Bad news to report.
While working on my assignments last night, I knocked over my Diet Dr. Pepper, and the entire beverage landed on my laptop keyboard. My computer is less than a year old, but accidental spillage of beverages is not included in the basic warranty. Of course, I did not think that I needed to purchase the extended warranty. I am an adult. I am usually very careful. I thought I would be immune from such catastrophes. But, I am not immune. However, I am thankful that much of my information is backed up online, and I am thankful that many of my pictures are saved online as well. However, I am sad that I didn't ever really use delicious. I fear that I have lost all of my dozens of neatly organized bookmarks!
So, now, what to do? I popped off all the keys right away, and dried what I could with Q-tips. I took out the battery. And, now when I turn it on, it immediately shuts down. So, I called Dell, and the very nice technician thinks that there is a problem with the board......
Any ideas? Should I send it in to Dell? Or, is there a local trustworthy company? If it costs a bunch to fix it, should I just think about buying a Mac? Any and all ideas are welcome.
Thank you in advance!
Monday, December 14, 2009
Monday, December 7, 2009
540 Week 1
Well, the dreaded statistics has begun. I admit that I have never had a stats course, and I should not have negative feelings about this course from the beginning. So far, so good. I have a very good friend who is obsessed with stats. He is even getting his PhD in a field that allows him to use stats daily. I am not sure that I will change my profession, or start teaching stats. But, I do think that learning more about statistics will help me to better understand information that is thrown around. Or, it might just cause me to be more skeptical of numbers that are thrown around by the media!
Monday, November 16, 2009
535 Week 5
I thought that looking at other Web 2.0 tools was the most interesting assignment this week. The one that I found to be extremely interesting was the point.
It is a website that allows group action to happen once certain requirements are met. So, if 1,000,000 people sign an online petition not to work on Election Day, everyone who signed on is notified that the million mark has been reached. Then, people will know that there are nearly one million other people who agree with them, and collectively they can take action.
I think that comes at a good time. My school has had a couple of issues that have come up recently, where it has been necessary to take collective action. The first is when the superintendent pulled the musical "Chicago," due to parental concerns. There was a student petition floating around to keep the show on.
The second issue we have had is with the administration's desire to change to a block schedule. Students also organized a petition to stop this from happening. I think that using an online forum would have better help students, parents, and community members to organize!
It is a website that allows group action to happen once certain requirements are met. So, if 1,000,000 people sign an online petition not to work on Election Day, everyone who signed on is notified that the million mark has been reached. Then, people will know that there are nearly one million other people who agree with them, and collectively they can take action.
I think that comes at a good time. My school has had a couple of issues that have come up recently, where it has been necessary to take collective action. The first is when the superintendent pulled the musical "Chicago," due to parental concerns. There was a student petition floating around to keep the show on.
The second issue we have had is with the administration's desire to change to a block schedule. Students also organized a petition to stop this from happening. I think that using an online forum would have better help students, parents, and community members to organize!
Sunday, November 8, 2009
535 Week 4
I spent a chunk of time this week setting up a Ning for my Junior/Senior Sociology class. This course is heavy on discussion, but some students are so reluctant to participate. So, I thought that allowing them to type answers to my questions would increase participation. Many of my students are familiar with Moodle, but I think that the Ning I created is going to be a little more user friendly for my students. I introduced it to my students during class on Friday, and they seemed interested. A few of them even mentioned how "cool" it was. Lately, I feel as though it is taking quite a bit for me to impress them in their time of early onset senioritis, so I think a few "cools" is about as good as it is going to get! It will be interesting to see how the Ning is further able to engage some of my disengaged students!
Monday, November 2, 2009
535 Week 3
After a crazy weekend away at a friend's wedding out of state, I have finally begun my homework. I think that the most exciting assignment this week was to compile a list of blogs that we wanted to follow. I found some blogs that look really interesting, and I am excited to look through them in the future. I am still undecided about the creative commons assignment. I do post pictures to picassa or facebook as a way of sharing them with friends. Most of my pictures are of people, so I have never delved into the world of getting my own creative commons license. However, I am excited at the thought of creating a ning for my classes. I have used a wiki in the past, so I am looking forward to trying something different!
Sunday, October 25, 2009
535 Week 2
The most interesting assignment this week was reading up on microblogging. I do have a facebook account, but I have held off on signing up for Twitter for some time now. I do update my status on facebook a couple of times a week, but sometimes I wonder about those who must update theirs multiple times a day. This became a problem for me when a "friend" from high school, someone I had not talked to in nearly a decade, befriended me. I was fine with being her facebook friend, but she updates her status ten times a day. We barely spoke after freshman year in high school, and frankly, I am not concerned about what shows she is watching on television.
So, I decided that I was not someone who was going to Tweet. Honestly, my life is not so interesting that my friends need to know about the awesome dinner I just made. And, when it does get intersting, I update my facebook status! At this point, I don't see a need for me to microblog, either personally or professionally. Perhaps I will change my mind by the time this course is over.
So, I decided that I was not someone who was going to Tweet. Honestly, my life is not so interesting that my friends need to know about the awesome dinner I just made. And, when it does get intersting, I update my facebook status! At this point, I don't see a need for me to microblog, either personally or professionally. Perhaps I will change my mind by the time this course is over.
Sunday, October 11, 2009
535 Week 1
The assignments this week involved blogging. I read about blogging, I compared blog hosting sites, and now it is time for me to blog about blogging. I am a very long winded person in real life, and I have been known to ramble. This is the first blog that I have ever written, and I really have no desire for others to read about the thoughts which spin through my head. I do write in a journal, to clear my head, and get thoughts down on paper, but, I would never share those writings with anyone. So, the idea of blogging in my classroom forces me to rethink purposes of blogging, as well as the different forms it could take on.
A teacher who I taught with for five years at the middle school has her students keep a blog about what is happening in their orchestra class. She has a small group of them update the blog, and then parents can read about what is happening in the class. I have thought about having my students keep a blog, so that we can keep their parents updated as to what is going on in class. Now that I am teaching high school, my students rarely talk to their parents any more. And, the parents want information! So, a student blog, moderated by me, would be a great way to give them ownership of something in the room, and not give me too much more work!
A teacher who I taught with for five years at the middle school has her students keep a blog about what is happening in their orchestra class. She has a small group of them update the blog, and then parents can read about what is happening in the class. I have thought about having my students keep a blog, so that we can keep their parents updated as to what is going on in class. Now that I am teaching high school, my students rarely talk to their parents any more. And, the parents want information! So, a student blog, moderated by me, would be a great way to give them ownership of something in the room, and not give me too much more work!
530 Week 5
The two assignments this week were to create a rubric and to complete the pecha kucha. I have created rubrics in the past, and I usually have multiple revisions before I am satisfied with what I produce. I think the reason is that I know how much easier things are going to be to grade with a great rubric. A well-laid out rubric takes so much subjectivity out of grading. Objectivity can be wonderful. But, sometimes I wish I took the time to grade a few, tweak the rubric, and then re-grade those that I have graded. Because the material that I am teaching this year is new to me, I often find myself dissatisified with the former teacher's rubrics. I think they are great, until I start grading with them. It is only at that point that I see how much better they could have been. Then, I end up wanting to change the rubric on my students at the last minute. However, I am not sure that this would be fair, even if the new rubric is far better than the old one!
The second assignment was the Pecha Kucha. I think that creating a presentation that is 20 slides long, and speaking for 20 seconds a slide is a great way to keep from rambling on and on about whatever it is one is presenting. However, I think that it is also very limiting. Well, perhaps I won't see it as so limiting if I were better at putting together presentations. But, it was really difficult to decide what made the cut, and how I could condense what I had down to exactly 20 different slides. So, while Pecha Kucha was in intersting assignment, I am unsure that I would use the idea in my classroom in the future.
