Now for the lessons learned through this project. I think I do not have a warm and fuzzy feeling about this project for several reasons. First and foremost, I had technical issues with GoogleDocs from the word Go. This was enough to send me over the edge. This was my first time using GoogleDocs, and I think it would be a cool discussion tool for the classroom if there are no issues that get in the way such as technical issues! Another problem is that I am not really keen on group work. Now, I have to say that my group was awesome! Our leader, Frances, was fearless! She did a fabulous job of organizing and offering assistance. She helped me tremendously. Shadra, Anet, and Serena also did a fabulous job with their parts of the project as well. I just hate feeling like my issues could cause havoc for someone else. I also learned that using a math standard was most likely more difficult for a PBL project. It seemed difficult to come up with lessons incorporating the technology aspects we learned this semester. It seems like using science and social studies would be easier. I certainly see how using PBL can be valuable in the classroom. It is a great organization tool to build resources to help teachers target areas that are weak across the grade level.
Tuesday, November 30, 2010
MS Moviemaker
I enjoyed the Moviemaker project. I chose to create the movie on pollution and conservation of our Earth which is a 3rd grade standard. I decided to make the movie on this subject because I am worried about our Earth and what it will be like for my children when they grow up. The Gulf Coast Oil Spill was a big eye opener for myself. I have always wanted to treat our Earth with respect, but something about that moment really and truly opened my eyes. I plan to share the video I produced on our morning news show during Earth Day week and for our Environmental Kid's Club. We invite students to be part of this club by doing things that help preserve our Earth.
To view my Moviemaker project click on the link: Responsibility
To view my Moviemaker project click on the link: Responsibility
Tuesday, November 2, 2010
Moviemaker Project
I created a Moviemaker project on polluting and conserving our Earth. I chose this subject because I am concerned about our Earth and the affects that we continue to have on it. We all need to do our part in wrapping our arms around our Earth and making every effort to treat her with respect.
The standard that I used is a 3rd grade standard:
S3L2. Students will recognize the effects of pollution and humans on the environment.
S3L2. Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
Conservation of resources
Recycling of materials
This project is targeted for elementary school age students. The plan is to share this movie during our morning news broadcast as part of our Environmental Kid’s Club promotion. It is the desire of our teachers and administrators to convince our students to become part of this club by working for our environment. Hopefully, this movie will speak to the hearts of students and urge them to take part in protecting our environment. This movie can also be used in conjunction with Earth Day.
I enjoyed using Movie Maker. It would have been better for the “emotional affect” if I were not restricted to put audio clips at the beginning, middle and end. I would have also preferred to use a different type of editing software such as Vegas Pro or Pinnacle to create the movie. I like Movie Maker because it is free, but it does not offer all the bells and whistles as other programs.
Problem Based Learning
I did not know anything about PBL prior to MEDT 7464. However, after completing the discussion on PBL and brainstorming lessons to integrate into several subjects, I feel PBL is a great tool for student engagement in the classroom. PBL allows for diversity to take place in learning. It creates an atmosphere where the students are in the driver's seat of their learning. I feel that PBL strategies will help students understand and remember the important aspects of what they are learning. I enjoyed reading my colleagues ideas to integrating the subjects to compile a PBL activity. There were some great ideas shared and I have forwarded those that were applicable to the teachers I work with.
Thursday, October 7, 2010
Voice Thread....Outside the Realm of Traditional Discussion
Before beginning this assignment, I had never heard of Voice Thread. I have thoroughly enjoyed experimenting and learning about this program. It is a great discussion tool that is “outside of the box.” The small group of students that I worked with was thrilled with what they learned. They all agreed that they wanted their teachers to start using discussions like this in the classroom. They seemed to really listen to what each other had to say. The reflection of reference material captured some great discussions among the group. I can certainly see how using Voice Thread in the classroom would be a great benefit for student learning. Students are truly engaged in the learning process when using Voice Thread. I look forward to sharing this program with my colleagues in hopes that they will take it back to their classrooms.
Monday, September 20, 2010
Comic Life - I LOVE IT!
