, it would be nice to be able to add to other’s albums. When Rob created our album, he was able to upload a photo and send us a link. However, we were not able to contribute to the album nor were we able to be involved in the creation process as only one user at a time can create the album (to my knowledge). In this sense, the creation of the album was an active learning activity for Rob as he was designated to create the album, but a passive learning experience for me as I had to be invited to view the album and only learned how to create an album by creating a separate album.
My learning curve was all over the place with this project. I had used Picassa before and knew how to create an album, but I had no idea how to share an album. Prior to this course I had a close friend live in Nicaragua and upload her pictures to Picassa then email us her pictures, which was great. Working on this as a group did have it's frustrations and limitations though as we were unclear as to whether only Rob could add photos or whether we could all contribute to the created album. In the sense that the collaboration portion was not possible, Picassa was frustrating. However, once I created my own album I realized that the program itself was very straightforward and easy. I wish I had been able to contribute to the Picassa album. However, since it only allows one creator (Rob), I instead contributed to our group by writing our process on the google docs document that Ryan created.
Our google document link
Our picassa album link
Tuesday, August 23, 2011
Second post : Blog usage in school
One way I know I will use a blog is to increase parent involvement. Creating a blog that contains a syllabus, course expectations, due dates, class activities, etc. gives parents the ability to read the blog and have a better understanding as to how their child spent their class time. Outreach and accountability can then be performed by the parents in ensuring that their students are indeed completing their homework because there will be an online link to due dates for assignments. Ideally, if parents are in the know as to how much work their child has and when it is due, they can monitor that homework is being completed.
The blog not only serves the parent in terms of staying connected, but will also be useful for students should they misplace their syllabus. Access to assignments can then be accessed through the hard copy that is passed out in class, or from a home/school/library computer. If students were completing their assignment and had a question, posting a comment would send me an email and give me an opportunity to respond; in this sense the student has access to my help both inside the classroom and out.
Encouraging students to check the blog frequently also gives students the opportunity to respond to their peer's questions. If I did not respond in a timely manner, perhaps another student could provide insight into the question. This element of helping one another provides a further extension of the classroom community and builds relationships between students.
Although the following article is short, the interviewed professor makes a great point that learning through blogs removes the "spatial constraints" of the classroom. Students have the ability to get comfortable in their environment, review information at their own pace, and have time to reflect on the material that was discussed in class. I think it is also notable that this article was written in 2006; evidently blogging has been utilized in the classrooms as an effective teaching method for the last five years, which was new information to me.
http://www.washingtonpost.com/wp-dyn/content/article/2006/04/03/AR2006040301348.html
The blog not only serves the parent in terms of staying connected, but will also be useful for students should they misplace their syllabus. Access to assignments can then be accessed through the hard copy that is passed out in class, or from a home/school/library computer. If students were completing their assignment and had a question, posting a comment would send me an email and give me an opportunity to respond; in this sense the student has access to my help both inside the classroom and out.
Encouraging students to check the blog frequently also gives students the opportunity to respond to their peer's questions. If I did not respond in a timely manner, perhaps another student could provide insight into the question. This element of helping one another provides a further extension of the classroom community and builds relationships between students.
Although the following article is short, the interviewed professor makes a great point that learning through blogs removes the "spatial constraints" of the classroom. Students have the ability to get comfortable in their environment, review information at their own pace, and have time to reflect on the material that was discussed in class. I think it is also notable that this article was written in 2006; evidently blogging has been utilized in the classrooms as an effective teaching method for the last five years, which was new information to me.
http://www.washingtonpost.com/wp-dyn/content/article/2006/04/03/AR2006040301348.html
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