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I read an article this morning that you may find interesting/thought provoking….
quick version
http://www.techlearning.com/article/25352
more detail
http://electriceducator.blogspot.com/2009/11/google-proof-questioning-new-use-for.html#comments
What a fun and easy way to find out what others are doing. On Friday I sent a link to a wall and asked teachers at my four elementary campuses to write a post. It’s a great way to see what they are doing and a place where others can find ideas!
I’ve been asked often this school year, “How’s your year going?” My response is always the same, “Crazy, busy!? It seems like there is always one more thing to do and another deadline right around the corner. I’m not a procrastinator, and typically have projects, etc. done way before the deadline; however sometimes it’s just not possible. This is one of those weeks when there is already “more than a little of a lot left to do.” This blog post is actually a respsonse to a recent assignment – send a summary of what you’ve been doing. So here goes….
Teachers and students are excited about learning and implementing new technology tools. All of the campuses are now publicizing schedules, calendars, curriculum, and more on their new Schoolwires website. I provided the training for all four of my campuses to make this happen, and am continuing to support them as they explore all of the possibilities of communication with this tool. Additionally, teachers are now using their new websites to show-off student projects, recording and uploading instruction and tests for their students, and using the media tools to give the community a glimpse into their personal lives. Here are some examples:
http://schools.birdvilleschools.net/1790208151560230/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=60143
In years past I have attempted to meet with the teachers and computer EA’s on a regular basis to share technology ideas that they can use in their instruction and to complete student projects. I do still have face-to-face meetings occasionally but most teachers prefer that I provide information to them via email and then if they need more detail or assistance in implementing projects and ideas we can arrange a time. Each six weeks I am preparing lesson plans that correlate Technology Application TEKS with Core Curriculum objectives to facilitate instruction for all third grade classes in BISD. The third grade lessons plans recommend using www.learning.com to instruct students in specific technology skills and then provide a variety of application lessons that utilize the learned skills while supporting and enhancing classroom instruction in core curricular areas.
This year I am meeting more frequently with my campus principals, especially when they return from CAP or ILT meetings energized, intrigued, or inquisitive about what has been shared by leadership, their peers, or their own personal learning. As I partner with campus administration in the effort to utilize technology tools and resources I am seeing a more deliberate effort to plan and implement engaging instruction for staff and students. Furthermore, I am noticing that the campus principals are modeling the tools for engaged learning as they plan staff development. An example of this was done at Mullendore Elementary when Mr. Pope used clips from the movie Freedom Writers to stimulate thought and discussion regarding the district’s new mission, vision, and beliefs. Teachers used flip video cameras to record responses to the clips that were viewed. Additionally, Mr. Pope has scheduled me to provide technology staff development for his staff each month on a variety of tools and applications. At Birdville Elementary Mr. Sandoval has also scheduled me to provide technology staff development during Block Time on several occasions this school year. The opportunities for training at Birdville and Mullendore elementary schools are a direct result of the meetings that I have had with the principals of these two campuses.
During district staff development days I have supported both Judi Bell and Julia Hyman as they provide learning opportunities for their ALT groups. Both consultants are continuing to model and encourage teachers to utilize technology tools in teaching and learning. For example, at both elementary social studies ALT sessions teacher have met in grade level groups to design lessons that incorporate technology and then at the end of the ALT meeting each group shares their ideas. I have already seen teachers at all my schools implementing these lessons in instruction.
In addition to supporting my campuses in learning and using technology I provided training using USTREAM at Richland High for 3 rotation groups during a recent staff development day. I will continue to provide support as needed when teachers receive their webcams and begin using for instruction.
I spent over 2 full days preparing the Chamber Showcase that took place on October 15. Responsibilities included meeting with other ITS to plan for a Digital Safety student logo contest and video contest, and prepare a video that looped continuously at the event that highlighted district beliefs, student desires, and examples of engaged learning.
TPRI for 46+ teachers was a bit time consuming! Over ½ of my K-2 teachers required a visit from me before they were able to successfully sync their Palms to begin testing for the first round.
