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>
Sunday, June 2, 2013
Technology - Why are you using it? (Week 6)
An article on ReadWrite caught my interest. Perhaps, it's because I can personally relate to it. Sometimes technology is not good for an industry, and it can actually dumb it down. Dan Rowinski recently contributed a post entitled "When Smart Phones are the Wrong Tool for the Wrong Job." "The Chicago Sun-Times, a newspaper with a long and rich history, just fired its entire staff of photo journalists. In their place? The Sun-Times is going to teach every reporter the basics of iPhone photography... This comes under the category of, 'just because you can do something and it will be cheaper and easier, doesn’t mean you bloody well should.'" Essentially, the paper is firing photographers who have trained and studied the craft and art form. Instead, reporters will pick up their responsibilities and cover the photography end of the business with their iPhones. This certainly will save the paper a ton of money because surely the reporters aren't going to receive a salary increase when this duty is added to their day. What's more - I believe the content and quality of the images will certainly suffer. The biggest impact will be on the group that paper serves, and that's the community.
Technology, especially in the world of news media, has made it possible for nearly anyone to capture photos and video just about anywhere. Video and photos from citizen-journalists are everywhere, and news outlets seek this type of eyewitness element. However, the individuals who are studied, trained and hired in this area, still need to be the ones who are out doing the news-gathering. Otherwise, the product will suffer, as it certainly has. As a former journalist, I worked in a newsroom when the station made a big switch in technology. The new technology was great in that it allowed everyone to be able to edit video - not just the editors. This took work away from our trained editors who were top-notch in creating news stories for viewers. It also added a ton of work onto my day with ZERO compensation for it. I could go on and on about this, and unless you have actually experienced something like this, it may be hard to comprehend.
Bringing this back to the classroom - I think this relates. It's great that we have technology and that teachers are furiously trying to incorporate it into the classroom. However, I think that we have to step back sometimes and look at why we are using the technology. Are we doing it just to say we are? Or does it actually support and enhance a lesson or learning activity? We shouldn't "fire" or get rid of a classic activity just to put the smartphone in the hand of a student. Sometimes paper and pencils are still a good thing to have.
Rowinski, D. "When Smart Phones are the Wrong Tool for the Wrong Job." ReadWrite.com. 31 May 2013. Web. Retrieved 2 June 2013. <http://readwrite.com/2013/05/31/when-the-mobile-ification-of-business-goes-horribly-wrong>
Technology, especially in the world of news media, has made it possible for nearly anyone to capture photos and video just about anywhere. Video and photos from citizen-journalists are everywhere, and news outlets seek this type of eyewitness element. However, the individuals who are studied, trained and hired in this area, still need to be the ones who are out doing the news-gathering. Otherwise, the product will suffer, as it certainly has. As a former journalist, I worked in a newsroom when the station made a big switch in technology. The new technology was great in that it allowed everyone to be able to edit video - not just the editors. This took work away from our trained editors who were top-notch in creating news stories for viewers. It also added a ton of work onto my day with ZERO compensation for it. I could go on and on about this, and unless you have actually experienced something like this, it may be hard to comprehend.
Bringing this back to the classroom - I think this relates. It's great that we have technology and that teachers are furiously trying to incorporate it into the classroom. However, I think that we have to step back sometimes and look at why we are using the technology. Are we doing it just to say we are? Or does it actually support and enhance a lesson or learning activity? We shouldn't "fire" or get rid of a classic activity just to put the smartphone in the hand of a student. Sometimes paper and pencils are still a good thing to have.
Rowinski, D. "When Smart Phones are the Wrong Tool for the Wrong Job." ReadWrite.com. 31 May 2013. Web. Retrieved 2 June 2013. <http://readwrite.com/2013/05/31/when-the-mobile-ification-of-business-goes-horribly-wrong>
Teachers - Stop to Smell the Roses! (Week 6)
If you have a type A personality in your classroom (like I do!), a blog post by Lisa Dabbs is a MUST READ. Seriously... I actually felt a sense of relief after reading her thoughts on trying to find perfection in the classroom. Teachers certainly need to be organized and create a classroom atmosphere that is welcoming and functioning. However, is there a point where that organization is too much? Lesson plans need to be detailed and follow district criteria. But is there a point where the teacher is drowning trying to make these plans too perfect? Lisa Dabbs got to that point. In her article, she even talks about how she had a system for coordinating her students crayons by color - and that the custodians actually had to escort her out of the building sometimes at 10pm! Wow - that's dedication. However, Lisa also talks about how she forgot to look at her progress and not strive for perfection.