The second assignment was the Pecha Kucha. I think that creating a presentation that is 20 slides long, and speaking for 20 seconds a slide is a great way to keep from rambling on and on about whatever it is one is presenting. However, I think that it is also very limiting. Well, perhaps I won't see it as so limiting if I were better at putting together presentations. But, it was really difficult to decide what made the cut, and how I could condense what I had down to exactly 20 different slides. So, while Pecha Kucha was in intersting assignment, I am unsure that I would use the idea in my classroom in the future.
Tuesday, September 22, 2009
530 Week 4
I really struggled with Prezi this week. I thought it was difficult to manipulate the images and text that I had added. I also had issues creating the path of images. I did it a couple of times, and I thought it worked, but it did not really work. At this point, I would need to spend quite a bit of time with it, before I would take my students into the computer lab to have them create their own Prezi.
I am still excited about voice thread. I am encouraging my students to complete their immigration project using voice thread. They also have the option of creating a power point, or a scrap book. However, if they create a power point or scrap book, they will have to present in front of the class. As freshmen, they are not too keen on presenting individually. But, if they create a voice thread, I will simply play it for the class! So, I am hoping that many of them take me up on the offer of creating a voice thread. I am going to force them to use voice thread. I am just trying to encourage them to use voice thread!!
I am still excited about voice thread. I am encouraging my students to complete their immigration project using voice thread. They also have the option of creating a power point, or a scrap book. However, if they create a power point or scrap book, they will have to present in front of the class. As freshmen, they are not too keen on presenting individually. But, if they create a voice thread, I will simply play it for the class! So, I am hoping that many of them take me up on the offer of creating a voice thread. I am going to force them to use voice thread. I am just trying to encourage them to use voice thread!!
530 Week 3
I loved working with animoto this week! I think it is a great tool to organize pictures to music. I am not sure that I would have my students make an animoto, but I think that I might make one to introduce a unit. It would be a great way for students to see what the unit is going to be about, and then to replay it at the end of the unit as a review of what we studied before taking the test.
I am excited to start working on my Pecha Kucha. I think that it will be a great way to introduce the syllabus to my students. Students must sit through a handful of presentations explaining syllabi the first day of school. And, this would be a great way to share the information in a more creative and interesting way!
I am excited to start working on my Pecha Kucha. I think that it will be a great way to introduce the syllabus to my students. Students must sit through a handful of presentations explaining syllabi the first day of school. And, this would be a great way to share the information in a more creative and interesting way!
Tuesday, August 25, 2009
530 Week 2
I am really excited about this digital storytelling class. The Presentation Zen book is fabulous! If I follow Reynolds' advice, I think that my presentations will become more streamlined and effective. I have always been someone who loves to talk, and can get off topic easily. The strategies offered in Presentation Zen are already useful to me as I begin to plan for the quickly approaching school year!
VoiceThread is another application that I hope to use in my classroom this year. My freshmen will be doing a project on immigration, and I think that VoiceThread will be an awesome way for them to present their material. I especially like the fact that they can have someone record from the phone. It might be a way that they can get their (great) grandparents to collaborate on their projects!!
VoiceThread is another application that I hope to use in my classroom this year. My freshmen will be doing a project on immigration, and I think that VoiceThread will be an awesome way for them to present their material. I especially like the fact that they can have someone record from the phone. It might be a way that they can get their (great) grandparents to collaborate on their projects!!
Tuesday, August 18, 2009
530 Week 1: Take 2
The past few weeks have been really busy. After teaching middle school German for the last five years, I am moving on to the high school level. I will be teaching freshman US History, as well as junior/senior sociology. I am very excited to begin my new position, and I think that this digital storytelling class has come at the right time!
I used powerpoint in my German classes fairly effectively. But, I have concerns about my use of presentations in my social studies classes. I think that it would be very easy to load up powerpoints with words, and try to talk over what is up on the screen. The Presentation Zen book has really made me re-think how I want to present my new material.
My brother and I were both at our parents' house this weekend to attend the wedding of a family friend. I had Presentation Zen out, and my dad assumed that it was my brother's! Tom has a degree in industrial engineering, and works as a consultant. My dad assumed, without really thinking, that the book had to be my brother's. It never crossed his mind that I used presentations while teaching!
I used powerpoint in my German classes fairly effectively. But, I have concerns about my use of presentations in my social studies classes. I think that it would be very easy to load up powerpoints with words, and try to talk over what is up on the screen. The Presentation Zen book has really made me re-think how I want to present my new material.
My brother and I were both at our parents' house this weekend to attend the wedding of a family friend. I had Presentation Zen out, and my dad assumed that it was my brother's! Tom has a degree in industrial engineering, and works as a consultant. My dad assumed, without really thinking, that the book had to be my brother's. It never crossed his mind that I used presentations while teaching!
Monday, August 10, 2009
530: Digital Storytelling Week 1
I am really excited to learn more about digital storytelling!! So far, I have really enjoyed taking so many pictures, and I think I that my picture taking skills will improve. I also found Presentation Zen to be very informative. I have been guilty of zoning out during others' presentations, and it caused me to rethink the presentations I give to my students. I put too many words on my slides, and include cheesy graphics at times.
After looking at others blogs this week, I am intrigued by Danelle's use of Glogster. I wonder how I can include it in my classroom!
After looking at others blogs this week, I am intrigued by Danelle's use of Glogster. I wonder how I can include it in my classroom!
Friday, July 31, 2009
525 Final Reflection:
After taking this course, I realize that I could improve my teaching by providing more feedback and reinforcement. I think that I provide feedback. But, I think that it could be more thorough and timely. When prioritizing what I need to get done on any given day, I make sure that I have a dynamic lesson planned. A great lesson is the best classroom management strategy I have found. So, at the end of the day, I sometimes do not take time to offer as much feedback as I should.
In addition to feedback, it is also important to recognize students for their efforts. This coming school year, I would like to display more student work in my room. In addition, I need to remember how much secondary students enjoy stickers and stamps. A little scratch and sniff sticker can make even teenage boys smile!
After taking this course, I realize that I could improve my teaching by providing more feedback and reinforcement. I think that I provide feedback. But, I think that it could be more thorough and timely. When prioritizing what I need to get done on any given day, I make sure that I have a dynamic lesson planned. A great lesson is the best classroom management strategy I have found. So, at the end of the day, I sometimes do not take time to offer as much feedback as I should.
In addition to feedback, it is also important to recognize students for their efforts. This coming school year, I would like to display more student work in my room. In addition, I need to remember how much secondary students enjoy stickers and stamps. A little scratch and sniff sticker can make even teenage boys smile!
Monday, July 13, 2009
525 Week 3: Graphic Organizers
This week, I looked at Exploratree, bubbl.us, and Inspiration. I thought that each of these three programs were quite easy to use, but there were distinct advantages to each. I really liked the extensive pre-made templates that existed at Exploratree. Students sometimes have issues deciding how pieces of information relate to each other. Exploratree tries to simplify the entering and connecting of information through its templates. It is also web-based, which makes it especially easy to get started!
I also liked Inspiration, a program that I use with my seventh graders. It is user-friendly, and there are two features that I especially like. The first is that it is extremely easy to switch from the concept mapping view to an outline. (I had my students make webs, and then give speeches from their outlines.) The second thing that I really like about Inspiration is that it is very easy to add additional "notes" to further clarify points. One of the drawbacks to Inspiration is that the user needs to pay after the free trial, and it needs to be downloaded to a computer, as opposed to being completely web-based.
The program that I liked the best was bubbl.us. It is web-based, and does not have to be downloaded. Students can share documents by giving others full access, or read-only access. The relational terminology (sibling/child/parent) is easy for students to understand. And, it is easy to turn the sound, background, and other effects on and off easily.
I mentioned that I have used Inspiration in the past. However, I am interested in looking into bubbl.us further. I think it could be an even better resource than Inspiration.
