1. My favorite discoveries were screencasting, slideshare, and virtual gaming. I was surprised at how simple screencasting and slideshares are to create and I can definitely apply them right away in the classroom. Second life was an eye opener. I loved the Genome place and am looking forward to see further developments in this field. I have used virtual lab software before, but SL takes it to a new level. I hope that SL will eventually have the same level of detail of virtual lab software.
2. How has this program assisted or affected your lifelong learning goals?
This program has allowed me to learn new technology tools and to reflect on which tools are relevant to my classroom and how I might be able to integrate these technologies into teacher directed activities and student directed activities. For example, students can share presentations with each other using slideshare. Or, they might use screencasting to solve a genetics problem and present it to the class or share with others.
3. Were there any take-a-ways or unexpected outcomes from this program that surprised you?
I really started to brainstorm about potential classroom activities when I learned how easy it is to use slidesharing and screencasting. I spend a lot of time on SL in the genomics room because I really wanted to figure out if I could integrate it into a lesson. I'm going to discuss it with my team and see what they think. I'm sure they will be blown away. Overall, once I make the initial time investment of figuring out a new technology, all of the possibilities emerge.
4. What could we do differently to improve upon this program’s format or concept?
You may want to include an estimated time to complete each task :) It was an interesting course. I learned some great new tech tools!! I am definitely more literate now than I was before the course. Thanks for all you do!
Sunday, August 8, 2010
Thing #11: Digital Citizenship
I would include the following points in a library orientation lesson:
1. Learn how to use the school's library website and links to properly document all resources when used to create papers, presentations, pictures etc. Do not plagiarize! I cannot tell you how many direct copy/paste projects I have received.
2. Avoid inappropriate websites and be cautious on the Internet to avoid predators. Never post personal information such as address, phone number, etc.
3. Be courteous to all, especially in emails and on social networking sites.
4. Do not use technology in an inappropriate manner, for example, cheating.
5. Use technology wisely. Time management is important. Avoid spending countless hours playing games and chatting with friends.
6. When searching for information, use reliable sources and evaluate all sources carefully.
1. Learn how to use the school's library website and links to properly document all resources when used to create papers, presentations, pictures etc. Do not plagiarize! I cannot tell you how many direct copy/paste projects I have received.
2. Avoid inappropriate websites and be cautious on the Internet to avoid predators. Never post personal information such as address, phone number, etc.
3. Be courteous to all, especially in emails and on social networking sites.
4. Do not use technology in an inappropriate manner, for example, cheating.
5. Use technology wisely. Time management is important. Avoid spending countless hours playing games and chatting with friends.
6. When searching for information, use reliable sources and evaluate all sources carefully.
Thing #10: Virtual Worlds - Second Life, Gaming
The listed advantages of using Second Life include simulation, modeling, data visualization, and virtual field trips. After reviewing one particular area, I can say that this is true. It did take some time to figure out how to find educational places to visit. I had to go back to the SL site to find them, after having no success using the search option within SL. I finally figured out how to get to a place called Genome, which sounded relevant to the subject that I teach. I got a free T-shirt, too, which I eventually figured out how to put on! http://slurl.com/secondlife/Genome/130/130/48
The Genome location is amazing! A considerable amount of effort has been put into the place (built by Texas Weslayan U) and it is definitely designed to teach students. I flew over to Mendel's garden and explored activities there. I felt that the Mendel pea experiments were a bit confusing unless the students read the the instructions very carefully. There were also slideshows of genetics concepts. I flew over to a protein synthesis activity, which was informative, but too complex for my audience. There was a video to watch there, but I could not figure out how to get it to play. I next visited a cell and was able to click on different organelles and read about their function. The graphic and detail of cell model left a bit to be desired. I also visited a DNA tower that had stations to review the history of DNA and famous experiments. At the top, is all 23 human chromosomes and when you click on each one, a notecard explains certain disorders that are found on that chromosome.
Overall, I think that this is an interesting way to engage students! Will I use this site as a teaching tool??? I might use the cell site as an opener or closer to a lesson about cells. I think that students may want to explore this site on their own time if they are interested in genetics. They can use this as an extension activity for review and further depth. I think that it will be too difficult for me to guide them through the activities without a significant time investment on my part to figure everything out.
The Genome location is amazing! A considerable amount of effort has been put into the place (built by Texas Weslayan U) and it is definitely designed to teach students. I flew over to Mendel's garden and explored activities there. I felt that the Mendel pea experiments were a bit confusing unless the students read the the instructions very carefully. There were also slideshows of genetics concepts. I flew over to a protein synthesis activity, which was informative, but too complex for my audience. There was a video to watch there, but I could not figure out how to get it to play. I next visited a cell and was able to click on different organelles and read about their function. The graphic and detail of cell model left a bit to be desired. I also visited a DNA tower that had stations to review the history of DNA and famous experiments. At the top, is all 23 human chromosomes and when you click on each one, a notecard explains certain disorders that are found on that chromosome.
