I just reviewed my personal Wiki for this class - EDU 653. I'm very happy with the collection of projects I've created for this class, and I can honestly say that I'll use a lot of the learning resources in my class next year! When I look back at how much I've learned over the past 8 weeks of this course, it's really amazing. Does anyone else in the class feel the same?
This course has by far provided me with the most applicable tools and information to take back to my own classroom. It's also opened my eyes to many new ways to use technology to support learning and collaborate inside and outside of the classroom with my students. I'm excited to put my new knowledge to work! Thank you Kimberly!
Sunday, June 16, 2013
Second Life – Living in the Digital World (Week 8)
Second Life software is exactly what it sounds like – creating a second life in the digital world! I had never heard of Second Life before reading the article “7 Things You Should Know About Second Life” article from Educause. My initial impressions are that it sounds very interesting in terms of being able to create scenarios that reflect reality. As suggested by the article, it can be used for anything from artists to governments to business owners. Education also tops that list.
I believe Second Life could be very advantageous for distance learning courses. “Many faculty have begun teaching distance courses in-world, saying that the sense of presence and interaction among a class of remote students is more compelling than through other modes of communication.” (Educause, 2008) Second Life provides users with the opportunity to experiment and take on a role or take part in something they may not do in a face-to-face scenario. “…the stronger attraction for many academics and researchers is the extent to which the environment serves as a legitimate surrogate for the real world, allowing users to inhabit personas and situations that are otherwise unavailable to them.” (Educause, 2008)
I can see how this would be appealing to today’s students who are so intrigued and surrounded by technology. This is another way to engage students with technology and 21st century learning. Teachers would have the opportunity to create a scenario where students can create and analyze information and scenarios and then problem solve. The learning is student-centered, and Second Life puts responsibility for learning in the students’ hands.
I do see some cons with Second Life in that rules are unclear, which can have implications for teachers. “Some users might argue that activities that are illegal or unethical in real life are acceptable in the virtual world—gambling, child pornography, and pyramid schemes have appeared in Second Life—and in many
instances it remains unclear what authority, if any, has jurisdiction over virtual activities that spill over into the real world.” (Educause, 2008) I also believe that today’s students can sometimes become too immersed in the digital world. A student may become too focused on the Second Life and actually begin to think it is reality. This may be rare, but just as students become too wrapped up in video games, this could happen with Second Life too.
“7 Things You Should Know About Second Life.” Educause.com. June 2008. Web. Retrieved 14 June 2013. <http://net.educause.edu/ir/library/pdf/ELI7038.pdf>
I believe Second Life could be very advantageous for distance learning courses. “Many faculty have begun teaching distance courses in-world, saying that the sense of presence and interaction among a class of remote students is more compelling than through other modes of communication.” (Educause, 2008) Second Life provides users with the opportunity to experiment and take on a role or take part in something they may not do in a face-to-face scenario. “…the stronger attraction for many academics and researchers is the extent to which the environment serves as a legitimate surrogate for the real world, allowing users to inhabit personas and situations that are otherwise unavailable to them.” (Educause, 2008)
I can see how this would be appealing to today’s students who are so intrigued and surrounded by technology. This is another way to engage students with technology and 21st century learning. Teachers would have the opportunity to create a scenario where students can create and analyze information and scenarios and then problem solve. The learning is student-centered, and Second Life puts responsibility for learning in the students’ hands.
I do see some cons with Second Life in that rules are unclear, which can have implications for teachers. “Some users might argue that activities that are illegal or unethical in real life are acceptable in the virtual world—gambling, child pornography, and pyramid schemes have appeared in Second Life—and in many
instances it remains unclear what authority, if any, has jurisdiction over virtual activities that spill over into the real world.” (Educause, 2008) I also believe that today’s students can sometimes become too immersed in the digital world. A student may become too focused on the Second Life and actually begin to think it is reality. This may be rare, but just as students become too wrapped up in video games, this could happen with Second Life too.
“7 Things You Should Know About Second Life.” Educause.com. June 2008. Web. Retrieved 14 June 2013. <http://net.educause.edu/ir/library/pdf/ELI7038.pdf>
Tracking Personal Information – Are you OK with it? (Week 8)
Wikileaks have been an ongoing conversation in my Broadcast Journalism class this year. They touch on current events, journalism, first amendment rights, and technology – what a great combination of topics! What’s more, the students were actually interested, and I was surprised to find out how knowledgeable they were on the subject matter.
For anyone who's not following the story, CNN reported "FBI Director Robert Mueller said Thursday that secret government surveillance programs disclosed by leaks of classified information have been conducted in adherence with the U.S. Constitution and federal laws." (CNN, 2013) Basically, the government surveillance programs claim it's a matter of national security to collect personal information, including telephone and computer records. These government acts were the topic of recent Wikileaks, which the government claims actually hurt national security.