I also liked Inspiration, a program that I use with my seventh graders. It is user-friendly, and there are two features that I especially like. The first is that it is extremely easy to switch from the concept mapping view to an outline. (I had my students make webs, and then give speeches from their outlines.) The second thing that I really like about Inspiration is that it is very easy to add additional "notes" to further clarify points. One of the drawbacks to Inspiration is that the user needs to pay after the free trial, and it needs to be downloaded to a computer, as opposed to being completely web-based.
The program that I liked the best was bubbl.us. It is web-based, and does not have to be downloaded. Students can share documents by giving others full access, or read-only access. The relational terminology (sibling/child/parent) is easy for students to understand. And, it is easy to turn the sound, background, and other effects on and off easily.
I mentioned that I have used Inspiration in the past. However, I am interested in looking into bubbl.us further. I think it could be an even better resource than Inspiration.
Tuesday, July 7, 2009
525 Week 2
The Brookhart article on providing effective student feedback made several good points. It talked about providing timely feedback that how to decide how much feedback to provide. As a German teacher, I often struggle with wanting to correct every misspelling or grammar error. Students need encouragement, as well as direction. I do not want them to be discouraged by the amount of minor corrections I make. So, I try to point out mistakes that were made by many to the class, and then focus on showing individual students the mistakes that they made above and beyond those I already shared.
I liked the two examples of feedback that the author shared. However, I think it is very important to consider the amount of time that teachers have to provide feedback. With 200 students, it is not always possible to write an entire page of feedback. Is timely feedback, with the option of individual meetings more important than writing a page for each student?
I really like using RubiStar to create rubrics. They offer some premade rubrics, and their drop down menus are very user friendly. I often find a rubric that is close to what I am looking for, and then I am able to customize quite easily. And, I am able to save the rubric online, so that I can come back to it, and change it as necessary.
One of the Spanish teachers at my school uses Quia, and she really likes it. She particularly likes that the students can quiz themselves using the flashcards and matching activities. Additionally, she has the option of assessing online, and the potential to spend far less time grading quizzes and tests. However, she mainly uses it as a review tool for her students, giving them extra practice outside of class.
As much as I would like to use online assessments, I have concerns about the logistics. It is not always possible to get into the computer labs, and not all of our students have computer access at home. There is a teacher at my school who uses Moodle for the vast majority of his assignments, and the students who do not have computers at home must use school computers during study hall or lunch. He also encourages his students to take advantage of the computers at the public library.
I will continue to use RubiStar for my performance based assessments. And, I could see myself using Quia as a supplement for students to have extra practice at home. I have used Moodle in the past, and I do not think that using Quia as an additional assessment tool is necessary.
I liked the two examples of feedback that the author shared. However, I think it is very important to consider the amount of time that teachers have to provide feedback. With 200 students, it is not always possible to write an entire page of feedback. Is timely feedback, with the option of individual meetings more important than writing a page for each student?
I really like using RubiStar to create rubrics. They offer some premade rubrics, and their drop down menus are very user friendly. I often find a rubric that is close to what I am looking for, and then I am able to customize quite easily. And, I am able to save the rubric online, so that I can come back to it, and change it as necessary.
One of the Spanish teachers at my school uses Quia, and she really likes it. She particularly likes that the students can quiz themselves using the flashcards and matching activities. Additionally, she has the option of assessing online, and the potential to spend far less time grading quizzes and tests. However, she mainly uses it as a review tool for her students, giving them extra practice outside of class.
As much as I would like to use online assessments, I have concerns about the logistics. It is not always possible to get into the computer labs, and not all of our students have computer access at home. There is a teacher at my school who uses Moodle for the vast majority of his assignments, and the students who do not have computers at home must use school computers during study hall or lunch. He also encourages his students to take advantage of the computers at the public library.
I will continue to use RubiStar for my performance based assessments. And, I could see myself using Quia as a supplement for students to have extra practice at home. I have used Moodle in the past, and I do not think that using Quia as an additional assessment tool is necessary.
Tuesday, June 30, 2009
525 Week 1
I really appreciated the straightforwardness and layout of the Teaching and Learning Principles. The first thing that struck me in the teaching principles was how important it is to know what your objectives are, and make sure that what you are presenting, as well as asking the students to produce, match those objectives. Six or seven years ago, when I first learned about setting measurable objectives, I did not realize how important they would be. After five years of teaching, I now realize how helpful it is to me to have a very clear map of where I am going. I leave room for detours throughout the unit, but having a clear picture in my mind, as well as in my students' minds has been invaluable.
The fourth teaching point involves prioritizing what is truly important for the students to know. I am currently teaching first graders German during a summer enrichment class. I only have a total of 12 hours in two weeks to teach them about the German culture and language. It seems obvious to me, with such little time, what I want to focus on. However, it is not always so obvious in my classroom. With much more time, and much more to cover, it is more difficult to prioritize what I need to cover. There are many things which dictate what I need to cover, and I am so concerned with getting through all of the material, that I end up plowing through grammar and vocabulary for the first three quarters of the year. Once I know that I am through a sizeable chunk of material, I take a deep breath and include more culture. My eighth graders seem to really appreciate the "break" at the end of the year. When their other teachers are scurrying to complete district outcomes, my students are doing skits and talking about daily life in Germany.
I really liked the seventh teaching point, which focuses on flexibility. There are so many teachers who plan out their units day by day, and then refuse to divert from their master plan. It is so important that teachers remain flexible in what they are teaching, and re-teach if necessary!
The first learning point on prior knowledge is really important for me to remember. I teach seventh and eighth graders, who sometimes think they are coming in with more knowledge than they already have. I need to remember to ask questions to assess prior knowledge and make sure to clear up any misconceptions that they have!
The Waxman article looked intimidating at first. I managed to get through college without ever taking a stats class. (I started college in chemical engineering, and then switched to German and Political Science, going back to school for my teaching certification after spending a year teaching in Germany.) I understand that it is difficult to obtain recent data. However, when hypothesising about ever-changing technology, it is important to use the most current data available. So, I was shocked, when I got to page 14.
"A final limitation of our study relates to the recentness of the review. Although we were interested in recent applications of technology, a few of the studies included in the meta-analysis stated that their article was based on projects completed in the early 1990s. In other words, even though we chose only articles that were published within the last five years, some of those articles are still based on technology (i.e., software and hardware) that is nearly a decade old."
The authors are citing technology studies from the early 1990s. So much has changed in the world of technology in the past 15+ years. It causes me to question the validity of the paper as I read it in 2009.
Is there anything that can be done about this problem? Surely, the researchers would like the most up to date, relevant, accurate information. But, in the fields of technology and on-line learning, what can they do to ensure more reliable, current, information?
After reading the first three chapters of Using Technology with Classroom Instruction that Works, I was reminded how much I love using RubiStar with my students. It is a great tool to create clear rubrics for my middle schoolers. I can create the rubric, and then hand it out the same day that I present the assignment. I have had much success using it in my classroom. It provides clear expectations for my students, and then I have them self-assess before I grade their work. It has really taken the surprise for some of them out of their grades! I had them grade their work using the rubric, prior to my grading it. Then, I asked them what grade they think they should receive. A few students whose rubrics showed a 70% said that they should earn "A's," but the vast majority of students graded themselves close to how I graded them! RubiStar was a great tool, that I use in my classroom to create clear expectations and minimize surprises!
The fourth teaching point involves prioritizing what is truly important for the students to know. I am currently teaching first graders German during a summer enrichment class. I only have a total of 12 hours in two weeks to teach them about the German culture and language. It seems obvious to me, with such little time, what I want to focus on. However, it is not always so obvious in my classroom. With much more time, and much more to cover, it is more difficult to prioritize what I need to cover. There are many things which dictate what I need to cover, and I am so concerned with getting through all of the material, that I end up plowing through grammar and vocabulary for the first three quarters of the year. Once I know that I am through a sizeable chunk of material, I take a deep breath and include more culture. My eighth graders seem to really appreciate the "break" at the end of the year. When their other teachers are scurrying to complete district outcomes, my students are doing skits and talking about daily life in Germany.