Overall, I think that this is an interesting way to engage students! Will I use this site as a teaching tool??? I might use the cell site as an opener or closer to a lesson about cells. I think that students may want to explore this site on their own time if they are interested in genetics. They can use this as an extension activity for review and further depth. I think that it will be too difficult for me to guide them through the activities without a significant time investment on my part to figure everything out.
Thing #9: Slideshare
Would it be important for students to use Slideshare? If so, why?
Slideshare will be a nice way to share my powerpoints with students. I can post them to my teacher website if students need to review information from class. Absent students might find this quite helpful. I also like the fact that others cannot save or modify the presentation! Also, students can review other student presentations from class using slideshare. This will be a great way for them to go back and review points from teacher or student presentations that they may have missed during class.
The drawback to viewing some of the posted powerpoints from slideshare.com is that the presentation is not always easy to follow without having heard the actual presentation. I don't think this will be helpful for teacher to teacher sharing because we generally just share the actual files. I am attaching a presentation that I came across when surfing around the slidshare website...
Slideshare will be a nice way to share my powerpoints with students. I can post them to my teacher website if students need to review information from class. Absent students might find this quite helpful. I also like the fact that others cannot save or modify the presentation! Also, students can review other student presentations from class using slideshare. This will be a great way for them to go back and review points from teacher or student presentations that they may have missed during class.
The drawback to viewing some of the posted powerpoints from slideshare.com is that the presentation is not always easy to follow without having heard the actual presentation. I don't think this will be helpful for teacher to teacher sharing because we generally just share the actual files. I am attaching a presentation that I came across when surfing around the slidshare website...
Saturday, August 7, 2010
Thing #8: Screen capture
http://screencastle.com/watch/c03fa0ee5fa8cb0bdc79f24b72da8efe
I used screencastle.com to record instructions for signing up and exploring an online textbook. I always have a large number of students who never sign up each year due to problems with registering online. Hopefully this video will help them register and utilize the video and various interactive features of their textbook this year. I will post this screencast to my teacher website. You will have to turn your sound way up to hear my voice. I was trying not to disturb napping kiddos.
I used screencastle.com to record instructions for signing up and exploring an online textbook. I always have a large number of students who never sign up each year due to problems with registering online. Hopefully this video will help them register and utilize the video and various interactive features of their textbook this year. I will post this screencast to my teacher website. You will have to turn your sound way up to hear my voice. I was trying not to disturb napping kiddos.
Thing #7: TV sources, Hulu, etc…
Select two videos and discuss how you would be able to use them in your library or classroom:
1.
I found this using google video search. This is a great way to introduce or review cellular organelles and appreciate the complexity of cells.
2. PBS video is an excellent resource for teachers. The site makes it very easy to search for videos by subject and topic. This link takes you to a video clip titled "Switching Genes On and Off" http://video.pbs.org/video/1503825140/ I will use this to introduce how genes are turned off and on and the concept of introns and exons in DNA. It also incorporates genetic engineering. Love it! Also, love the fact that it is short and to the point and the fact that the subject is fruit flies, because my students breed fruit flies for a genetics study during the school year.
TED.com is another excellent resource for lecture-type videos from famous professors, scientists, etc. I have shown parts of James Watson's lecture about his life and his discovery of the structure of DNA. http://www.ted.com/talks/lang/eng/james_watson_on_how_he_discovered_dna.html
Also, I noticed that Hulu was blocked from SBISD when I tried to view.
1.
I found this using google video search. This is a great way to introduce or review cellular organelles and appreciate the complexity of cells.
2. PBS video is an excellent resource for teachers. The site makes it very easy to search for videos by subject and topic. This link takes you to a video clip titled "Switching Genes On and Off" http://video.pbs.org/video/1503825140/ I will use this to introduce how genes are turned off and on and the concept of introns and exons in DNA. It also incorporates genetic engineering. Love it! Also, love the fact that it is short and to the point and the fact that the subject is fruit flies, because my students breed fruit flies for a genetics study during the school year.
TED.com is another excellent resource for lecture-type videos from famous professors, scientists, etc. I have shown parts of James Watson's lecture about his life and his discovery of the structure of DNA. http://www.ted.com/talks/lang/eng/james_watson_on_how_he_discovered_dna.html
Also, I noticed that Hulu was blocked from SBISD when I tried to view.