During our discussions, my students fell on both sides of the debate - both disagreeing and agreeing with the program. They debated on the journalistic aspect of the Wikileaks in whether or not this should have been disclosed to the public, and again they saw pros and cons. They also focused on the fact that technology is what makes this all possible. That is one element they ALL agreed on, and I do as well.
As technology continues to grow by leaps and bounds, so will the ability for the government, and maybe even private sectors, to track down private information. The debate over whether or not this is ethical will continue. Wikileaks will no doubt continue as well. What do you think?
Cohen, T. “FBI director, congressional leaders defend data mining.” CNN.com. Web. Retrieved 13 June 2013. <http://www.cnn.com/2013/06/13/politics/nsa-congress-mueller/index.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+rss%2Fcnn_topstories+%28RSS%3A+Top+Stories%29&utm_content=Google+Reader>
For anyone who's not following the story, CNN reported "FBI Director Robert Mueller said Thursday that secret government surveillance programs disclosed by leaks of classified information have been conducted in adherence with the U.S. Constitution and federal laws." (CNN, 2013) Basically, the government surveillance programs claim it's a matter of national security to collect personal information, including telephone and computer records. These government acts were the topic of recent Wikileaks, which the government claims actually hurt national security.
During our discussions, my students fell on both sides of the debate - both disagreeing and agreeing with the program. They debated on the journalistic aspect of the Wikileaks in whether or not this should have been disclosed to the public, and again they saw pros and cons. They also focused on the fact that technology is what makes this all possible. That is one element they ALL agreed on, and I do as well.
As technology continues to grow by leaps and bounds, so will the ability for the government, and maybe even private sectors, to track down private information. The debate over whether or not this is ethical will continue. Wikileaks will no doubt continue as well. What do you think?
Cohen, T. “FBI director, congressional leaders defend data mining.” CNN.com. Web. Retrieved 13 June 2013. <http://www.cnn.com/2013/06/13/politics/nsa-congress-mueller/index.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+rss%2Fcnn_topstories+%28RSS%3A+Top+Stories%29&utm_content=Google+Reader>
Retain Learning During the Summer? I'm in! (Week 8)
The school year is almost over. My students and I have spent an entire year together learning new concepts and reinforcing old ones. I'm so excited at the level of mastery that students have achieved in terms of critical main ideas and skills. Yet, I know in my heart, that when we return to school that many of these understandings will be forgotten. It's very frustrating! Does anyone else experience this frustration? I read an article on Edutopia by Barbara Dianis that makes recommendations for students and their families to help retain a lot of that learning.
Dianis suggests the following, which can help in many subject areas:
1. Make time for learning
2. Learn and practice affixes
3. Develop math skills
4. Improve reading comprehension
5. Review and build grammar skills
6. Encourage creative writing
7. Focus on specific skills
I can see how these suggestions might seem boring to students. However, if families can think of a way to make them fun, the payoff could be great for students! Dianis says "a nonacademic summer can cause students at every grade level to digress two to three months in their academic skills. Half an hour to an hour set aside daily can help students close learning gaps and perform at higher levels during the upcoming school year. Summer is an ideal time for students of all ages to strengthen their academic skills while still having plenty of time left over for summer activities." I think these suggestions are great and would be very beneficial to both students and teachers!
Dianis, B. “7 Ways to Prevent Summer Learning Loss.” Edutopia.com. Web. Retrieved 13 June 2013. <http://www.edutopia.org/blog/7-ways-prevent-summer-learning-loss-barbara-dianis?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
Dianis suggests the following, which can help in many subject areas:
1. Make time for learning
2. Learn and practice affixes
3. Develop math skills
4. Improve reading comprehension
5. Review and build grammar skills
6. Encourage creative writing
7. Focus on specific skills
I can see how these suggestions might seem boring to students. However, if families can think of a way to make them fun, the payoff could be great for students! Dianis says "a nonacademic summer can cause students at every grade level to digress two to three months in their academic skills. Half an hour to an hour set aside daily can help students close learning gaps and perform at higher levels during the upcoming school year. Summer is an ideal time for students of all ages to strengthen their academic skills while still having plenty of time left over for summer activities." I think these suggestions are great and would be very beneficial to both students and teachers!
Dianis, B. “7 Ways to Prevent Summer Learning Loss.” Edutopia.com. Web. Retrieved 13 June 2013. <http://www.edutopia.org/blog/7-ways-prevent-summer-learning-loss-barbara-dianis?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
Saturday, June 8, 2013
Google Apps - What a Wonderful Thing! (Week 7)
Google Apps are great in terms of personal use, and they can also be very beneficial in the classroom! I've used some aspects of Google Apps in the past, such as Gmail, Google Docs, Google Calendar and so forth. However, before EDU 653 I don’t think I appreciated the full capabilities of the Google Apps that are available. Google Sites, iGoogle, Google Reader, Blogger and many other Apps work so well together. The fact that a user can access these tools from anywhere with internet access is certainly a huge bonus.