I really liked the seventh teaching point, which focuses on flexibility. There are so many teachers who plan out their units day by day, and then refuse to divert from their master plan. It is so important that teachers remain flexible in what they are teaching, and re-teach if necessary!
The first learning point on prior knowledge is really important for me to remember. I teach seventh and eighth graders, who sometimes think they are coming in with more knowledge than they already have. I need to remember to ask questions to assess prior knowledge and make sure to clear up any misconceptions that they have!
The Waxman article looked intimidating at first. I managed to get through college without ever taking a stats class. (I started college in chemical engineering, and then switched to German and Political Science, going back to school for my teaching certification after spending a year teaching in Germany.) I understand that it is difficult to obtain recent data. However, when hypothesising about ever-changing technology, it is important to use the most current data available. So, I was shocked, when I got to page 14.
"A final limitation of our study relates to the recentness of the review. Although we were interested in recent applications of technology, a few of the studies included in the meta-analysis stated that their article was based on projects completed in the early 1990s. In other words, even though we chose only articles that were published within the last five years, some of those articles are still based on technology (i.e., software and hardware) that is nearly a decade old."
The authors are citing technology studies from the early 1990s. So much has changed in the world of technology in the past 15+ years. It causes me to question the validity of the paper as I read it in 2009.
Is there anything that can be done about this problem? Surely, the researchers would like the most up to date, relevant, accurate information. But, in the fields of technology and on-line learning, what can they do to ensure more reliable, current, information?
After reading the first three chapters of Using Technology with Classroom Instruction that Works, I was reminded how much I love using RubiStar with my students. It is a great tool to create clear rubrics for my middle schoolers. I can create the rubric, and then hand it out the same day that I present the assignment. I have had much success using it in my classroom. It provides clear expectations for my students, and then I have them self-assess before I grade their work. It has really taken the surprise for some of them out of their grades! I had them grade their work using the rubric, prior to my grading it. Then, I asked them what grade they think they should receive. A few students whose rubrics showed a 70% said that they should earn "A's," but the vast majority of students graded themselves close to how I graded them! RubiStar was a great tool, that I use in my classroom to create clear expectations and minimize surprises!
Tuesday, June 9, 2009
Blog 3.....Journal Articles......
I was pleasantly surprised at how interesting the journal articles I found were! Sometimes, it is really easy for me to assume that my students know how to use the Internet, and I forget that I need to teach the technology skills in addition to the content.
One of the articles that I read was about advantages and disadvantages for both instructors and institutions when it came to Internet-based learning environments. It was very insightful to read about the process that colleges and universities would need to go through to start an online program. It caused me to think about what I would need to learn if I were teaching a solely online class.
It also brought up the issue of instructors who are reluctant to use technology in their courses. At my school, we have several staff members who are very set in their ways and reluctant to add technology to their instruction. Not only that, but we are not given much inservice time to learn about technology. This makes little things, like the migration from GroupWise email to Google a huge headache for all of those involved in the technology department. I cannot believe that some of my educated coworkers could not understand how to use Gmail after a 45 minute session on it. If they cannot use Gmail, then how can we get them to use other technology with their students?
I don't know that there is a simple answer to that question. I know that more inservice training will help, but with the huge literacy push going on in our district right now, I don't know that tech will get the time it needs. It would be great if we could integrate technology literacy into the current literacy goal, but I am not sure that the higher ups value technology as much as they ought.
One of the articles that I read was about advantages and disadvantages for both instructors and institutions when it came to Internet-based learning environments. It was very insightful to read about the process that colleges and universities would need to go through to start an online program. It caused me to think about what I would need to learn if I were teaching a solely online class.
It also brought up the issue of instructors who are reluctant to use technology in their courses. At my school, we have several staff members who are very set in their ways and reluctant to add technology to their instruction. Not only that, but we are not given much inservice time to learn about technology. This makes little things, like the migration from GroupWise email to Google a huge headache for all of those involved in the technology department. I cannot believe that some of my educated coworkers could not understand how to use Gmail after a 45 minute session on it. If they cannot use Gmail, then how can we get them to use other technology with their students?
I don't know that there is a simple answer to that question. I know that more inservice training will help, but with the huge literacy push going on in our district right now, I don't know that tech will get the time it needs. It would be great if we could integrate technology literacy into the current literacy goal, but I am not sure that the higher ups value technology as much as they ought.
Blog #2.......thinking about how to evaluate websites
This week, we had to create an evaluation form that our students could use to examine websites. It was great for me to take a step back to think about how to teach middle schoolers to think critically about information they find on the web. One thing that was really important for me was to make sure that my students give open-ended responses to the questions, and not simply check a box.
It was also interesting to check out the different services offered through Google 411, Google Voice, Ta-Da, etc. Google 411 and Voice would be beneficial for me to use in my personal life, while bloglines or Survey Monkey could be welcome additions to my classroom!
It was also interesting to check out the different services offered through Google 411, Google Voice, Ta-Da, etc. Google 411 and Voice would be beneficial for me to use in my personal life, while bloglines or Survey Monkey could be welcome additions to my classroom!
Tuesday, May 19, 2009
First Week of Internet Learning Resources
I use the internet on a daily basis, but I have much to learn about the myriad of different ways to use it. Therefore, I am excited to see how this course is going to improve my ability to not only use the internet, but also better instruct my students on using the internet.
One of our assignments for this week was to create a wiki page about ourselves. It is hard to capture my real life awesomeness in a few paragraphs without sounding like one of those personal ads that one finds in the classified section of a newspaper. I wrote the assignment a couple of times, because I thought it sounded a little too over the top. My friend who was grading papers across from me as I was writing was laughing hysterically as I told her "all about me."
Her only comment was that it would be easier if I had kids. Parents can go on and on about their children, she rationalized. No, I do not have any kids, yet. But, if I did, they could have provided me with other things to write about.
Back to this week's class. The assignment on defining internet learning resources was interesting, but I am not sure if those resources also include the applications that one would access, or merely information that is to be found. I also found an interesting article that I could share with my students on how to be better discriminators of information. Seventh graders need all of the help that they can get when it comes to determining the validity of information on the internet. After all, if it is on the internet, it must be true, right?
One of our assignments for this week was to create a wiki page about ourselves. It is hard to capture my real life awesomeness in a few paragraphs without sounding like one of those personal ads that one finds in the classified section of a newspaper. I wrote the assignment a couple of times, because I thought it sounded a little too over the top. My friend who was grading papers across from me as I was writing was laughing hysterically as I told her "all about me."
Her only comment was that it would be easier if I had kids. Parents can go on and on about their children, she rationalized. No, I do not have any kids, yet. But, if I did, they could have provided me with other things to write about.
Back to this week's class. The assignment on defining internet learning resources was interesting, but I am not sure if those resources also include the applications that one would access, or merely information that is to be found. I also found an interesting article that I could share with my students on how to be better discriminators of information. Seventh graders need all of the help that they can get when it comes to determining the validity of information on the internet. After all, if it is on the internet, it must be true, right?
Wednesday, April 29, 2009
What I have learned from this class.....
Honestly, I was very intimidated at the start of this class. I knew almost nothing about how my computer worked, and opening the case was daunting at first. I was worried that I would mess something up, and my computer would never work again!
The main thing that I have learned from this course is that I now have the ability to discuss how a computer works with people who know more than I. I spent the weekend with my brother, and he started talking about his computer. I was able to ask intelligent-sounding questions, and he did not laugh at me! He did not want my input, but it was nice that I could actually talk to him about different computer components, and I knew their functions!! And, then we started to talk about the importance (or lack thereof) of an operating system, and I felt like I knew what I was talking about!
I also found the Triumph of the Nerds series to be very informative. I knew very, very little about how computers came into being, and it was great to learn more about how they started. It will be interesting to see how the future of computing progresses.