Thing #6: I touch apps
This is a list of some apps that might be useful for students:
- GPA.me allows students to track current class grades and assignments, get organized and involved with school work, save important class notes, and maintain a record of GPA, schedule meetings, extra curriculars, etc.
- Convert
- Brainpop
- Dailyburn - for awareness of calories and tracking calories/health
- Netters anatomy flash cards - review anatomy (39.99 ouch!)
- SAT vocab challenge
- Science fact of the day
- The chemical touch
- Lab timer - fun way to keep track of time during experiments
- Brain tutor - what a fun way to learn about parts of the brain
- Facebook and Twitter
2. Create a list of ways to use the I touch in the Library by multiple students:
- In groups, students can ask a presenter questions or make comments on presentations using back-channeling.
- Groups can view a video using an I touch and post comments or questions.
- Students might also have an electronic review session where they get into small groups, each group having an I Pod touch and ask group-to-group questions.
Thing #5: Microblogging
Many students are now on Facebook everyday for hours at a time. I am finding that this is the best way to reach out to them and to get them to think and converse about topics of study. I have a personal facebook account and a separate teacher facebook account. I used my teacher account (Biobarras) regularly with my students last year. I posted articles for students to read and discuss on FB and in the classroom. I also used it to make announcements such as post-lesson thoughts or assignmens reminders. I used Facebook to post review questions for the students to converse about. I found that students also regularly sent me questions that arose during homework assignments or after class, etc. Students might also use Facebook to create and post video project creations as well. Facebook, when used appropriately is a fabulous way to increase professional communication with teachers and students. I cannot emphasize the words professional communication enough. The students need to understand that when they "friend" a teacher and a teacher "friends" a student on Facebook that they will only post appropriate comments. The principal of the school that I teach at strongly discouraged the use of Facebook to communicate among teachers and students due to the possibility of inappropriate comments.
I have not joined Twitter yet, but do see the potential in increasing communication with others in the education field this year. I agree with the comment from @melaniemcbride that "Surrounding yourself with other smart people on Twitter is like a mental shot of expresso." I also like the idea of using Twitter for back-channeling during lecture or presentatons. The presenter can use the comments as constructive criticism and the students can feel more at ease when asking questions. I have learned from my use of Facebook that many students are much more at ease asking questions in an electronic format.
Joined the Library2Play2 group!
For your blog post, describe your experiences with Facebook and Twitter. Give suggestions as to how these resouces could aid students in and out of the classroom. Give ideas for using back-channeling at school.
P.S. Join the group below that Wonder Weiss created for all of us...another useful feature of FB.
I have not joined Twitter yet, but do see the potential in increasing communication with others in the education field this year. I agree with the comment from @melaniemcbride that "Surrounding yourself with other smart people on Twitter is like a mental shot of expresso." I also like the idea of using Twitter for back-channeling during lecture or presentatons. The presenter can use the comments as constructive criticism and the students can feel more at ease when asking questions. I have learned from my use of Facebook that many students are much more at ease asking questions in an electronic format.
Joined the Library2Play2 group!
For your blog post, describe your experiences with Facebook and Twitter. Give suggestions as to how these resouces could aid students in and out of the classroom. Give ideas for using back-channeling at school.
P.S. Join the group below that Wonder Weiss created for all of us...another useful feature of FB.
Thing #4: Video Hosting
Create your own video slideshow at animoto.com.
I am posting an Animoto image video that I can use as a "set" in the classroom. The images and music should evoke a response from the students and facilitate their recall of knowledge about plants. This will be a different way to introduce a topic. For an independent assignment, the students might wish to create an Animoto video of a particular organism and present it to the class as an opening or closing to their lesson. Images and music, together are powerful and can evoke emotion, which can assist with attention and retention.
Having teaching and learning videos available for students in the classroom is an incredibly useful resource. Students can learn techniques or topics from others, and teachers can use some of the videos for their own learning or instruction. I recall watching a teacher on Youtube that was reviewing her students for a test. This is one possible use. I also learned a different way to make an abstract genetics topic more concrete, using a prop, in this case a telephone cord in the same teacher created video. Youtube, Schooltube, and teacher tube are excellent ways to both increase connectivity and learn. I'm pleased to teach during a time when I have access to all of these wonderful resources that make teaching and learning more enjoyable.
The disadvantage to videos on Youtube, etc is time consumption and student access to inappropriate videos.
I looked at some student-created project videos including an assignment that required the students to create a song that explained a topic. This is an entertaining and unique way for the teacher to differentiate in the classroom. This is a possibilityfor my own classroom next year. The drawback is that some parents might not want their child's image on the Internet.