I certainly am not at school until 10pm, but I do stay after late on many days. I also work day in and day out to create a super-organized space. I work all weekend on my lesson plans and creating lessons that are going to interest students and please the district. I'm only in my second year of teaching after working in another industry for 12 years. It's a hard change, but I often question.. am I going overboard at school? Now, after reading Lisa's article, I wonder if I'm taking time to look at far I've actually come as a teacher in the past two years? That's something I'll need to reflect on.
In the meantime, read Lisa's article. She offers three important tips for all teachers:
"1. Get out and have fun... 2. Capture it with a camera. 3. Journal about the journey." (Dabbs) I can see how all three of these elements are important. Do your job, but have some fun too! If you're creating something cool in the classroom, take photos so you remember what it looks like, and you can share with friends and co-workers. Finally, write a few notes about your progress in the classroom, which will in turn help with self-reflection. Great ideas!
Dabbs, L. "Progrees, Not Perfection: Three Tips for Your Journey." Edutopia.com. 30 May 2013. Web. Retrieved 2 June 2013. <http://www.edutopia.org/blog/progress-not-perfection-your-journey-lisa-dabbs?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
I certainly am not at school until 10pm, but I do stay after late on many days. I also work day in and day out to create a super-organized space. I work all weekend on my lesson plans and creating lessons that are going to interest students and please the district. I'm only in my second year of teaching after working in another industry for 12 years. It's a hard change, but I often question.. am I going overboard at school? Now, after reading Lisa's article, I wonder if I'm taking time to look at far I've actually come as a teacher in the past two years? That's something I'll need to reflect on.
In the meantime, read Lisa's article. She offers three important tips for all teachers:
"1. Get out and have fun... 2. Capture it with a camera. 3. Journal about the journey." (Dabbs) I can see how all three of these elements are important. Do your job, but have some fun too! If you're creating something cool in the classroom, take photos so you remember what it looks like, and you can share with friends and co-workers. Finally, write a few notes about your progress in the classroom, which will in turn help with self-reflection. Great ideas!
Dabbs, L. "Progrees, Not Perfection: Three Tips for Your Journey." Edutopia.com. 30 May 2013. Web. Retrieved 2 June 2013. <http://www.edutopia.org/blog/progress-not-perfection-your-journey-lisa-dabbs?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
So that's what Ning is all about! (Week 6)
The first thing I’m glad to know about Ning is what it actually is and can do! I’d previously heard of the name Ning. However, before reading the article from Educauase “7 Things You Should Know About Ning,” I really didn’t know anything about the online service. Now I get it. In a world where so many people are connected through a handful of popular social networking sites, Ning seems to be an alternative for people who want to veer off the path and create their own place to network.
Most students nowadays have Facebook, Twitter and other
accounts where they are constantly posting and reading other’s posts. Some of it is personal and some of it is
not. “For today’s students, who spend
countless hours on Facebook and MySpace, faculty participation on those
networks is often seen as an intrusion into a private domain. Ning provides an
avenue for instructors to take advantage of social networks in a neutral setting,
offering functionality and an experience that are familiar and comfortable to
students.” (Educause 2008) I see that as one of the biggest benefits of
Ning. Students don’t have to worry about
exposing personal thoughts by taking part in an educational social networking
scenario. Ning creates an online setting
that is separate and can be dedicated only to the academic topic or course at
hand.
I wish I was able to try Ning in my classroom. Unfortunately, this is one of the sites that
is blocked by my school district’s web filter.
I've mentioned in previous blog posts that my school district uses a
site called MyBigCampus. It does offer
some social networking, but it’s just not the same as what students like and
are used to. I may try to talk to my
district to see if Ning would ever be a possibility. I understand that districts want to be able
to “police” what students do, and I’m not suggesting that Facebook or Twitter
be available in school. Ning, however,
could be a potential social site that when used for educational purposes can be
monitored by the teacher.