I doubt that I will be building an actual computer any time soon, but I think that I will be a more informed consumer when I go to buy my next computer!
The main thing that I have learned from this course is that I now have the ability to discuss how a computer works with people who know more than I. I spent the weekend with my brother, and he started talking about his computer. I was able to ask intelligent-sounding questions, and he did not laugh at me! He did not want my input, but it was nice that I could actually talk to him about different computer components, and I knew their functions!! And, then we started to talk about the importance (or lack thereof) of an operating system, and I felt like I knew what I was talking about!
I also found the Triumph of the Nerds series to be very informative. I knew very, very little about how computers came into being, and it was great to learn more about how they started. It will be interesting to see how the future of computing progresses.
I doubt that I will be building an actual computer any time soon, but I think that I will be a more informed consumer when I go to buy my next computer!
Monday, April 20, 2009
What I would lose.......
If my personal computer were to fail, I think that I would be quite frustrated.
I know that computers fail, so I try to back up some things. Most of my pictures are backed up on Google's picassa. And, I have started using Google Docs for my word processing, but I do have many Microsoft Word files that are only stored on my old desktop.
Then, there are the little things that I would lose, that would really annoy me. I would lose all of my bookmarks. Yes, I have a delicious account. No, I do not use it. I would also lose the passwords that I actually store online, like the one for my library account. I have a list of "important" passwords, but the bar code for my library card never made the cut.
I do not store much music on my computer, but if I did, I could see that also being a problem.
I do think that day to day, I would have issues with not being able to communicate with my friends and family. Not having a computer at my disposal would cause me far more disappointment than the items I mentioned above. A day without email and facebook does not occur very frequently in my little world. And, I might have to actually pull out the phone book to call Barnes and Noble to find out their hours, or if they have the book that I would like to purchase in stock.
I know that computers fail, so I try to back up some things. Most of my pictures are backed up on Google's picassa. And, I have started using Google Docs for my word processing, but I do have many Microsoft Word files that are only stored on my old desktop.
Then, there are the little things that I would lose, that would really annoy me. I would lose all of my bookmarks. Yes, I have a delicious account. No, I do not use it. I would also lose the passwords that I actually store online, like the one for my library account. I have a list of "important" passwords, but the bar code for my library card never made the cut.
I do not store much music on my computer, but if I did, I could see that also being a problem.
I do think that day to day, I would have issues with not being able to communicate with my friends and family. Not having a computer at my disposal would cause me far more disappointment than the items I mentioned above. A day without email and facebook does not occur very frequently in my little world. And, I might have to actually pull out the phone book to call Barnes and Noble to find out their hours, or if they have the book that I would like to purchase in stock.
Tuesday, April 7, 2009
Cloud Computing and Operating Systems
I think that the idea of cloud computing, and using more web-based applications, rather than software that is tied to a specific computer is the wave of the future. As a teacher, I see so many benefits to using a program like GoogleDocs over the Microsoft Office Suite. The fact that information can be stored online, and is thus accessible from any number of locations is tremendous progress. I think that some will be reluctant to switch to completely online storage, but the benefits for collaboration will hopefully outweigh this fear for some.
I was talking to my brother, an engineer for a very large company, about the wikis that I was having my seventh graders create. He said that he was on a team of 10 people who were providing training on wikis and other forms of collaboration to the top 250 partners in his firm. I told him that he should mention my wiki, he politely said that he would skip that detail!
One of our assignments was to use Linux this week, and I have been using a very small laptop that runs Linux. Honestly, I have not noticed a difference in operating systems. I am really only using the computer as a vehicle to get to the internet, therefore the operating system has not affected me. I could use its open office suite, but I already use GoogleDocs, and, I have not had the need to use any other functions in the last handful of days that I have been using the Linux laptop.
However, I do see operating systems changing to meet the improved Web 2.0 tools, and other such programs. I do think that operating sytems will change with the thin clients that are out there. As the server begins to do more and more, the operating system will continue to be more and more simplified.
I was talking to my brother, an engineer for a very large company, about the wikis that I was having my seventh graders create. He said that he was on a team of 10 people who were providing training on wikis and other forms of collaboration to the top 250 partners in his firm. I told him that he should mention my wiki, he politely said that he would skip that detail!
One of our assignments was to use Linux this week, and I have been using a very small laptop that runs Linux. Honestly, I have not noticed a difference in operating systems. I am really only using the computer as a vehicle to get to the internet, therefore the operating system has not affected me. I could use its open office suite, but I already use GoogleDocs, and, I have not had the need to use any other functions in the last handful of days that I have been using the Linux laptop.
However, I do see operating systems changing to meet the improved Web 2.0 tools, and other such programs. I do think that operating sytems will change with the thin clients that are out there. As the server begins to do more and more, the operating system will continue to be more and more simplified.
Sunday, March 29, 2009
Computer History for Erika
I was born in 1979, and it is difficult for me to remember a time when we did not have a home computer. I remember my mother typing her master's thesis on WordPerfect. It was a blue screen, with a white font. I thought it was odd that there was so much blue on the screen. Looking back on it, it reminds me of the "blue screen of death" that we often find on one or two computers in the school's computer labs.
I also remember that my seventh grade social studies teacher was scared of computers. He wrote a short story, that he wanted typed. It was too difficult for him to type it on his electric typewriter. So, as the teacher's pet, I volunteered to take it home and type it. I remember being so proud of it, but then I completely messed up the french phrases that he had written. So, he was not nearly as happy with my final product as I was!
I also remember going to school and using Apple II's. We used to have this program where there was a "turtle" (really a triangle) that we could move and manipulate around the screen. Additionally, my mom would also use a work computer to make crossword puzzles as reviews for her students. That also intrigued me.
By the time I was in high school in the early 1990's, I felt that we used computers quite a bit. I took a class on "computer applications," where we learned about word processors, spreadsheets, etc.
Looking back on it, I find it difficult to imagine how college students before my time went to school without using computers. My parents would tell stories about how difficult it was to write papers and find information for their papers. I use my computer nearly every day to communicate with friends and find information. It has made life so much easier; I am very thankful that technology has evolved as it has! I need to remember that the next time I am frustrated by technology!
I also remember that my seventh grade social studies teacher was scared of computers. He wrote a short story, that he wanted typed. It was too difficult for him to type it on his electric typewriter. So, as the teacher's pet, I volunteered to take it home and type it. I remember being so proud of it, but then I completely messed up the french phrases that he had written. So, he was not nearly as happy with my final product as I was!
I also remember going to school and using Apple II's. We used to have this program where there was a "turtle" (really a triangle) that we could move and manipulate around the screen. Additionally, my mom would also use a work computer to make crossword puzzles as reviews for her students. That also intrigued me.
By the time I was in high school in the early 1990's, I felt that we used computers quite a bit. I took a class on "computer applications," where we learned about word processors, spreadsheets, etc.
Looking back on it, I find it difficult to imagine how college students before my time went to school without using computers. My parents would tell stories about how difficult it was to write papers and find information for their papers. I use my computer nearly every day to communicate with friends and find information. It has made life so much easier; I am very thankful that technology has evolved as it has! I need to remember that the next time I am frustrated by technology!
Tuesday, March 24, 2009
Technology Tools has come to an end.......
I was not paying attention to the number of times we met for this class, and then I realized we were on our last week. This class has taught me what it is like to be a student again. I have been teaching for five years, and I think that I forgot what it is like to not be in charge of the assignments and assessments. Due to the nature of this course, it was hard for me at the beginning to know if I was having trouble with an assignment because I did not know how to do it, or because what I was trying to do was actually impossible. Did you know that it is impossible to embed a Google Docs presentation into the Ning? I did not know that, until I had already wasted an hour of time trying to figure it out!
