Blog 8: Using Voice Thread in a PK-2 Classroom

E-422: Blog 8

Using Voice Thread in a PK-2 Classroom

            This article caught my attention because it mentioned a technology that related to the previous article I read (“Excellent Educators” by Fingal, D.). Voice Thread is a website where projects can be posted on the internet, allowing parents, students, other teachers or members of the community to respond and offer feedback via audio, text, or video. “Voice Thread is a web 2.0 tool that allows users to upload images and video into a slideshow for presentation. Parents, teachers, and peers can comment on student work using a microphone, a video camera, a keyboard, or a doodle pen.” The website has a hierarchy of accounts and features (including a basic free account) and also allows teachers to monitor comments so that the virtual space is safe and secure for the students. Using the website can “lead to increased confidence in using computers and the internet, and they prepare students for reflection and revision as a part of the creative process.” In general, the website gives young students more ways to interact with each other, teachers, and parents and receive feedback in ways that they can more easily comprehend such as in audio or video.

            One of the things I like about this article, and the website it reviews, is the possibility of using this tool to better interact with students and parents who are learning English. Pictures can communicate despite language barriers and this website provides a way to do so. As a future teacher, I can use a website such as this to post the work and images from students and their parents can see and reply in a way that breaks language barriers. I also appreciate that the article listed ways to implement Voice Thread in various subjects such as: math, language arts, social studies, science, art and assessment.

            This article clearly demonstrates a variety of ISTE NETS for both teachers and students. For teachers this is a good example of ISTE NETS 1: Facilitate and Inspire Student Learning and Creativity and 2: Design and Develop Digital-Age Learning Experiences and Assessments. The article is also a clear example of ISTE NETS for students 1: Creativity and Innovation, 2: Communication and Collaboration, and 5: Digital Citizenship.

           

Ball, M. (2012). Using Voice Thread in a PK-2 Classroom. Learning & Leading with Technology, 40(3), 34-35. Retrieved from http://www.learningandleading-digital.com/learning_leading/201211#pg36

Blog 7: Excellent Educators

E-422: Blog 7

Excellent Educators

            This article was a great example of teachers, educators and administrators who each exhibit many or all of the ISTE NETS for Teachers. The article highlighted four people who are among the award winners for the 2012 ISTE Awards. For Outstanding Teacher, Matt Cauthron, in Palm Springs, CA, was highlighted for his work as a digital arts instructor who creates projects for his students that incorporate the real world, engage social media and also help those less fortunate (proceeds from one of their ongoing globally collaborative projects benefit children in Malawi). Alice Owen, in Irving, TX, is the winner of the Outstanding Leader award for her forty years of service in various educational roles and her innovative methods to bring technological advances to both students and teachers. Caroline Haebig, from Kenosha, WI, is this year’s Outstanding Young Educator winner for her innovative classroom projects as well as sharing her technological knowledge with fellow educators. The final teacher highlighted in the article is Kay Bitter, from Annandale, VA, who is a first grade teacher to many low-income and non-English fluent students who uses technology to break barriers of language and involve the students’ parents into their education. All of the teachers sounded like outstanding people who not only serve their students and community, but help involve their students with the world beyond school.

            I enjoyed reading about what each of these award winners do for projects—the ways they implement and integrate technology into their classrooms. As someone who plans to teach K-3 in California, I found Kay Bitter’s story to be most useful for my future teaching. The technology that Bitter uses in her classroom crosses language barriers in a way that I think could be very useful to implement in my own future classrooms. Bitter uses blogs and digital story sites to assist her students in their learning as well as connect them to other parts of the world. Also, “she connects students to classrooms in other countries and celebrates the cultures of her own students, many of whom are new to the United States, by integrating their native language into lessons about counting.” I think in a country where there is such diversity of culture, it is important to acknowledge that and find ways to let your students know that different cultures are valued.