"7 Things You Should
Know About Ning." Educase Learning
Initiative (2008). 1-2. Web. 2 June
2013. < http://net.educause.edu/ir/library/pdf/ELI7036.pdf>
Monday, May 27, 2013
Technology is important, but don't forget the past (Week 5)
The article on ReadWrite.com by Brian Hall titled "My Teenage Son Does Not Know How to Mail a Letter - I Blame Technology" actually had me laughing out loud. We push technology in the classroom, children and young adults are surrounded by technology, and technology is at the forefront of just about everything we do. However, what about the past? How did we look up an address and phone number? How did we write a research paper? What about using snail mail to send a letter - as the article discusses? The author writes about a teenager, who was just about to graduate high school, and he didn't know how to write an address on a letter. Even more ironically, the parent told the teenager to Google how to address a letter. Yes, use the internet to learn now to write an address on a letter that's going to the USPS. I find that funny!
My daughter is 3 years old. She amazes me everyday with her abilities to use and understand technology. I, too, support her use of technology for purposes of learning... and fun, too! However, I never forget about the past. We actually write and draw pictures to send to grandparents. She helps me write the address and put the stamp on the letter. She knows we put it in the mailbox and the mailman picks it up. These thing are important to me, and I want them to be important to my daughter too.
The point I want to make... Technology is so important to our future generations. Technology is used to support and enhance learning in the classroom and at home. However, students and young adults still need to know where we came from as a society. If this includes something as simple as being able to address an envelop, then so be it. Technology is important, but don't forget the past!
Hall, B. "My Teenage Son Does Not Know How to Mail a Letter - I Blame Technology." ReadWrite.com. 27 May 2013. Web. Retrieved 27 May 2013. <http://readwrite.com/2013/05/27/my-teenage-son-does-not-know-how-to-mail-a-letter>
My daughter is 3 years old. She amazes me everyday with her abilities to use and understand technology. I, too, support her use of technology for purposes of learning... and fun, too! However, I never forget about the past. We actually write and draw pictures to send to grandparents. She helps me write the address and put the stamp on the letter. She knows we put it in the mailbox and the mailman picks it up. These thing are important to me, and I want them to be important to my daughter too.
The point I want to make... Technology is so important to our future generations. Technology is used to support and enhance learning in the classroom and at home. However, students and young adults still need to know where we came from as a society. If this includes something as simple as being able to address an envelop, then so be it. Technology is important, but don't forget the past!
Hall, B. "My Teenage Son Does Not Know How to Mail a Letter - I Blame Technology." ReadWrite.com. 27 May 2013. Web. Retrieved 27 May 2013. <http://readwrite.com/2013/05/27/my-teenage-son-does-not-know-how-to-mail-a-letter>
Wikis - I didn't know how great they are - Until Now! (Week 5)
Wikis, plain and simple, are fabulous! I've read and collaborated on a Wiki in the past. However, the class wiki for EDU653 has really made me appreciate the versatility and opportunities at wiki can present. At first, I was unsure as to how, we as a group, would be able to create coherent essays that take a stance on a topic. I questioned how often I would really look at a classmates wiki. I also didn't know how I would be able to edit my wiki on a weekly basis. Boy was I wrong! The wiki format is simple, user-friendly, and easy to collaborate on. Also, the edits and changes are instantaneous. I like when I'm posting on the class wiki and can see my classmates posting at the same time. "...[T]he results of the users’ actions on the content of the site are instantly visible to other users." (Educause 2005)
While most aspects of the wiki are positive, the Educause article does point out some setbacks. One that I see as being a potential problem is, when used in the classroom, the teacher must pay very close attention to content that is posted by users. "...wikis are often monitored to ensure that inappropriate language, spam, and incorrect or inappropriate content are not allowed. This can be both time-consuming and personnel-intensive.
In my school district, we are currently not allowed to use Wikispaces in our classroom. We do use the online program called MyBigCampus, which offers many similarities However, the ability to collaborate as easily is not possible. I may try to appeal to my school district again this year to see if Wikispaces will be a possibility at some point in the future.