I can certainly see how using this software in the classroom or other educational setting would benefit students’ learning. It is an incredible tool for students to “show off” their imagination. Since beginning this project, I have been brainstorming ways to implement this software into my curriculum as a media specialist. I can envision how the students will be excited to take part in using this software. This software emphasizes individuality. The creativity that comes from using this software is endless. I look forward to the great things that can be accomplished while using Comic Life with my students.
Friday, September 17, 2010
Problem Based Learning - Technology Integration - Web 2.0....All Intertwined!
Problem Based Learning, Technology Integration and Web 2.0 Applications are certainly, or should be, intertwined. According to Egbert, the definition of Problem Based Learning involves critical thinking, problem-solving skills and inquiry as students explore real life problems. With the digital natives we are dealing with today, technology integration must play an important role in order for the students to relate to real world problems. With this comes Web 2.0 Applications. These are simply the tools that can be used to draw the students into the learning process by allowing them to use the resources that are interesting and familiar.
There is certainly an added value to use PBL to support technology integration in the classroom. In Problem Based Learning, students must ask questions and find the answers in order to solve the problems. Technology integration offers these students avenues to develop the questions and locate the information necessary to solving the problems. There are so many resources available to teachers and students that involve creative technologies.
Obviously, Web 2.0 Applications support technology integration in the classroom. If these applications are being used, technology is being integrated. Blogging, Wikis and social networks are just a few of the Web 2.0 applications that are available for students to use their inquiry skills to develop questions and locate information in order to evaluate it. Egbert states, “The traditional role of teaches as information givers is changing.”
Web 2.0 Applications can be used to support Problem Based Learning. It moves us from traditional learning goals to more creative goals that assess critical thinking skills. According to Egbert, there are 7 steps to plan a PBL task. These are: Contextualize the question, develop objectives, review background, write the problem, develop scaffolds, evaluate student needs and implement. Web 2.0 Applications can be used in many of these steps.
Egbert, Joy. (2009). Supporting Learning with Technology. Upper Saddle River, NJ: Pearson Prentice Hall.
There is certainly an added value to use PBL to support technology integration in the classroom. In Problem Based Learning, students must ask questions and find the answers in order to solve the problems. Technology integration offers these students avenues to develop the questions and locate the information necessary to solving the problems. There are so many resources available to teachers and students that involve creative technologies.
Obviously, Web 2.0 Applications support technology integration in the classroom. If these applications are being used, technology is being integrated. Blogging, Wikis and social networks are just a few of the Web 2.0 applications that are available for students to use their inquiry skills to develop questions and locate information in order to evaluate it. Egbert states, “The traditional role of teaches as information givers is changing.”
Web 2.0 Applications can be used to support Problem Based Learning. It moves us from traditional learning goals to more creative goals that assess critical thinking skills. According to Egbert, there are 7 steps to plan a PBL task. These are: Contextualize the question, develop objectives, review background, write the problem, develop scaffolds, evaluate student needs and implement. Web 2.0 Applications can be used in many of these steps.
Egbert, Joy. (2009). Supporting Learning with Technology. Upper Saddle River, NJ: Pearson Prentice Hall.
Reflection on Blogging
I learned a great deal of things I should do differently after the readings and looking at the other blogs from our fabulous blog creators!
Knoebel & Lankshear say that we should "pay close attention to text, design and communication." I chose a black background because it looked neat and appealing to me. I thought I should use bright colors for the text, but I learned that it is difficult for color blind folks to read those bright colors. The blogs I reviewed all used subdued colors that were neat and clean.
At first, creating a blog was just an assignment to me. But, I now want to get in a make my blog meaningful. Knoebel & Lankshear tell us that "reading a blog includes much more than simply reading the printed text of each blog post, but paying attention to layout, colors, images, and even sound." Although none of the blogs I reviewed used sound, they did appear to follow these guidelines.
One of the blogs I reviewed had great hyperlinks embedded within the text. Initially, I simply typed the URLs in the text, but I think using hyperlinks in the text looks so much better. Knoebel & Lankshear tell us, "The feature of any hypertext which most obviously distinguishes it from other kinds of text is the hyperlink: it gives the onscreen text a kind of "depth," a richer texture than a printed page generally has."