Since the beginning of the school year I have met with Patsy Stanley on several occasions to continue her efforts in providing a podcast series for teachers who service special needs students. In addition, I provided a 2-hour after school training, from 4-6 on October 19 for a group of teachers using flip video cameras and Movie Maker.
I participated in the development of the new CCI alternative for teachers who must complete this requirement before February 2010.
Picture and video assignments that required travel to various campuses within the district have included photographing network and wiring structures (for Julie), recording segments of best practices in the elementary computer labs, and photographing examples of engaged learning,
Professional Learning opportunities for me thus far for the 2009-10 school year include: Dr. James Popham, Schoolwires, Mobile Devices in Instruction (webinar), TENOR meetings, and DL Conference at ESC. Opportunities on the horizon that will include learning, presenting, and volunteering are Areas 10/11 TCEA Conference and ASCD Conference this weekend.
In addition to all of the previously mentioned little projects that have kept me juggling my time to meet the demands of all, there is daily support I provide either face-to-face or via email to my 4 elementary campuses. I’ve had teachers doing video projects, Photo Story project, Audacity projects, and more. Here are a couple of links to projects that are uploaded to websites, others are on teacher computers and networks.
Well, there is yet another deadline just moments away so while there is still so much more I could recap here, I must stop, and move on.
Storybook Playhouse at the Dallas Arboretum
What a fun exhibit! Throughout the grounds there are themed playhouses based on a variety of children’s literature selections. I’m thinking Field Trip opportunity deluxe, and of course a technology/media opportunity as well.
1. Challenge your students to read one or more of the 14 different books on display and prepare a book report to be videoed at the playhouse on a field trip.
2. Visit each of the playhouses, and video someone reading the summaries of each story and then select your favorites to read.
3. After visiting the playhouses at the Arboretum choose a new story to read and design your own playhouse and write your own review.
4. Use the format on display to write future book reports.
At the Dallas Arboretum website you can view a list of the 14 books, a brief summary of each, and a video clips about the construction of the playhouses currently on display.
http://dallasarboretum.org/Events/StoryBook%20Playhouses.htm
There is an old oak tree in my backyard that I’ve nicknamed “Leo the Late Bloomer”. The reason why is that right now when all of the other foliage is showing typical signs of spring this old tree is still hanging on to dried up leaves from last season. This is case year after year, and it does eventually catch up!
So what does this have to do with technology? Well, I wonder how many of you out there reading this blog post might be “Late Bloomers” or at least know one or two. In this information age, technology resources for teaching, learning, and networking are aplenty! What new technologies have you added to your arsenal of tools, or are you still holding on to the old stuff, like my old oak? Don’t be “Leo the Late Bloomer” and have to catch up later, just pick one tool/application now and start exploring!
Here are a few places to start, all of which are FREE resources…
For Social and Professional Networking: Twitter, Facebook, and Ning.
For Blogs and Wikis: Edublogs, Blogger, Wikispaces, and Wetpaint.
For Creating Media: PhotoStory, Movie Maker, iMovie, Animoto, and 12 Seconds.
More fun tools for learning: Newspaper Clip Generator and Vocaroo.
This morning as I am catching up on some of the technology news to which I subscribe here are a few of the headlines related to measuring 21st Century Skills…
“On the way: Nations first tech literacy exam”
“Report: Retool instruction, or will U.S. fail”
“Groups push for media-literacy education”
“P21: Rethink testing for future success”
“ISTE unveils new tech standards for teachers”
And the one that made me stop and think…
“Are your students learning the way they are living?”
You may be asking or wondering what does this look like in the classroom? I would suggest that it involves the very tools and strategies that we offer training in and support the implantation of in BISD – podcasting, blogging, and creating media to collaborate in the global world. Many are using these tools in a personal way or at least know others that are. You have your social network accounts (MySpace, Facebook, etc), you create and enjoy videos on You Tube, you blog about your families, and goodness knows you email regularly for both work and personal life. It’s time to utilize these tools in the teaching and learning process.
So, here’s my question for you…
“Are you teaching the way you are living?”