"7 Things You Should Know About Wikis." Educase Learning Initiative (2005). 1-2. Web. 27 May 2013. <http://net.educause.edu/ir/library/pdf/ELI7004.pdf>
Sunday, May 26, 2013
Potential Risks with BYOD (Week 5)
I thought this article posted on Edutopia.com by Albert Roberts fit in very well with our recent discussion on the class wiki about monitoring offsite and onsite online behavior. The article discusses BYOD (Bring Your Own Device) trends and how such programs could have an impact on bullying in schools. The idea behind BYOD is that students can use their own technology, such as smart phones, tablets and laptops in the classroom. This is beneficial in that it allows students to use technology they are already comfortable with. It also allows a school district to use technology in classrooms, which would have otherwise been impossible due to lack of funding. With the push for technology, media and 21st century learning in the classroom, more and more teachers are turning to such means. The benefits are apparent.
On the surface, the supports student learning and the acquisition of important knowledge and 21st century learning. However, the article raises two critical points would are potential risks for using BYOD. The first deals with bullying. "Out of date or older devices could become a source for embarrassment, while students might also be subject to cyber-bullying through emails and social messages... BYOD could intensify the 'already significant divide between students from high and lower income families.' " (Roberts) The second issue is more technical in nature. BYOD schemes require a comprehensive security program to ensure that viruses are not being accidentally or maliciously released into a school's system." (Roberts)
The author of the article offers several solutions to help school districts that want to use BYOD deal with potential bullying. The suggestion I found to have the largest benefit is simply managing the technology. The author states it's necessary to "ensure that they're not simply an excuse for students having free rein to use their devices in school. A system that allows high-quality devices while also placing strict rules and limits on their usage means these devices can still improve the quality of classroom engagement without creating as much of a divide within a student body." The second suggestion, which may not work for all districts that are in a financial pinch, is to purchase devices that are discounted in bulk. These devices could then be loaned to the students who are unable to afford their own devices for the school year.
Roberts, A. "Does BYOD Encourage Bullying?" Edutopia.com. 24 May 2013. Web. Retrieved 26 May 2013. <http://www.edutopia.org/blog/do-BYOD-programs-encourage-bullying-albert-roberts?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
On the surface, the supports student learning and the acquisition of important knowledge and 21st century learning. However, the article raises two critical points would are potential risks for using BYOD. The first deals with bullying. "Out of date or older devices could become a source for embarrassment, while students might also be subject to cyber-bullying through emails and social messages... BYOD could intensify the 'already significant divide between students from high and lower income families.' " (Roberts) The second issue is more technical in nature. BYOD schemes require a comprehensive security program to ensure that viruses are not being accidentally or maliciously released into a school's system." (Roberts)
The author of the article offers several solutions to help school districts that want to use BYOD deal with potential bullying. The suggestion I found to have the largest benefit is simply managing the technology. The author states it's necessary to "ensure that they're not simply an excuse for students having free rein to use their devices in school. A system that allows high-quality devices while also placing strict rules and limits on their usage means these devices can still improve the quality of classroom engagement without creating as much of a divide within a student body." The second suggestion, which may not work for all districts that are in a financial pinch, is to purchase devices that are discounted in bulk. These devices could then be loaned to the students who are unable to afford their own devices for the school year.
Roberts, A. "Does BYOD Encourage Bullying?" Edutopia.com. 24 May 2013. Web. Retrieved 26 May 2013. <http://www.edutopia.org/blog/do-BYOD-programs-encourage-bullying-albert-roberts?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29>
Monday, May 20, 2013
Heartbreak at Another School (Week 4)
For any of our cohort classmates who are in the Oklahoma area, my prayers and thoughts go out to all of you following the devastating tornado.
This year has been very difficult for students, schools, young people and families. I have been glued to the news, watching the terrible devastation in Oklahoma. I realize all of the situations have been different (from armed gunmen to natural disasters), but I wonder sometimes if students feel like they are safe in school? A tragedy always feels much more heartbreaking when it involves children. Unfortunately, a school was in the direct path of this tornado.
As a teacher of broadcast journalism, we watch live streaming events together on the internet when big news stories break. We watched Sandy Hook... We watched the Boston Marathon bombings... And today we watched the Oklahoma City tornado coverage. We discuss how the events are covered, and we also discuss how the events impact our country and the world. We discuss how journalists hold a great responsibility and must serve their communities. I'm thankful that technology can help unit a country, stay better informed, and allow those who are at a distance to feel the heart of a story to offer support and love.