            As I mentioned, this article highlights every aspect of the ISTE NETS for teachers. 1) Facilitate and Inspire Student Learning and Creativity

2) Design and Develop Digital-Age Learning Experiences and Assessments

3) Model Digital-Age Work and Learning

4) Promote and Model Digital Citizenship and Responsibility

5) Engage in Professional Growth and Leadership

           

Fingal, D. (2012). Excellent Educators. Learning & Leading with Technology, 40(3), 12-16. Retrieved from http://www.learningandleading-digital.com/learning_leading/201211#pg14

E-422: Blog 6

Designing Effective Global Collaborative Projects

            This was a very informative article of how to use internet and computer technologies in a globally collaborative way. “The opportunity to collaborate with others around the globe is highly motivating for both teachers and students, promotes diversity and cultural awareness, and allows students to write for and share their ideas with a distant peer audience for a very specific purpose.” After a brief introduction, the bulk of the article defined the suggested guidelines for collaborative projects, which includes: topic, goals, information and communication technology (ICT), collaboration, exchange, designated participants, students’ roles, teacher’s role, activities, assessment, technological requirements, and resources.

            At first I was interested in this article based on its title and topic—I thought it would be interesting to read about global projects. I quickly discovered though that the article was written more like a how-to list and contained no examples, real life or proposed, and did not recommend any websites. Ultimately, it was a dry article to read, though it did provide a good list of how to create guidelines in a project.

            Because this article was so information dense, it provided examples of several ISTE NETS for both students and teachers. For students it exemplified NETS-S 2.Communication and Collaboration, 3. Research and Information Fluency, 4. Critical Thinking, Problem Solving, and Decision Making and 5. Digital Citizenship. For teachers, it exemplified NETS-T 3. Model Digital-Age Work and Learning and 4. Promote and Model Digital Citizenship and Responsibility.

           

Manso, M. and  Garzon, M. (2011). Designing Effective Global Collaborative Projects. Learning & Leading with Technology, 39(3), 32-35. Retrieved from http://www.learningandleading-digital.com/learning_leading/201111/?pg=14&pm=2&u1=friend#pg34

Blog 5: Grow Creativity!

E-422: Blog 5

Grow Creativity!

            This was an interesting and informative article defining steps that students and teachers can follow to achieve higher creativity. It centers around “J.P. Guilford’s FFOE model of divergent thinking from the 1950’s” and offers four dimensions for creativity: fluency, flexibility, originality, and elaboration. The article defines each dimension, describes use in a classroom setting, and provides examples for each of the subjects of math, science, social studies, and reading or language arts. Fluency is considered the first step to creativity because it provides many possibilities to choose from, it is “the ability to generate lots of ideas, which loosens up the creative wheels” and includes processes such as lists, concept maps or idea bubbles. Flexibility is “the ability to look at a question or topic from a different angle…shifting to an opposing viewpoint, angle, direction, time, place or modality, or by putting yourself into someone else’s shoes.” Originality is “the quality that generates unique or unusual products, unexpected ideas, or the first of a kind.” Lastly, elaboration is defined as involving “adding details, filling in gaps, embellishing, and completing a creative idea.” These four steps combined can help lead to new ideas, greater creativity and improved projects. The article also provides an extensive list of web-based tools that further assist students (and teachers) with practicing fluency, flexibility, originality, and elaboration.

            I enjoyed this article very much because I myself work through a “creative process” every time I do something—which it turns out is very similar to FFOE. When I begin something, whether it is a school assignment or a sewing project, I begin by brainstorming the possible ideas or ways I can do the project. Next, I try to consider different aspects to my project—what will materials cost, will it fit into the environment I intend, or will it be accepted by the person it is intended for. I always like to incorporate some form of originality in all that I do because I like everything to have an element of uniqueness. The final step in the process is probably my favorite—adding the details. I think life is in the details—the little things that make something beautiful, unique, or a one of a kind memory. I also like that this article lists so many potential websites to use in this creativity process and I look forward to trying some of them out in future projects.

            I feel this article is a good example of ISTE NETS-S 1. Creativity and Innovation, 2. Communication and Collaboration, and 3. Research and Information Fluency. I also feel that this article represents well ISTE NETS-T 1. Facilitate and Inspire Student Learning and Creativity.