Over a year ago Google released an application that will allow users to make “web applications just as powerful as desktop applications.” Currently, Google Gears will allow users to work on a Google Document offline and then when an online session is resumed the edits are synced back to the document where they are saved, stored, and shared. To learn more about this application check out this You Tube video.
Below is a list of ideas that will engage students in learning while using 21st century tools and applications.
Podcasting with Audacity
Record a weekly podcast that provides homework helps, spelling lists, tutorials, or other timely information. Audacity is a free piece of software and super simple to use – open the application, click the record button, click the stop button when finished, and save!
Photo Story Projects
Engage students in using digital images (can be art work or other drawings scanned into the computer) to define, illustrate, or explain concepts, process, and events. This is free software that is very easy to use and produces a .wmv (movie file) by following a few simple steps.
Movie Maker Projects
Use the Small Wonder video cameras (or other similar device) to record students or teachers and then import the recorded piece into Movie Maker, another free piece of software. Edit to produce a movie to publish and/or view in the classroom. Students and/or teachers can record the steps in a process or teach a lesson that can serve as a tutorial/review when preparing for TAKS!
USTREAM-TV
Use a webcam to broadcast live, via the web, an instructional piece or classroom performance. The record feature keeps the content available for later viewing.
Google Docs
Signup for a GMAIL or GOOGLE account and take advantage of the free applications such as Google Forms to create surveys or an online quiz that will be super easy to grade!
Blog
Create a blog site and post questions or other information pertaining to your instruction and solicit feedback and responses from your students.
Wiki
Create a Wiki site where teachers and students can collaborate to create content.
Here we are celebrating another New Year – Happy 2009! Many will make New Year’s resolutions to become more physically fit, to lose a few holiday pounds, to pay off debt, to do more, to be more, to better their lives and the one’s around them. In thinking about what I can do differently in 2009 I want to be a better wife, a better mother, a better friend, a better teacher, a better mentor, and I’m already tired just seeing these words on the screen. I think we often set the mark so high that we feel defeated before we begin.
A snowflake is a delicate, intricate, often tiny object of wonder. It is associated with uniqueness, beauty, and innocence; yet one tiny snowflake can begin an avalanche – a devastatingly, powerful force.
I have decided for 2009 I want to be the snowflake that causes an avalanche – an avalanche of learning, productivity, caring, and love.
Today I am blogging from the ASCD conference in Galveston, Texas. Dr. Alan November is speaking about the need to teach students skills for acquiring information and communicating globally.
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No sense of urgency to connect globally in the US, unlike other countries where they understand the need learn collaborative skills to be successful in our global society.
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Technology is a distracter to what we have to do – start thinking about information and communication. Technology is only the digital “plumbing”.
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Technology = information and global communication
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What information do teachers need, not what technology do we need?
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Many schools are technology rich and information poor.
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Schools that work well value staff development.
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Kids are social by nature – we don’t provide that kind of support in schools in the US.
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Schools are not geared toward students to learn they are geared toward teachers to teach.
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Who owns the learning? teachers
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Who should own the learning? students
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Fear and ignorance combined are dangerous to decision making! Most students have never collaborated globally, and many districts are blocking IM, Skype, Blogs, etc.
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Who SHOULD own the learning should drive our decisions? Students!
Jobs/skills to help student own the learning:
1. Podcast on a regular basis – provides a sense of ownership when students are responsible for writing and producing a regular broadcast that reviews the learning for the week. Students in one class have taken the initiative to have their own show for writing, math, etc. The real issue here is not technology; it is courage. Audacity is the FREE tool for producing podcast.
2. Researcher of the day using the custom search feature of Google tools. Open Google, go to more, even more, and then open Custom Search. Build your own search engine. In many classrooms there is only one computer for student use. Use it – one student is the researcher of the day and teachers should ask questions that require students to research and find answers rather than being given the answer. Give students real work to contribute to the community of learners.
3. Tutorial Designers using screen casting tools such as http://www.jingproject.com/ – available for FREE on the web. Teachers should empower students to create, perhaps as a valid, meaningful homework assignment rather than answering even or odd questions in the textbook. Another FREE resource is http://www.screencast.com/.