"The Situation Room." CNN. (2013). Web. Retrieved 20 May 2013. <http://www.cnn.com/video/?/video/us/2013/05/20/tsr-wolf-plaza-towers-school.cnn>
This year has been very difficult for students, schools, young people and families. I have been glued to the news, watching the terrible devastation in Oklahoma. I realize all of the situations have been different (from armed gunmen to natural disasters), but I wonder sometimes if students feel like they are safe in school? A tragedy always feels much more heartbreaking when it involves children. Unfortunately, a school was in the direct path of this tornado.
As a teacher of broadcast journalism, we watch live streaming events together on the internet when big news stories break. We watched Sandy Hook... We watched the Boston Marathon bombings... And today we watched the Oklahoma City tornado coverage. We discuss how the events are covered, and we also discuss how the events impact our country and the world. We discuss how journalists hold a great responsibility and must serve their communities. I'm thankful that technology can help unit a country, stay better informed, and allow those who are at a distance to feel the heart of a story to offer support and love.
"The Situation Room." CNN. (2013). Web. Retrieved 20 May 2013. <http://www.cnn.com/video/?/video/us/2013/05/20/tsr-wolf-plaza-towers-school.cnn>
Skype Helps to Connect the World (Week 4)
I just read the article from Educase Learning Initiative "7 Things You Should Know About Skype," and several of the topics really sparked my interest. First, I am an avid user of Skype for personal reasons. My husband and I don't live near our families. Having a 3 year old makes it even more important that we are able to see and talk with them. However, life is busy! Skype has really helped to bridge a lot of those gaps. We turn our computer on, my parents do the same - and we really just leave it on for hours sometimes. It's almost like we're all in the same room! As the article discusses, all we need are computers, a WiFi signal, a web camera and microphones. It's actually pretty simple - and it's free! This is even more helpful for my in-laws, as they live in another country! That's my personal story...
Now, in terms of education, I've spent a lot of time throughout this school year thinking of how I can incorporate the use of Skype into my classroom to create an online learning community. In my media technology classrooms, Skype could help me to set up Q&A sessions with industry professionals. I would also like to be able to work with Broadcast Journalism classes in other parts of the country to possibly collaborate on a project. The author of the article states "Learning becomes increasingly authentic as it expands beyond the walls of the classroom, and being able to have a phone call or a video chat with someone on the other side of the world can make learning come alive."
However, Skype does raise some issues in my classroom, which are also addressed in the Educase article. As I've addressed in a previous blog post, my school district has a brand new web filter this year. Skype is considered to be social media, and therefore Skype is blocked in my school. It's quite a process to have Skype unblocked, so it can happen as spontaneous as I would like it to. It's blocked for many reasons discussed in the Educase article, such as "Skype requires access to certain network ports, and many network administrators are uneasy allowing traffic to flow in and out of the network this way." While I understand these concerns, perhaps advances in technology will provide better security for this useful online learning resource.
"7 Things You Should Know About Skype." Educase Learning Initiative (2007). 1-2. Web. 20 May 2013. <http://net.educause.edu/ir/library/pdf/ELI7032.pdf>
Now, in terms of education, I've spent a lot of time throughout this school year thinking of how I can incorporate the use of Skype into my classroom to create an online learning community. In my media technology classrooms, Skype could help me to set up Q&A sessions with industry professionals. I would also like to be able to work with Broadcast Journalism classes in other parts of the country to possibly collaborate on a project. The author of the article states "Learning becomes increasingly authentic as it expands beyond the walls of the classroom, and being able to have a phone call or a video chat with someone on the other side of the world can make learning come alive."
However, Skype does raise some issues in my classroom, which are also addressed in the Educase article. As I've addressed in a previous blog post, my school district has a brand new web filter this year. Skype is considered to be social media, and therefore Skype is blocked in my school. It's quite a process to have Skype unblocked, so it can happen as spontaneous as I would like it to. It's blocked for many reasons discussed in the Educase article, such as "Skype requires access to certain network ports, and many network administrators are uneasy allowing traffic to flow in and out of the network this way." While I understand these concerns, perhaps advances in technology will provide better security for this useful online learning resource.