I really liked the early classes of this course. The web browser and search engine assignments took me out of my comfort zone, and it was good to see what else was out there. I currently use delicious with my seventh graders, but I am considering switching social bookmarking sites, to better meet their needs. I also realized that I could still use a spreadsheet, even though I have not used one in many years. The database was new to me, but it also seemed quite easy to figure out. I think that the graphics programs have potential uses in my classroom, but I am still working on trying to figure out how to integrate them.
I also enjoyed getting ideas from the textbook about how to encourage creativity and explain collaboration. As an adult, I forgot that I would need to teach twelve year olds how to collaborate and communicate with each other!!
This class has definitely opened my eyes to ideas that I have heard about before, and now I feel that I am at a point in my teaching career where I can implement more of these ideas!
I really liked the early classes of this course. The web browser and search engine assignments took me out of my comfort zone, and it was good to see what else was out there. I currently use delicious with my seventh graders, but I am considering switching social bookmarking sites, to better meet their needs. I also realized that I could still use a spreadsheet, even though I have not used one in many years. The database was new to me, but it also seemed quite easy to figure out. I think that the graphics programs have potential uses in my classroom, but I am still working on trying to figure out how to integrate them.
I also enjoyed getting ideas from the textbook about how to encourage creativity and explain collaboration. As an adult, I forgot that I would need to teach twelve year olds how to collaborate and communicate with each other!!
This class has definitely opened my eyes to ideas that I have heard about before, and now I feel that I am at a point in my teaching career where I can implement more of these ideas!
Tuesday, March 17, 2009
Using technology with my students......
I know that I use technology in my classroom, but taking the screener caused me to rethink the amount of control I give to my students. I let them pick topics, and partners. And, they can write creative assignments. But, I do not give them control over certain aspects.
I do not let them set the rubric, or the timeline for projects. They do not get to decide how much time they will need to work on the project, or how they will be graded.
Could I relinquish some of that control over to them? Can I let them think of what needs to be included in their final grade, and the deviations of the expectations?
Chapter 9 also reminded me that I need to keep parents informed with large projects. It caused me to write a letter home, explaining the current wiki project and its expectations.
I do not let them set the rubric, or the timeline for projects. They do not get to decide how much time they will need to work on the project, or how they will be graded.
Could I relinquish some of that control over to them? Can I let them think of what needs to be included in their final grade, and the deviations of the expectations?
Chapter 9 also reminded me that I need to keep parents informed with large projects. It caused me to write a letter home, explaining the current wiki project and its expectations.
Saturday, March 7, 2009
InTime: European Vacation Assignment
The first two years that I taught seventh grade German, I had students make a travel brochure about sights they could see in Germany, Austria, or Switzerland. Then, I morphed my project into a report on a specific aspect of German culture. My current project is a RAFT assignment, where the students can write a journal entry as though they were a prisoner in a concentration camp, or a travel log of their visit to Berlin, or an advertisement for BMW.
I watched videos from Jerry Robinson's classroom in Michigan. He has his 9th grade World Geography students plan a two week trip for three people in different European cities. The students are given a budget of $15,000 to complete the trip, which needs to include airfare, hotels, car rental, train fares, etc. They are required to visit historic sights in different countries, and then present their trip to their classmates.
Mr. Robinson had to teach many things along the way:
1. He taught them how to take and save pictures to the correct folder.
2. Then, he showed them how to chart their mileage and expenses in Excel, creating charts.
3. The third thing he showed them was how to find pictures of tourist/historic sights on the web. The students would then need to photoshop themselves into the picture.
4. Finally, he taught them how to compile all of this information into a powerpoint presentation.
He had a website set up for them as a springboard. It included links to real flights, train information, and currency and distance conversions.
I think that if I had seen this video before drastically changing my seventh grade project, I would have tweaked, rather than changed the project. However, I think it could be a great project for my eighth graders to work on, depending on how long it takes them to complete their literature circle. (I have never done a lit circle in German class, so I am curious as to how accurate my timeframe is!)
I also enjoyed all of the little nuainces in the video. For example, a student who was getting his picture taken so that it could be photoshoped, was chomping on his gum! And, the digital cameral took a 3.5 inch disk!
Here is a link to the videos: http://www.intime.uni.edu/video/021mihs/8/
I watched videos from Jerry Robinson's classroom in Michigan. He has his 9th grade World Geography students plan a two week trip for three people in different European cities. The students are given a budget of $15,000 to complete the trip, which needs to include airfare, hotels, car rental, train fares, etc. They are required to visit historic sights in different countries, and then present their trip to their classmates.
Mr. Robinson had to teach many things along the way:
1. He taught them how to take and save pictures to the correct folder.
2. Then, he showed them how to chart their mileage and expenses in Excel, creating charts.
3. The third thing he showed them was how to find pictures of tourist/historic sights on the web. The students would then need to photoshop themselves into the picture.
4. Finally, he taught them how to compile all of this information into a powerpoint presentation.
He had a website set up for them as a springboard. It included links to real flights, train information, and currency and distance conversions.
I think that if I had seen this video before drastically changing my seventh grade project, I would have tweaked, rather than changed the project. However, I think it could be a great project for my eighth graders to work on, depending on how long it takes them to complete their literature circle. (I have never done a lit circle in German class, so I am curious as to how accurate my timeframe is!)
I also enjoyed all of the little nuainces in the video. For example, a student who was getting his picture taken so that it could be photoshoped, was chomping on his gum! And, the digital cameral took a 3.5 inch disk!
Here is a link to the videos: http://www.intime.uni.edu/video/021mihs/8/
Saturday, February 28, 2009
Spreadsheets.......
As a German teacher, I must admit that I do not use spreadsheets in my curriculum. I haven't used excel since college, so it was refreshing that I was able to create the recipe assignment with relative ease. And, because it was in google docs, I added a friend as a collaborator, so I did not have to email him the recipe!
I have yet to do the nettrecker assignment, but I have been brainstorming ways to use spreadsheets in my class. I think that I could take advantage of the layout, and have students conjugate verbs in columns. I could also use them as a way for students to organize new vocabulary words, and connect those new words with words they already know. I will have to do a little more thinking about other ways to incorporate spreadsheets in my curriculum.
I found chapter 5 to be interesting. I know that we want to encourage creativity in our students, but sometimes that creativity is stifled in my classroom. There is always so much material to cover, and sometimes, I feel that such open-ended assignments can hinder our progression in course material. So, I will need to take a step back and think of how I can encourage more creativity in my classroom.
My seventh graders will be starting a large culture project in the next month, and I decided to have them collaborate on the project with someone in a different hour. It will be very interesting to see if they are able to collaborate, and if they can do that all online, through the wiki!
I have yet to do the nettrecker assignment, but I have been brainstorming ways to use spreadsheets in my class. I think that I could take advantage of the layout, and have students conjugate verbs in columns. I could also use them as a way for students to organize new vocabulary words, and connect those new words with words they already know. I will have to do a little more thinking about other ways to incorporate spreadsheets in my curriculum.
I found chapter 5 to be interesting. I know that we want to encourage creativity in our students, but sometimes that creativity is stifled in my classroom. There is always so much material to cover, and sometimes, I feel that such open-ended assignments can hinder our progression in course material. So, I will need to take a step back and think of how I can encourage more creativity in my classroom.
My seventh graders will be starting a large culture project in the next month, and I decided to have them collaborate on the project with someone in a different hour. It will be very interesting to see if they are able to collaborate, and if they can do that all online, through the wiki!
Saturday, February 21, 2009
Online Word Processors.
I was not sold on the idea of Google Docs, or other online word processors, until this past week. As the secretary of my parish council, it is my responsibility to take minutes for the monthly church meetings. (Note to self: being secretary is not all that much fun. You don't get to really participate in discussion, because you are so busy writing, or typing.)
But, after this meeting, I was envisioning a time when I could simply write the minutes, and then share them with the other members of the council. It seemed so much easier than sending them out as attachments the night before the next month's meeting. If we had Google Docs, or some other way to share information, people could read them as soon as the meeting was over, and they could add their own notes, or questions.