Shively, C. (2011). Grow Creativity. Learning & Leading with Technology, 38(7), 10-15. Retrieved from http://www.learningandleading-digital.com/learning_leading/201105/?pg=26&pm=2&u1=friend#pg12

E-422: Blog 4

Reading Redefined For A Transmedia Universe

          This was an informative article regarding the way in which reading and books have changed over the years—from the very definitions and the physical characteristics. For many decades, even centuries, reading involved printed word and images on books of bound paper. Now however, as we advance further into a world dominated by technology, reading is being redefined. Lamb suggests that books can now be defined as, “a published collection of related pages or screens” and reading can now be defined as, “the process of constructing meaning from symbols”. Lamb presents five electronic reading types: e-books, interactive storybooks, hypertext and interactive fiction, reference databases, and transmedia storytelling. Lamb describes how each of these new reading environments work along with some of their pros and cons. Pros may include: cues to important events, audio that helps struggling readers, and the potential to promote comprehension. Cons include the potential to become over-reliant on digital features or distracted by the “eye candy” of images and videos encompassed within the reading. There is also the fear that it may become more difficult for children, as well as adults, to decipher whether information is non-fiction, fiction, or even fake—as there are many websites available and not all present information accurately. Ultimately, Lamb points out that “one-third of young people in the study stated that they would read more books for fun if they had access to e-books”. 

          I found this article intriguing because I am of the “old fashioned” sort who would rather physically hold a paper book in my hand and have that connection. I have always loved books—the feel of them, the stories and information contained within, the trips to the library or bookstores to find new books, trading books with friends. I worry that too much technology may begin to create younger generations who lose in-person social interaction skills. When I read something in a book that I didn’t understand, whether a word or concept, I would ask an adult or a friend for help or their opinion. With digital books, children omit the assistance of another person and instead gain assistance from the technology itself. I agree that having these technologies at our disposal can present many advantages, but I caution becoming too reliant on them.

          I feel this article is a good representation of ISTE NETS for students, especially indicator 3: Research and Information Fluency. In this indicator, “students apply digital tools to gather, evaluate, and use information.” I think the use of digital technology for reading, pleasure or research based, is a clear example of NETS-S 3.

Lamb, A. (2011). Reading Redefined For A Transmedia Universe. Learning & Leading with Technology, 39(3), 12-17. Retrieved from http://www.learningandleading-digital.com/learning_leading/201111/?pg=14&pm=2&u1=friend#pg14

E-422: Blog 3

Girls Save the World Through Computer Science

          This was an intriguing article that combined learning computer science with helping a community—combining classroom learning with real world experience. The author of the article is a technology specialist at Columbus School for Girls in Columbus, Ohio. In the school year of 2010-2011, Murakimi had an idea that she hoped would help encourage girls to learn about computer technology by giving them a greater goal—to help others, specifically to help children who live in a poorer area. Inspired by a “buy one donate one” computer program, Murakimi put together a ground-breaking program at her school. In the program, the girls chosen for the independent study class would collect laptops for donating and would learn enough about the hardware and software of the computers so that when they donated them the students would then be able to teach the recipients. Through the school year, the high school juniors and seniors learned, “hardware, software, maintenance, troubleshooting, and networking as well as have a working knowledge of the variety of ‘activities’, including four different scripting languages, that come with the XO.”. By keeping the goal focus on the service trip in which the girls would be able to help younger, less privileged students, Murakimi was able to encourage her students to learn computer applications that they might not have otherwise had the drive or interest to learn. At the end of the school year, twelve students made the trip to St. John in the U.S. Virgin Islands where they spent ten days between three different schools—giving the computers they collected to students ranging from 3^rd to 5^th grade and teaching them all that they had learned. The Ohio teenagers felt it was the most fulfilling part of their year and many continued after that school year in the computer science field.