"7 Things You Should Know About Skype." Educase Learning Initiative (2007). 1-2. Web. 20 May 2013. <http://net.educause.edu/ir/library/pdf/ELI7032.pdf>
Protecting Students From Spam (Week 4)
As students in my school district entered classrooms at the
beginning of the 2012-2013 school year, they saw a big change in internet
access. They could no longer access
personal email accounts. The reason is
the district was unable to police what was received and sent through email
accounts. One of those elements is spam
email and the content contained in that spam email. Jeremy LaTrasse talks about what he calls a
spam email “epidemic” in his article “How to Make the World Safer for Email” on
ReadWrite.com. My students were not
happy to learn they couldn’t get into their accounts and would have to work
through student email accounts. While it
does pose a bit of an inconvenience, it allows educators to do their job and
protect students from potentially unsafe content that exists in the digital world. While LaTrasse says that “mass email senders
have a responsibility,” he also offers ways that email users can protect
themselves.
I think I’ll share the following with my students when we
discuss social aspects of media and the internet. It’s an excerpt from LaTrasses article, “How
to Make the World Safer for Email:”
- Use different passwords
for different logins.
- Never share personally
identifiable information (passwords, social security numbers, bank
accounts, etc.) via email: Your bank will never email you and ask you to
confirm your bank account number or the password you use to log into your
account.
- Remember, if it seems
too good to be true, it probably is. If you don't know who sent it, delete
it. If it was important, they'll send it again.
- Your operating system
will update itself if you allow it to; usually you just have to agree once
and it'll happen forever after.
- Look for email
personalization in messages. Marketers leverage first name/last name, and
other information you've shared with them when setting up an account to
help identify them as legitimate senders.
LaTrasse, J. “How to
Make the World Safer for Email.”
ReadWrite.com. 16 May 2013. Web. Retrieved 16 May 2013. <http://readwrite.com/2013/05/16/how-to-make-the-world-safer-for-email-trust>
Saturday, May 11, 2013
YouTube In the Classroom for Active Learning (Week 3)
To begin, I'm a huge fan of YouTube, both in my personal life and in the classroom. It's a great way to share video, and it's a great resource of video for just about anything. I teach a very visual content area, and therefore I always need to be able to show examples of what students might create and produce.
However, YouTube does one more thing, which I believe writers from Educase Learning Initiative hit right on the head in the article "7 Things You Should Know About YouTube." The article states "YouTube is part of a trend among Net Generation students to replace passive learning with active participation, where everyone has a voice..." and "YouTube offers opportunities for expression through video - a new spin on the notion of self-publishing..." That's exactly what it is - an active medium. The social site allows interaction, feedback, self-reflection, and much more beyond just viewing video.
In one of my media classes recently, students produce "how to" videos, which were designed to teach viewers how to do something step-by-step. This demonstration type video is very popular on YouTube (and one of the primary reasons I visit YouTube - learn to do something!). Students then collaborated and created a community of how-to videos on a YouTube channel for our school. Student teams had to write descriptions, identify key words to make their videos searchable, and evaluated feedback from the viewer hits and posts. The project was great, and students benefitted from it for all the ways describe in the Educate article.
"7 Things You Should Know About YouTube." Educase Learning Initiative (2006). 1-2. Web. 11 May 2013. <http://net.educause.edu/ir/library/pdf/ELI7018.pdf>
However, YouTube does one more thing, which I believe writers from Educase Learning Initiative hit right on the head in the article "7 Things You Should Know About YouTube." The article states "YouTube is part of a trend among Net Generation students to replace passive learning with active participation, where everyone has a voice..." and "YouTube offers opportunities for expression through video - a new spin on the notion of self-publishing..." That's exactly what it is - an active medium. The social site allows interaction, feedback, self-reflection, and much more beyond just viewing video.
In one of my media classes recently, students produce "how to" videos, which were designed to teach viewers how to do something step-by-step. This demonstration type video is very popular on YouTube (and one of the primary reasons I visit YouTube - learn to do something!). Students then collaborated and created a community of how-to videos on a YouTube channel for our school. Student teams had to write descriptions, identify key words to make their videos searchable, and evaluated feedback from the viewer hits and posts. The project was great, and students benefitted from it for all the ways describe in the Educate article.