4. Collaborate using Google Docs. Sign up for a FREE Google account to create and share documents, spreadsheets, and presentations online. Implementation is safe and easy; the collaborative history can be viewed to monitor who is contributing to the document.
5. Scribe of the day can record the day events/note that are then approved and posted via a blog or wiki for all. Kids are in a collaborative culture rather than individual culture. If one is taking notes for all then other students can be working on problems and applying the knowledge.
6. iTunes U for higher education has been available for some time, and is now available for K-12 where courses and units of study are already available and accessible for FREE. Kids teaching other kids not only in the classroom but globally.
7. Teach children to be global communicators to work with people around the world. Skype is one tool that allows FREE video and/or audio connections with others using a webcam and Internet connection. For more information on using Skype and webcams visit my Distance Learning page on this blog.
Tap into the social nature of kids to contribute and collaborate globally!
Click here to view my fall media project arborteum_october2008.
This is indeed my favorite season of the year. Recently I visited the Dallas Arboretum and saw what I believe to be their best fall display ever! Two ideas came to mind while observing the beauty of nature…we live in a very diverse world, and changes is all around us!
We considering diversity and technology, we all have a very diverse skill set that we use to approach our daily tasks — some are expert emailers, some are expert bloggers, some are expert movie editors, some are expert podcasters, and some just feel like their areas of expertise are not in the realm of technology! I can accept that and it bring me to my second point, change!
Changes is inevitable. We have choices when it comes to change – we can embrace it, deny it, or stand back and watch. Regardless of how each of us choses to respond, we can’t stop it. The way we interact with the world is changing, the way in which children need to be educated is changing, therefore, as educators we must change.
As you view the pages of my blogsite I hope you will find a way to make a positive change in the way you teach children. There are many options to choose from — Digital Storytelling, Podcasting, Distance Learning, Tools of the Web 2.0 World, and many more. Start with just one tool, and begin infusing it into your daily instruction, into the various areas of the curriculum. These are exciting days in education and offer many opportunities for student engagement while we continue to prepare students for our ever-changing world!
It’s back to school time! That means shopping for school supplies for many. I just read an article about what’s “new” on school supply lists this year to insure student success. Here are some of the items listed: laptop computer, iPod, USB drives, external hard drives, digital pens and scanners, multi-function printers with Wi-Fi, and webcams. We’ve come a long ways since the days of Manila paper, Elmer’s glue, crayons, scissors, protractors, rulers, etc.
With the new supplies that most students already have or are quickly gaining access to, as educators we must be ready to embrace these tools and use them and productive and engaging ways. Technology standards for teachers have been updated and provide the framework by which teachers can plan and implement highly engaging instruction in an increasingly digital world.
Technology Standards for Teachers, revised June 2008
1. Facilitate and inspire student learning and creativity
a. Promote, support, and model creative and innovative thinking
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools
d. Model collaborative knowledge construction by engaging in learning with students
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
“Transformative proficiency of skills means really transforming education through the use of technology, not just laying technology over traditional educational practices.” What this means for teachers and classrooms is that students need to have opportunity to create and produce podcast, digital stories, blogs, wikis, and participate in collaborative learning experiences. These practices are not intended to be in addition to what is already part of the instruction but to take the place of some traditional learning experiences. Teachers can begin to transform their teaching practices by dreaming big, showcasing student work in innovative ways, and using all of the resources available to them, including their BISD ITS!
My son graduates from high school tomorrow. These seemed like appropriate words for the occasion. The last 18 years have been filled with “first” and in reflecting upon those moments I can’t help but be a proud mommy! But, I will be the first to say that the last 18 years have not been free of challenges as well. It’s not easy to fit a round peg into a square hole and unfortunately much of his education has seemed much like that. The last two years he was in a private school that recognized his learning style and needs and provided him the learning environment and structure that paved the way to success. As we now look toward post-high school education I know that there will likely be more challenges ahead, but we have learned that hard work, perseverance, and prayer yields great results!