          I especially liked this article because I thought it was wonderful that Murakimi took a subject that attracts few females to it (computer science) and applied it with a goal that does attract girls—helping others. I enjoy that the program was able to both teach students in one country while helping and teaching students in another country. I think it goes to show that a handful of people can make some difference in the world and that the world itself is not as large as we think it is.

          I think this article highlights many indicators from the ISTE NETS for both teachers and students. On the teacher side, this article encompasses parts of ISTE NETS-T 1: Facilitate and Inspire Student Learning and Creativity, 3: Model Digital Age Work and Learning, and 5: Engage in Professional Growth and Leadership. Some of the highlights of these indicators include: promote, support, and model creative and innovative thinking and inventiveness (1); engage students in exploring real-world issues and solving authentic problems using digital tools and resources (1); collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation (3); and participate in local and global learning communities to explore creative applications of technology to improve student learning (5). There were also several indicators from the students side of the ISTE NETS represented, including: 2: Communication and Collaboration and 4: Critical Thinking, Problem Solving, and Decision Making. These included students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (2). This article was a wonderful example to better visualize many of the ISTE NETS.

Murakami, C. (2011). Girls Save the World Through Computer Science. Learning & Leading with Technology, 38(7), 29-24. Retrieved from http://www.learningandleading-digital.com/learning_leading/201105/?pg=26&pm=2&u1=friend#pg26

Effective Online Searching

These days, when we want to know about something, it's very easy to go onto the internet and do some quick searches to find more information. "Just Google it" becomes a common saying. How can we most effectively search? How do we know that what we've found is good information? As I mentioned, Google is one popular search engine available on the internet. From the Google main page, you can type your search in such as... San Diego Zoo. In this manner, millions of possible websites will come up, though not all directly related to what you are looking for. There are more advanced ways to search however, such as putting your desired information in quotations... "San Diego Zoo" or you can go to the bottom of the page and click on advanced search for more options to refine your search results. Once you've located what you're looking for, you may want to check a few things to ensure that you are reading good information--especially if you are reading an article or researching information. Some things you can check on a website to help ensure good information include: the purpose of the article or website, whether it appears biased, who the author or publisher is, the quality of writing to include grammar and tone, whether reference links are still active, and if the article is up to date or recent. Using these tips will help refine your searches and ensure your information is more accurate.

Blog 2: Build An Assistive Technology Toolkit

Build an Assistive Technology Toolkit 

          In Ahrens article, Build an Assistive Technology Toolkit, she explores the many technological advances we now have that enable special assistant students to be mainstreamed into a class with the greater student body. Special assistant students are the students with a myriad of challenges that can be either physical or mental and can include: hearing impairment, vision impairment, difficulty in writing due to physical constraints, the Autism Spectrum, ESL (English as a Second Language) students, and many other learning disabilities. Ahren states, “Assistive technology by its very nature consists of a variety of personal and customized tools for multiple learning styles and physical challenges”. Ahren walks us through the steps where a parent can locate many free or low cost tools for their child’s specialized needs and how to go about working with the school or school district to encompass these tools into the classroom. Ahren also provides a starter list for online tools that include free online books where students can change to a larger font for easier reading or with text-to-voice tools so that students can learn the words in an auditory format, language translator tools, online websites where students can create “mind maps” to create a visual layout of their ideas, and several other assistive tool websites.

          Though this was a short article, I found it an engaging starting point to the topic of technology tools. As we learn about the various technologies that are available for classroom use, it is a nice lesson to recall that many of these technologies enable us as teachers to greater include students that in the past may not have been included in the regular classroom. Indeed, I feel that one of the greatest achievements of technology is that it enables so many more people to actively pursue education. I found this article to be a great starting point to want to learn more about the technologies that are available and I’m sure that many of these can be useful not just for assistant students, but for the student body as a whole. Immediately after reading the article, I did an online search for assistive tools and was amazed at the myriad of websites that came up—I plan to further explore some of these websites in the future. Ahren talked about streamlining what assistive tools were used in a school or school district and how that will enable teachers to better serve their students—I fully agree with that idea. If we as teachers use the same or similar tools, for creating mind maps for example, then we can provide a more fluent structure for our students as they pass from one grade or class to another. I know from personal experience, as I’m sure most of us do, that the more you work at or with something then the more proficient you become.