"7 Things You Should Know About YouTube." Educase Learning Initiative (2006). 1-2. Web. 11 May 2013. <http://net.educause.edu/ir/library/pdf/ELI7018.pdf>
Imagine an entire year with no Internet? One man did it! (Week 3)
As many of you might know by now, I'm a news-junkie! I guess that's because of my previous profession. I came across this great read on the CNN feed about a man named Paul Miller who stopped using the Internet for an entire year! He literally disconnected himself from technology and recently rejoined the digital world on May 1st. In the CNN post, a journalist questions Miller about what it was like to be Internet-less for the long duration. I think his answers to the questions are what we might expect. He was bored at times; he felt disconnected and unable to find information as easily; he learned things about himself that he didn't know. Miller also says in the post that he tweeted and rejoined the digital world pretty much the same as he left it. He did say that the time helped him to better understand that his circle of family and friends are important and that the Internet, technology and smart phones reduce our abilities to have personal relationships.
I completely embrace the use of the Internet and technology in my classroom when it is used properly. I, however, am always amazed that my students don't know what it's like NOT to have the Internet and technology. They just don't grasp the concept. This post about Paul Miller on CNN might actually be a great read for students to see what they wouldn't have without technology and to perhaps better appreciate the resources that it can provide when used properly. I might incorporate this into my classes this week!
Kelly, H. "Disconnected: My Year Without the Internet." CNN Tech. 10 May 2013. Web. Retrieved 11 May 2013 <http://www.cnn.com/2013/05/10/tech/web/paul-miller-internet-year/index.html?hpt=te_t1>
I completely embrace the use of the Internet and technology in my classroom when it is used properly. I, however, am always amazed that my students don't know what it's like NOT to have the Internet and technology. They just don't grasp the concept. This post about Paul Miller on CNN might actually be a great read for students to see what they wouldn't have without technology and to perhaps better appreciate the resources that it can provide when used properly. I might incorporate this into my classes this week!
Kelly, H. "Disconnected: My Year Without the Internet." CNN Tech. 10 May 2013. Web. Retrieved 11 May 2013 <http://www.cnn.com/2013/05/10/tech/web/paul-miller-internet-year/index.html?hpt=te_t1>
Monday, May 6, 2013
Gadgets in my Classroom - It requires a lot of messy plugs!
OK, so this might be off the topic of education. However, in addition to teaching, I love interior decorating - so I'm blogging about something I spotted on ReadWrite.com! How many people out there get frustrated with those cords, outlets and being afraid to push a heave dresser up against cord that's plugged into a wall? Well, I'm one of those people. These recessed outlets that Janet Hall writes about in her blog "Recessed Outlets: A Great Way to Hide Messy Gadget Cords." You just have to see the photos to understand how great this is! Click on the link below. Also, now that I think about it - these would be awesome in my classroom. I have so many gadgets, cameras, battery chargers, computers, projects and such plugged in here and there. The outlets would really help to tidy things up and actually add space (since I'm afraid of pushing furniture up against plugs and all!). However, as much as I'd love to have them in school, I'm very sure it would never be in our budget. After all, it is a little over the top of a school! However, I'll have to think about it the next time we redo a room in my home. :)
Hall, J. "Recessed Outlets: A Great Way to Hide Messy Gadget Cords." ReadWrite Blog. 4 May 2013. Web. 6 May 2013.
http://readwrite.com/2013/05/04/recessed-outlets-a-great-way-to-hide-messy-gadget-cords
Hall, J. "Recessed Outlets: A Great Way to Hide Messy Gadget Cords." ReadWrite Blog. 4 May 2013. Web. 6 May 2013.
http://readwrite.com/2013/05/04/recessed-outlets-a-great-way-to-hide-messy-gadget-cords
Inspiration for all classrooms - Creativity Before Theory!