“Today is the first…” are appropriate words for any milestone achievement as you look into those open doors ahead, but perhaps seeing these words as a challenge could motivate you to work toward attaining a goal that seems just out of reach. As this school year comes to a close and teachers pack up and leave for a much deserved summer break I dare say that many won’t forget that classroom they are leaving behind. Summer is a time for learning for many educators. My challenge to any educator reading this post is to self-reflect for just a few moments. Celebrate the successes you have had this year. Consider the difficult moments and begin now planning your strategy to overcome these challenges in the future. And, if you are looking for ways to engage and motivate your next group of students I hope that you will look toward some of the exciting technologies that are available for implementation in your classroom regardless of the grade or subject you teach. The posts below hopefully can spark some ideas of ways you can begin using technology today, the FIRST day of the rest of your life and teaching career!
Celebrate this day, celebrate life, and remember, every new day is the FIRST day of the rest of your life.
Distance Learning: Where We’ve Been, Where We’re Going
When most people think of a Distance Learning experience they think big carts of equipment, content providers, and scheduling, all of which means money! And speaking of money, there always seems to be a shortage of that whether in education, business, or personal finances! There are, however, some huge benefits to these learning experiences. Connections with professionals such as heart surgeons, NASA astronauts, artists, entertainers, etc. provide students the opportunity to experience real-world events and professionals through the available technologies. However, budgets sometimes prohibit all from being able to access. This whole Distance Learning experience could be labeled Macro Distance Learning.
So, what’s the alternative? Micro Distance Learning. This type of experience would be using webcams, Skype, and teacher and student generated content. But mostly, this type of experience is collaboration and sharing of knowledge through inexpensive and/or free tools. This type of experience does, however, require planning and scheduling, but the advantage is that the teachers and the students control the curriculum and content being delivered. Students especially are required to become the experts before participating in video conferences. They can collaborate with their peers both in the classroom and with those at another site to create their learning. Collaborative efforts do not mirror traditional learning experiences. Students must be free to move around the room, work in groups, and share information, and sometimes this can look “messy” while in fact students are actually creating, evaluating, analyzing, and applying knowledge. Hum….sound anything like Bloom’s? These are exactly the types of experiences our student’s need to develop 21st century skills. Click here to take a look at the updated Bloom’s Digital Taxonomy.
The first steps in making Micro Distance Learning happen require users to become familiar and comfortable with the tools that will be used. Skype, for example, is a free download that allows users to make free calls to other Skype users on the computer. By adding a couple of inexpensive tools such as a microphone and webcam this free call now becomes a live video conference. Or, you can try ooVoo to participate in a video conference with multiple users.
Using webcams in the classroom provides engaging learning experiences for both students and teachers. You can use a webcam and Skype to contact Santa at the North Pole, just like our first graders did back in December, or to watch your kindergarten teacher participate in the Alaskan Iditarod while you are in the classroom at Holiday Heights. Binion students got a glimpse into tomorrow by visiting with Dr. Tribble’s son while he was in Japan – it was already the next day there! Next week Hardeman students will be connecting via webcam and Skype to Oceanside, California to meet face to face with their pen pals. Students in a geography class can connect with classrooms in another region or country to hear first-hand about cultural differences. Or, a physics class in Birdville could connect with another physics class to collaborate on a project or solve a problem. Teachers can use webcams to connect with their teaching peers to collaborate, plan, and share ideas. Using a webcam you can record a movie and/or stream a presentation, science experiment, or other event to those unable to attend can view later.
Use of webcams in the classrooms can motivate and engage students. Students can work collaboratively to prepare for interactions with an authentic audience. Students can experience real-world tools while broadening the knowledge and connecting their learning. School is no longer contained to the walls of the classrooms. Through available technologies the doors of learning are wide open!
5th grade students at Birdville Elementary created their own TAKS study DVD. Each student created a video clip defining/explaining a single concept in the Earth Science curriculum. Similar concepts were grouped together and then the small groups wrote a script and filmed an introductory video for their segments. Finally, all segments were burned to a DVD for each student to take home before Spring Break to aid them in preparing for the upcoming Science TAKS test that will be administered later this spring.