          I believe this article is a clear example of NETS-S standard two for teachers: Design and Develop Digital-Age Learning Experiences and Assessments. By learning more about current or emerging technologies that can be used both for assistant students as well as the general student body, I can exhibit “incorporate digital tools and resources to promote student learning and creativity” as well as “customize and personalize learning activities to address students’ diverse learning styled, working strategies, and abilities using digital tools and resources”. I can even pair assistant students with non-assistant students to enable them to teach one another the tools that they use—so that they can learn teamwork skills, how to work with diversity, a sense of community, and further enhance their education and abilities. 

Ahrens, K. (2011). Build an Assistive Technology Toolkit. Learning & Leading with Technology, 39(3), 22-24. Retrieved from http://www.learningandleading-digital.com/learning_leading/201111#pg24

Blog 1: Teach Your Students to Fail Better with Design Thinking

Teach Your Student to Fail Better with Design Thinking

            In Long’s article, “Teach Your Student to Fail Better with Design Thinking”, he promotes a new approach to teaching students that combines modern day (and potential future) technologies with “real word” questions and problems to solve. Through his many years of teaching, Long was often frustrated with the typical teaching approach of posing specific questions or problems that had specific gradable answers and solutions. He felt that this sort of textbook learning left students at a disadvantage to use their education in the real world—post high school graduation. He insists that there are plenty of real world challenges that can be posed within the classroom environment to teach students the skills and knowledge that we as teachers are trying to impart. One way that Long feels we can do this is through Design Thinking which “combines collaboration systems thinking and a balance of creative and analytical habits… The process essentially comes down to a continuously evolving feedback loop with four elements: empathy, ideation, prototyping, and testing”. Long points out that using this type of teaching and learning enables all of us to think outside of the box, become more creative in how we approach problems and search for solutions, and most of all enables us to create solutions that work in real life experiences.

            I found Long’s article both interesting and agreeable to my own perspective on teaching. As I make my journey to become a teacher I am finding it difficult to accept the bureaucracy with the school system—the No Child Left Behind Act requires so much teaching to pass reading, writing and math tests that it seems to leave students very lacking in the rest of the skills required to become a successful adult and good citizen. I enjoyed Long’s perspective on how as teachers we can pose real world problems to students to better prepare them for life’s requirements of creative thinking, flexibility and the ever changing need to find new solutions as problems themselves change. One of Long’s points in the article is that failure can lead to solutions and in failure itself we learn. I believe that by providing textbook answers—where there is always a concrete and specific solution—we are not teaching our future generations how to tackle life because life itself does not have concrete answers or solutions the majority of the time. Life can be messy and change quickly, so requires quick and creative thinking.

            I think this article embodies characteristics of both NETS-S standards 1: Creativity and Innovation and 4: Critical Thinking, Problem Solving, and Decision Making. In 1: Creativity and Innovation students “apply existing knowledge to generate new ideas, products, or processes” and also, “create original works as a means of personal or group expression”. In Long’s article he tells of how he brought together a diverse group of high schoolers and posed to them the challenge to create “their own classroom of the future”. The students collaborated in smaller groups, used various means of technology to communicate with experts around the world, regrouped into a larger group to determine what the “classroom of the future” would encompass, then put it all together to actually create the classroom at a convention. In the process of completing the project the students also exhibited characteristics from NETS-S 4: Critical Thinking, Problem Solving and Decision Making. The students encompassed every aspect of this standard, “students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources”.  In conclusion, this was a wonderful article to read because it presented a new approach to teaching along with real world examples of its application and also because this article clearly demonstrated at least two of the NETS-S standards for students.

 

Long, C. (2012). Teach Your Student to Fail Better with Design Thinking. Learning & Leading with Technology, 39(5), 16-20. Retrieved from http://www.learningandleading-digital.com/learning_leading/201202#pg18

This life is  a test... it is only a test.... in the meantime.... eat chocolate!