I thought a lot about how I could use online word processors in class, and I was not completely convinced that they were a necessary tool. But, then, I realized how much my students could use them to collaborate on projects. My seventh graders will be using wikispaces to collaborate next month, but I will have to try using an online word processor for this project in the future.
I was also thinking about the graphics we made last week. My eighth grade students are currently making "Wanted" posters. They need to write a paragraph in English as to why a particular person is "wanted" for a crime, and then describe that person in German. I will have to do a little more investigative work into the graphics programs, but if anyone has any ideas, I would love to hear them!
I also thought that the history of the internet assignment was interesting. Having been born in 1979, it is hard for me to remember a time when we did not have a computer in our home. So, it was eye-opening to read some of the history behind the creation of the internet, chat, etc.
Side note: Is anyone happy with their ISP? I have been on the phone with Charter multiple times this week, and they offered a temporary fix, but then they failed me yet again. Hence, the late post. If you have an internet service provider that you would recommend, I would love to hear it!
But, after this meeting, I was envisioning a time when I could simply write the minutes, and then share them with the other members of the council. It seemed so much easier than sending them out as attachments the night before the next month's meeting. If we had Google Docs, or some other way to share information, people could read them as soon as the meeting was over, and they could add their own notes, or questions.
I thought a lot about how I could use online word processors in class, and I was not completely convinced that they were a necessary tool. But, then, I realized how much my students could use them to collaborate on projects. My seventh graders will be using wikispaces to collaborate next month, but I will have to try using an online word processor for this project in the future.
I was also thinking about the graphics we made last week. My eighth grade students are currently making "Wanted" posters. They need to write a paragraph in English as to why a particular person is "wanted" for a crime, and then describe that person in German. I will have to do a little more investigative work into the graphics programs, but if anyone has any ideas, I would love to hear them!
I also thought that the history of the internet assignment was interesting. Having been born in 1979, it is hard for me to remember a time when we did not have a computer in our home. So, it was eye-opening to read some of the history behind the creation of the internet, chat, etc.
Side note: Is anyone happy with their ISP? I have been on the phone with Charter multiple times this week, and they offered a temporary fix, but then they failed me yet again. Hence, the late post. If you have an internet service provider that you would recommend, I would love to hear it!
Tuesday, February 10, 2009
ToonDoo
I was playing around with ToonDoo, and I created a little scene of a grandma and grandpa telling us which articles of clothing they are wearing. I think it would be a great for my students to create their own comic strips, with German text!
Friday, February 6, 2009
Rethinking current practice......
The school librarian stopped me this morning to ask me about how I wanted to change my seventh grade culture project for this coming semester. I was caught a little off guard, it seemed like a daunting task to discuss at 7:50 on a Friday morning.
My current project involves students posting a creative, informative written piece, as well as photos to a wiki. However, I am not convinced that the wiki is the best method of delivery, as I feel that we are doing it a disservice. My students do not use it as a way to collaborate, they only use it as an easy way to post information on the web. The second major concern I have about the project is the number of staff members who are willing to aid me in the project, and making sure that no one is stepping on anyone's toes.
I think that Google Apps would be a better program to use for the project, because then students can collaborate simultaneously. However, that raises the question of how well seventh graders can collaborate on month long project. And, then there is the issue of accessibility. The district wants to get all of our students google accounts, but they are dragging their feet. And, I was asked not to have my students create separate google accounts. My school district has many resources, and the fact that I cannot work around this issue is slightly frustrating. Until they create the accounts, my hands are tied.
I don't want to continue using wikispaces, unless I am going to use it in the manner it was intended. I don't want to keep using technology just to use it. There must be something better out there......
The second issue that is happening is that Kevin, the library media specialist, does not want to step on Velvet's, the technology resource person, toes. Velvet set up the wikispaces account last sememster, and invited all of my 131 students. This sememster, Kevin would really like to create short videos that the students could watch. The students could save Velvet from having to do the prepration that she did last semester.
I think it would be great if the kids could set up their own accounts, and then I could just verify their membership to the wiki. However, I know how many glitches we had last semester, and I would like to minimize them as much as possible. And, even though Kevin has offered to create the videos, I think that it is going to be quite the project for him. I realize that part of his job is to help teachers, but I also wish that I did not need to rely on him.
Since I have been thinking about this all day, the reading was especially interesting. The lesson plan, and critique, made me rethink my current project, and then what I could do to improve on it this semester. The beginning of chapter 2, which discussed the variety of roles that play out in learning and technology, started to make me feel better about the google hangup.
I still don't know how I am going to morph the project this semester. And, I think that I am more confused than I was yesterday. But, I know that sometimes we need to try things, and if they don't work, then we try something else!
My current project involves students posting a creative, informative written piece, as well as photos to a wiki. However, I am not convinced that the wiki is the best method of delivery, as I feel that we are doing it a disservice. My students do not use it as a way to collaborate, they only use it as an easy way to post information on the web. The second major concern I have about the project is the number of staff members who are willing to aid me in the project, and making sure that no one is stepping on anyone's toes.
I think that Google Apps would be a better program to use for the project, because then students can collaborate simultaneously. However, that raises the question of how well seventh graders can collaborate on month long project. And, then there is the issue of accessibility. The district wants to get all of our students google accounts, but they are dragging their feet. And, I was asked not to have my students create separate google accounts. My school district has many resources, and the fact that I cannot work around this issue is slightly frustrating. Until they create the accounts, my hands are tied.
I don't want to continue using wikispaces, unless I am going to use it in the manner it was intended. I don't want to keep using technology just to use it. There must be something better out there......
The second issue that is happening is that Kevin, the library media specialist, does not want to step on Velvet's, the technology resource person, toes. Velvet set up the wikispaces account last sememster, and invited all of my 131 students. This sememster, Kevin would really like to create short videos that the students could watch. The students could save Velvet from having to do the prepration that she did last semester.
I think it would be great if the kids could set up their own accounts, and then I could just verify their membership to the wiki. However, I know how many glitches we had last semester, and I would like to minimize them as much as possible. And, even though Kevin has offered to create the videos, I think that it is going to be quite the project for him. I realize that part of his job is to help teachers, but I also wish that I did not need to rely on him.
Since I have been thinking about this all day, the reading was especially interesting. The lesson plan, and critique, made me rethink my current project, and then what I could do to improve on it this semester. The beginning of chapter 2, which discussed the variety of roles that play out in learning and technology, started to make me feel better about the google hangup.
I still don't know how I am going to morph the project this semester. And, I think that I am more confused than I was yesterday. But, I know that sometimes we need to try things, and if they don't work, then we try something else!
Saturday, January 24, 2009
Week 2: Oh, to be a student again.......
I often wonder why my seventh graders freak out as much as they do when they fail to complete an assignment on time. I like to think that I am an empathetic teacher, who understands where these kids are coming from. If they are normally responsible, I cut them slack. (If they come to me with a sob story every single time an assignment is due, I have less empathy.) But, there is definately a fine line. A huge part of teaching middle school is teaching responsibility........
I have felt overwhelmed this week due to issues that were beyond my control. I stayed home sick on Wednesday, and I thought I would get so much work done. Instead, I laid around all day, and accomplished absolutely nothing! Then, my laptop finally appeared on Wednesday, and I was so excited to have a working webcam. Well, except for the fact that it did not work. Well, I did not think it worked, because I could not connect to the internet from home.
So, I met a friend at a coffee shop on State Street this morning to work on the assignments for class this week. I figured that my laptop would work at Micheangelo's, even though it did not work at home. It did work, but skype was having its own issues. I could download it, and create an account, but I could not actually connect. So, it recognized that I had an account, but I could not talk to anyone!
I started to get stressed out. This is a new class, and the instructor doesn't know that I am not a slacker. And, he doesn't know that I am tech saavy enough to download skype. The only thing that he can see is that I have yet to skype with him. (Well, if he read my blog last week, he does know that I cannot connect my VCR......So, maybe he does think that I lack tech skills. I think my mother might even know how to set up a VCR!)