I believe the article entitled "Instead of, Learn the Tools, Perhaps, Discover the Poetry Within" should be a MUST-READ for all educators, administrators, families and students. The link to the article, by Petr888 posted on the Adobe Education Leaders blog page, is listed below. The online resource is connected to Adobe, which is specific to digital editing type products and techniques. However, if that isn't your subject matter, don't let it sway you. Author Petr888 writes,"...creativity is not longer an elective, it's our future" and "Don’t teach theory, teach what you can do with it." That's the focus, and something I think we all need to focus on in our classroom and educational institutions. I, similar to the author of the article, have many students in my media technology classroom, who do not excel in their core academic areas. However, they tend to flourish in my classroom. I don't teach theory. In fact, I tell my students up front there are many ways to interpret and accomplish our learning objectives, and often times it's up to the students to find how to best get there. Most assignments and lessons in my class start with brainstorming sessions to get the creative juices flowing before we even jump into the new topic. Students then take part in a discovery process, with new information and techniques, to figure out how to use writing, filming and editing techniques (with Adobe products) to create and produce a digital story. Students who don't typically excel in LAL, math, science, and history are using skills from those subject matters, along with leadership, organization and communication, to be creative in the classroom - and most of all they enjoy it! Check out the link below to read more from the author and be inspired!
Petr888. "Instead of, Learn the Tools, Perhaps, Discover the Poetry Within." Adobe Education Leaders Blog, 29 February 2013. Web. 6 May 2013.
http://blogs.adobe.com/educationleaders/2013/02/instead-of-learn-the-tools-perhaps-discover-the-poetry-within.html
Petr888. "Instead of, Learn the Tools, Perhaps, Discover the Poetry Within." Adobe Education Leaders Blog, 29 February 2013. Web. 6 May 2013.
http://blogs.adobe.com/educationleaders/2013/02/instead-of-learn-the-tools-perhaps-discover-the-poetry-within.html
Friday, May 3, 2013
Great Classroom Resource for Viral Video Effect (Sharing RSS Blog)
MediaCollege.com posted a very interesting blog written by
Dave called “Why Videos Go Viral,” which includes an entertaining YouTube
video. In it, the actual YouTube
Trends Manager, Kevin Allocca, presents his ideas and key concepts as to why
and how one simple video can receive millions of hits. Blog author Dave explains, “In a nutshell, it
comes down the three things: 1. Tastemakers, 2. Communities of participation, 3. Unexpectedness.” Furthermore, in the YouTube video Kevin
Allocca states, “These are characteristics of a new kind of media in a new kind
of culture where anyone has access and the audience defines the popularity… No
one has to green light your idea, and we all now feel some kind of ownership in
our own pop culture.” In my opinion,
this humorous, light-hearted video provides all generations, older and those
creating the digital age day by day, with an excellent overview as to how and
why a video goes viral. It has the
ability to spark creativity, interest and understanding of how someone can
create their own niche in the viral video world and how viral video can be
applied in so many different settings. I
teach a unit in one of my Media Technology classes that incorporates an aspect
of this, and I will definitely use this resource next year. I encourage all teachers to view this video
and think about how the message can be incorporated into their classrooms!
Dave. “Why Videos Go
Viral." Official MediaCollege.com Blog., 29 Feb
2012. Web. 3 May 2013.
<http://www.mediacollege.com/forum/entry.php?73-Why-videos-go-viral&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+mc-blog+%28MediaCollege.com+Blog%29>
Digital History, Chapter 1 Richardson Textbook
We’re only in chapter 1 of “Blogs, Wikis, Podcasts, and
Other Powerful Web Tools for Classrooms” by Will Richardson. I already have sticky notes scattered here
and there to remind myself of ideas to revisit for self-evaluation and to
better incorporate into my classroom.
Richardson describes the current digital world with the ideas of author
Douglas Rushkoff as a “’society of ownership’ where… every person with access…
will have the ability to contribute ideas and experiences to the larger body of
knowledge that is the Internet” (p. 5).
I believe this idea seems simple to the young minds that fill our
classrooms. They are growing up in a
digital world that allows to them connect through technology. Too often I see teachers, school districts
and older generations try and fight this concept. Whether we like it or not, the generation
that we are teaching is writing history on the Internet. Therefore, as educators, leaders and
facilitators, I believe we need to embrace this idea described in Richardson’s
book and support the digital generation in contributing to our digital
world. Our job is to teach the digital
generation how to use the Internet appropriately and successfully in all
aspects of life.
Richardson, W. (2010). Blogs,
Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. California: Corwin, A SageCompany.
Tuesday, April 30, 2013
My First Test Blog for EDU653
Hello everyone, and welcome to the first blog post on Jessica Noguera's Blog! I've never actually created my own blog before, so I'm testing it out before our class assignment blogs get underway. Hopefully someone will be able to read this! Happy blogging EDU653!
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