Sunday, July 25, 2010
Thing #3: Skype
Skype extends the classroom. Students can talk to other classrooms, professionals, fellow students, experts, professors, other teachers, etc using this type of internet communication method. The possibilities are endless and encouraging. Teachers can also communicate with other teachers for planning or observation purposes.
Thing #2: Wordle, Wordsift, Glogster, Animoto, Bookr
Wordle: This is a great way to introduce biology topics. Students can create a wordle picture for a book or notebook cover using terms from their textbook table of contents. They can also create wordles as a way to review key terms in the the topics that we cover.
Get a Voki now!
Bookr: Students might use this site as a different way to review vocabulary pr review for a quiz. Or the students might create a children's book to explain a difficult biology topic such as cell respiration. However, the fact that all photos are from the flikr commons means that my students will have a difficult time finding the pictures or diagrams that they need. I tried searching for "cell" for example and found no appropriate pictures.
Wordsift: This also can be used as a review tool. I copied and pasted the list of topics that I entered into Wordle to create a basic biology wordsift. I like how the student can use this tool as a way to explore images and videos instantly for each different term in the wordsift image. Reivewing mages and videos are very helpful in studying biology and reinforcing vocabulary.
Voki: This is a cute way to personalize internet communication with students.
Get a Voki now!
Glogster: Students can use this site to create posters that illustrate a topic. This is a neat way to differentiate instruction and engage very creative and artistic learners.
Animoto: Students can create interesting visual displays set to music to review a topic. For example, students could present information on a topic and use this as an opening attention getter or as a close to a presentation. Or, students might find images for a biology review song and present that to the class. For example, Dr. Art creates fun biology review songs for a variety of life science topics. They could download and use some of his songs for this project.
Bookr: Students might use this site as a different way to review vocabulary pr review for a quiz. Or the students might create a children's book to explain a difficult biology topic such as cell respiration. However, the fact that all photos are from the flikr commons means that my students will have a difficult time finding the pictures or diagrams that they need. I tried searching for "cell" for example and found no appropriate pictures.
Wednesday, July 21, 2010
Thing #1: Using Connectivism as a means of Differentiation in the Classroom
Many students today are familiar with the latest and greatest technology gadgets, websites, and social networking capabilities. The student from the video is empowered in the sense that he gains the ability to learn course material using technology such as videoconferencing, podcasts, google scholar, bookmarking, etc. In general, this sets up students to be life-long learners. They become empowered when they learn to use networking and other technology tools as a means of learning information and/or strengthening their understanding of concepts that they need to know for a class or for their personal life.
Technology has also added a number of new ways for a teacher to teach in the classroom and it is exciting. Learning can occur through reading online journals and listening to podcasts and video conferencing. These are excellent ways to facilitate learning. The teacher is also empowered. The teacher may now use technology and networking as a means of differentiating in the classroom.
Can a Librarian play the role depicted in the video? It is possible for a librarian to facilitate learning in certain subjects, but I still believe that specific content knowledge is one of the key attributes of a teacher. A librarian is able to direct students to find information and answers to their questions. However, without content knowledge of a subject, a librarian might not be able to ask the right questions in leading a discussion on a topic, or answer questions about a topic. Also, for science courses, classroom science experiments are essential to learning and understanding certain concepts. Yes, there are virtual labs, but it is not the same hands-on experience with real equipment and variables. I understand the student from the video went to class a few days a week. The student in the video was not taking a science course, but if he was, would a librarian feel comfortable leading classroom experiments, discussion and other methods of hands-on learning, and answering questions as they arise in the classroom if they lack adequate content knowledge in certain subjects?
Technology has also added a number of new ways for a teacher to teach in the classroom and it is exciting. Learning can occur through reading online journals and listening to podcasts and video conferencing. These are excellent ways to facilitate learning. The teacher is also empowered. The teacher may now use technology and networking as a means of differentiating in the classroom.
Can a Librarian play the role depicted in the video? It is possible for a librarian to facilitate learning in certain subjects, but I still believe that specific content knowledge is one of the key attributes of a teacher. A librarian is able to direct students to find information and answers to their questions. However, without content knowledge of a subject, a librarian might not be able to ask the right questions in leading a discussion on a topic, or answer questions about a topic. Also, for science courses, classroom science experiments are essential to learning and understanding certain concepts. Yes, there are virtual labs, but it is not the same hands-on experience with real equipment and variables. I understand the student from the video went to class a few days a week. The student in the video was not taking a science course, but if he was, would a librarian feel comfortable leading classroom experiments, discussion and other methods of hands-on learning, and answering questions as they arise in the classroom if they lack adequate content knowledge in certain subjects?
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