The article from Educause “7 Things You Should Know about Google Apps” highlights another huge benefit by stating “In addition, Google Apps can work with existing single sign-on programs, and hardware (and hardware failures) becomes less of a concern.” It’s great to have everything exist in one spot with one log-on. The user doesn't have to remember multiple sites and passwords. This could be very advantageous in the classroom for students. The teacher and students can create central locations for resources, collaboration and assignment submissions.
However, a school district could also see this as a downfall. The Educause article also states “The greatest concern about Google Apps and similar services is the loss of control. Because access rights are shared across the service, users rely—to some extent—on how carefully others protect their login credentials.” Students are often times careless when it comes to protecting passwords and not sharing them with others. A teacher or district would need to be very careful if using Google Apps, especially in a day and age where internet bullying and misuse is so prevalent.
“7 Things You Should Know About Google Apps.” Educause.com. March 2008. Web. Retrieved 7 June 2013. <http://net.educause.edu/ir/library/pdf/ELI7035.pdf>
The article from Educause “7 Things You Should Know about Google Apps” highlights another huge benefit by stating “In addition, Google Apps can work with existing single sign-on programs, and hardware (and hardware failures) becomes less of a concern.” It’s great to have everything exist in one spot with one log-on. The user doesn't have to remember multiple sites and passwords. This could be very advantageous in the classroom for students. The teacher and students can create central locations for resources, collaboration and assignment submissions.
However, a school district could also see this as a downfall. The Educause article also states “The greatest concern about Google Apps and similar services is the loss of control. Because access rights are shared across the service, users rely—to some extent—on how carefully others protect their login credentials.” Students are often times careless when it comes to protecting passwords and not sharing them with others. A teacher or district would need to be very careful if using Google Apps, especially in a day and age where internet bullying and misuse is so prevalent.
“7 Things You Should Know About Google Apps.” Educause.com. March 2008. Web. Retrieved 7 June 2013. <http://net.educause.edu/ir/library/pdf/ELI7035.pdf>
Do Now's - I Need to Do Them Now! (Week 7)
In terms of strengths and weaknesses in the classroom, “do now’s” are one of the areas I tend to skimp on the most. However, I know that can add a great deal of support, interest, and engagement to a lesson. I came across this informative, yet very simple, post on Edutopia by Maurice Elias entitled “Engaged Teaching: ‘Do Now’ Activities for Your Lessons.” I highly recommend reading the entire article. Sometimes, after I plan an entire lesson the last thing I feel like doing is trying to incorporate additional tasks that can either complicate or lengthen the lesson. I tend to jump right into things or wrap up an activity or lesson right before the bell rings. I’m keeping my students engaged from bell to bell, right? However, I know that I’m missing out on a lot of options for reflection and formative assessments that can help me determine the level of understanding in my classroom. Elias offers simple suggestions for “do now’s” in the post. The best part is they are broken up by age level! Take a look and see if any of these will work for you to create greater engagement!
Elias, M. “Engaged Teaching: ‘Do Now’ Activities for Your Lessons.” Edutopia.com. Web. 5 June 2013. <http://www.edutopia.org/blog/engaged-teaching-do-now-activities-sel-lessons-maurice-elias?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
Elias, M. “Engaged Teaching: ‘Do Now’ Activities for Your Lessons.” Edutopia.com. Web. 5 June 2013. <http://www.edutopia.org/blog/engaged-teaching-do-now-activities-sel-lessons-maurice-elias?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
Freedom of Expression or A Step too Far? (Week 7)
Being a news-junkie, I subscribe to the CNN Top Stories feed. I came across a recent news story that I’m has our nation talking, especially staff at school districts, colleges and universities. WYFF, the NBC affiliate in South Carolina filed this report on a high school valedictorian who surprised his entire school during his graduation by ripping up his approved speech. Graduation Speech News Story
I wasn’t sure what to expect after I read the headline, but after watching the story I was shocked - not in a bad way though. I was surprised that a high student had the courage to take such a stance for something he believes in. A valedictorian has worked his entire high school career to achieve such greatness. He threw that all aside for his final moment in his high school career spotlight to stand up for his right to express his religious beliefs. The school district in South Carolina is not alone in the conversation over how to handle prayer in school. In this case the student will not be punished, according to the school district spokesperson in the story. I agree, and I applaud the student for taking a stand. What do you think?
WFYY. “Here What Valedictorian Said for Cheers.” CNN.com. 5 June 2013. Web. Retrieved 7 June 2013. < http://www.cnn.com/video/data/2.0/video/us/2013/06/05/dnt-valedictorian-prays-in-graduation-speech.wyff.html>
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