And, then I began to realize how my students can get so stressed out when something doesn't work out as they had planned. I understand why they visit my room before school nearly in tears because their computer did not work last night. And, I understand the fear in their faces when they forget their flashdrives at home. And, I understand the panic, when they forget the login and password for their wikispaces account. I have so many logins and passwords right now that my head is spinning.......
And, then I started to think about how much they could benefit from online storage. They could save all of their documents online, and never have to worry about having a flashdrive again. And, if they save their important bookmarks at a social networking site, like delicious, they will also always remember where they found their information.
After spending two hours on the phone with the people at Charter, I am finally connected from home. Which means that I have a lot of work to do........So, I better get started on that........... Thanks for reading..............
I have felt overwhelmed this week due to issues that were beyond my control. I stayed home sick on Wednesday, and I thought I would get so much work done. Instead, I laid around all day, and accomplished absolutely nothing! Then, my laptop finally appeared on Wednesday, and I was so excited to have a working webcam. Well, except for the fact that it did not work. Well, I did not think it worked, because I could not connect to the internet from home.
So, I met a friend at a coffee shop on State Street this morning to work on the assignments for class this week. I figured that my laptop would work at Micheangelo's, even though it did not work at home. It did work, but skype was having its own issues. I could download it, and create an account, but I could not actually connect. So, it recognized that I had an account, but I could not talk to anyone!
I started to get stressed out. This is a new class, and the instructor doesn't know that I am not a slacker. And, he doesn't know that I am tech saavy enough to download skype. The only thing that he can see is that I have yet to skype with him. (Well, if he read my blog last week, he does know that I cannot connect my VCR......So, maybe he does think that I lack tech skills. I think my mother might even know how to set up a VCR!)
And, then I began to realize how my students can get so stressed out when something doesn't work out as they had planned. I understand why they visit my room before school nearly in tears because their computer did not work last night. And, I understand the fear in their faces when they forget their flashdrives at home. And, I understand the panic, when they forget the login and password for their wikispaces account. I have so many logins and passwords right now that my head is spinning.......
And, then I started to think about how much they could benefit from online storage. They could save all of their documents online, and never have to worry about having a flashdrive again. And, if they save their important bookmarks at a social networking site, like delicious, they will also always remember where they found their information.
After spending two hours on the phone with the people at Charter, I am finally connected from home. Which means that I have a lot of work to do........So, I better get started on that........... Thanks for reading..............
Saturday, January 17, 2009
The First Week.......
I was chatting with a very close friend last night, and he made the comment that I am "really smart, except when it comes to computers." I was kind of taken aback. So, without saying anything aloud, I tried to quickly think about the specific thing he was referring to. Did he say it because I could not hook up a web cam to my aging desktop? (My bright shiny new laptop should be here in a week or so.) I downloaded the drivers from the Logitech website and everything!! Was it really my fault that I could not get my computer to recognize the web cam? I felt much better after he spent three hours trying to do the same thing, and he was also unsuccessful.
Or, was he referring to the fact that I could not connect my VCR to my television, now that I have a snazzy new converter box? I decided that I was watching too much TV, so I gave up television for Lent last year, and canceled my cable subscription at the same time. See, if I had DVR or TiVo, I could record television shows. But, I don't want cable, and I don't even want a new television. I watch so little TV, why would I spend money on a new one? My parents offered to buy me a large television for Christmas. My old television works just fine, mom and dad, and I don't want a new TV, which is why I have not gotten a new one.
So, back to Justin's comment about my being technologically challenged. Maybe I can't hook up a web cam to my current computer. And, I could not get my VCR to record one of the two shows a week that I like to watch. But, I use technology, I protested.
My seventh grade students all have del.icio.us accounts. And, they saved bookmarks to share with other students during our culture project. They wrote creative RAFT projects and posted them into wikispaces. I even got them to link their facts out into the web! So, if I could get 131 seventh graders to complete this project, then why couldn't I get my VCR to work?
Last year, I had a Google group set up for two of my classes. I uploaded information that they needed to answer specific questions, they answered the questions and then responded to others in class. We were discussing citizenship and immigration, specifically whether citizenship should be determined by your blood line, or by your place of birth. It was exciting for me to see students who were normally very reserved in class share many interesting ideas. And, because students are so attached to their computers, the students who struggled to get their written work in on time were some of the first ones done with the online work.
So, back to this masters program. I am excited that we are learning about social bookmarking, and I am trying to think of ways that I can extend the use of it with my seventh graders, both inside, and outside of the lengthy culture project. My eighth graders are going to be doing a literature circle this spring, and I was going to have them use Moodle to help aid them in their discussions, but after exploring Google Docs, I wonder if there are pieces that I can take from there to morph the project into something else. This will be my first year having a literature circle in class, so I think that I will investigate Moodle a little more before making my decision.
I am about to start working on the browser comparison assignment, which I am really looking forward to tackling. As a devout Firefox user, I take issue with my students who want to use Internet Explorer for everything! I don't know how to get around in Explorer as quickly as in Firefox, and when you have 25 other students waiting to ask questions, time is of the essence. It has gotten to the point where I tell my students that they have to use Firefox, and then I show them the basics to get them started. Perhaps the assignment will cause me to be a little more sympathetic to Explorer......
I have never blogged before, and I can be quite chatty in real life, so the idea of blogging for credit concerns me. Have I rambled too much already?
Or, was he referring to the fact that I could not connect my VCR to my television, now that I have a snazzy new converter box? I decided that I was watching too much TV, so I gave up television for Lent last year, and canceled my cable subscription at the same time. See, if I had DVR or TiVo, I could record television shows. But, I don't want cable, and I don't even want a new television. I watch so little TV, why would I spend money on a new one? My parents offered to buy me a large television for Christmas. My old television works just fine, mom and dad, and I don't want a new TV, which is why I have not gotten a new one.
So, back to Justin's comment about my being technologically challenged. Maybe I can't hook up a web cam to my current computer. And, I could not get my VCR to record one of the two shows a week that I like to watch. But, I use technology, I protested.
My seventh grade students all have del.icio.us accounts. And, they saved bookmarks to share with other students during our culture project. They wrote creative RAFT projects and posted them into wikispaces. I even got them to link their facts out into the web! So, if I could get 131 seventh graders to complete this project, then why couldn't I get my VCR to work?
Last year, I had a Google group set up for two of my classes. I uploaded information that they needed to answer specific questions, they answered the questions and then responded to others in class. We were discussing citizenship and immigration, specifically whether citizenship should be determined by your blood line, or by your place of birth. It was exciting for me to see students who were normally very reserved in class share many interesting ideas. And, because students are so attached to their computers, the students who struggled to get their written work in on time were some of the first ones done with the online work.
So, back to this masters program. I am excited that we are learning about social bookmarking, and I am trying to think of ways that I can extend the use of it with my seventh graders, both inside, and outside of the lengthy culture project. My eighth graders are going to be doing a literature circle this spring, and I was going to have them use Moodle to help aid them in their discussions, but after exploring Google Docs, I wonder if there are pieces that I can take from there to morph the project into something else. This will be my first year having a literature circle in class, so I think that I will investigate Moodle a little more before making my decision.
I am about to start working on the browser comparison assignment, which I am really looking forward to tackling. As a devout Firefox user, I take issue with my students who want to use Internet Explorer for everything! I don't know how to get around in Explorer as quickly as in Firefox, and when you have 25 other students waiting to ask questions, time is of the essence. It has gotten to the point where I tell my students that they have to use Firefox, and then I show them the basics to get them started. Perhaps the assignment will cause me to be a little more sympathetic to Explorer......
I have never blogged before, and I can be quite chatty in real life, so the idea of blogging for credit concerns me. Have I rambled too much already?
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