Katie Moran, Birdville ISD teacher is putting into practice the nine essential strategies that are most likely to improve student achievement as defined in Robert Marzano’s book “Classroom Instruction that Works.” Homework and Practice, Non-linguistic Representations, Summarizing and Note Taking, Cooperative Learning, and Setting Objects and Providing Feedback are among the essential strategies included in this project. Furthermore, the assignment required students to use higher order thinking skills such as synthesis, analysis, and evaluation as they gathered information and worked in cooperative groups to develop the video project.
The students were given the opportunity to reflect on their learning, and their comments confirm that they were enthused and engaged for the duration of this project:
I like to use the technologies like the camera, and the microphone, and PhotoStory to put everything together.
I think it was fun because we got to act it out. Most videos are boring but not this one because we were in it.
What I liked about my video project was that I am a visual learner and it helped me because we used models and acted it out.
It was fun working in small groups because if you didn’t know a person and you got to be in a group with them it was fun because you could be their friend and you could get to know them.
I liked this project because it gave everyone time to have fun and learn at the same time. When I get the DVD I want to show my family and friends.
I thought that the media project was a lot of fun. I like using the technology because it’s like way in the future. I like working in groups because you get to hang out with your friends. The hottest part about this project is how you can make your voice sound perfect. I would love to do this assignment again. As soon as I get home from school with that DVD we’re going to watch it ASAP.
I liked working with my classmates because you can learn from your own classmates what they think about it and they can learn what you think about it. Plus, I like working with technology because it’s very cool.
I like working with technology because when you record it you can better understand it and can watch it over and over again.
I liked this project because I can learn about science better. It was really cool. I learned about the water cycle.
For as long as I can remember media of some type has been used in the educational setting to impact instruction and help students visualize and create meaning for ideas and concepts being taught. Not too long ago this media was filmstrips and vinyl albums. As the technology advanced we included audio and video cassettes. Today it is very common to see DVD’s, CD’s, and streaming media pouring into our classrooms. No one would argue that these types of media make a difference in helping student gain understanding.
With today’s generation of learners, I would like to suggest that bringing media into the classrooms is not enough.
Students need the opportunity to create and interact with media.
The tools to make this happen are already sitting in many schools today and with the continuous evolution of the web more tools become available daily, with a cost that no one can argue with – FREE!
Learning environments that utilize media are beginning to take shape in many schools today. Students are learning to download and subscribe to podcasts for example, and some are learning to create their own podcasts. By definition, a podcast is a collection of digital media files which is distributed over the Internet. Tools to create this type of media are easily accessible with little learning curve to implement into instruction. Online tools such as http://www.gcast.com take less than five minutes to register and create an account, and then with a simple phone call you can record an audio podcast that is published world-wide via the web. Free software applications such as http://audacity.sourceforge.net/ can be downloaded and with the simple addition of a $5 microphone you can be well on your way to recording all sorts of podcasts with a variety of curricular connections. More importantly, students at all ages can take an integral role in creating these podcasts thus demonstrating their knowledge and understanding of curricular concepts.
Combining audio with visual elements takes the original idea of podcasting to the next level, video-casting, or vodcasting, as some are calling it. Again, there are both online tools and free software available to create this media. Websites such as http://voicethread.com/allow users to create an account and then upload images, record audio, and publish their stories. Free software applications such as PhotoStory and Movie Maker are available on the PC side, with comparable applications available for Mac users. These wizard driven applications make creating media possible for all levels of technology users. Hardware needed for these types of projects can be a digital camera with movie capabilities, or even an inexpensive video camera such as the RCA Small Wonder. The completed media projects can be published via websites and blogsites to world-wide audiences. These digital stories created by students again demonstrate knowledge and understanding of concepts and allow students to creatively tell their personal stories.
Learning theory has long suggested that if an individual can teach or demonstrate a concept that true learning has occurred. Involving students in creating podcasts, vodcasts, and digital stories does exactly that – it requires students to demonstrate their knowledge and understanding, and often in a way that helps other young learners create meaning in their world.
Making Media does Matter!