Richardson tells us that "the first step is to find out as much as you can about the author." Two of the blogs I reviewed had this, but one of the blogs did not as far as I could see. I find it interesting to know as much about the creator of the blog as possible.
Knobel & Lankshear. (2007). Looking from the inside out: Academic blogging as new literacy.
Richardson, W. (2006). Weblogs: Pedagogy and practice. Blogs, wikis, podcasts, & other powerful web tools for classrooms.
Knoebel & Lankshear say that we should "pay close attention to text, design and communication." I chose a black background because it looked neat and appealing to me. I thought I should use bright colors for the text, but I learned that it is difficult for color blind folks to read those bright colors. The blogs I reviewed all used subdued colors that were neat and clean.
At first, creating a blog was just an assignment to me. But, I now want to get in a make my blog meaningful. Knoebel & Lankshear tell us that "reading a blog includes much more than simply reading the printed text of each blog post, but paying attention to layout, colors, images, and even sound." Although none of the blogs I reviewed used sound, they did appear to follow these guidelines.
One of the blogs I reviewed had great hyperlinks embedded within the text. Initially, I simply typed the URLs in the text, but I think using hyperlinks in the text looks so much better. Knoebel & Lankshear tell us, "The feature of any hypertext which most obviously distinguishes it from other kinds of text is the hyperlink: it gives the onscreen text a kind of "depth," a richer texture than a printed page generally has."
Richardson tells us that "the first step is to find out as much as you can about the author." Two of the blogs I reviewed had this, but one of the blogs did not as far as I could see. I find it interesting to know as much about the creator of the blog as possible.
Knobel & Lankshear. (2007). Looking from the inside out: Academic blogging as new literacy.
Richardson, W. (2006). Weblogs: Pedagogy and practice. Blogs, wikis, podcasts, & other powerful web tools for classrooms.
Web 2.0 for Media Specialists
I read a fabulous article about how Web 2.0 Tools can help Media Specialist. Since I am in my first year of being a media specialist, this article is beneficial for my planning. The article lists many reasons why using these tools would be important: “move students beyond searching for information to using it and creating it, get better results from student projects and research, provide more equitable access to digital tools and resources, integrate 21st century skills into the curriculum, foster more collaboration with the teachers to benefit student achievement, share information with colleagues online, showcase library media center activities, and make your budget go much further than you-or anyone else-thought you could.” ( 13) The article makes a point to tell the reader that the previous items should be desired to accomplish and if they are not, the reader may be in the “wrong profession.” (13)
We have moved from using the traditional resources such as paper, pencil, glue, scissors, etc. Students now have “computers, social bookmarks, RSS feeds, blogs, wikis, photo editing and photo sharing sites, digital video and video editing tools, social networks, podcasts, and other new resources.” (13) It is very important for today’s library media specialists to embrace these resources and learn how to use them in order to implement them into our programs. These tools will draw in the digital natives we see on a daily basis in the classroom and media center.
Although we understand the need for implementing these 21st Century Web 2.0 tools, there are barriers that may interfere. After completing a survey, Baumbach lists four major barriers in school library media centers. These are: Tools inaccessible at school, Erosion of informal professional development time, Lack of relevant training opportunities, and Lack of knowledge. I know from experience that our school system does not allow many of the Web 2.0 Tools to be accessed from our school. Of course, there is the issue with the lack of professional development and training opportunities for teachers to learn about these tools. For many, there is a simple lack of knowledge. Many teachers have no idea that these tools even exist.
Regardless of the barriers, school library media specialists can take a step in the right direction toward using Web 2.O tools. We can be the example for the rest of the teachers. If we can show how these tools can benefit student learning, more teachers will likely want to join. We can take the initiative to encourage this creative integration.
Reference:
Baumbach, D. (2009). Web 2.0 and You. Knowledge Quest, 37(4), 12-19. Retrieved from ERIC database.
We have moved from using the traditional resources such as paper, pencil, glue, scissors, etc. Students now have “computers, social bookmarks, RSS feeds, blogs, wikis, photo editing and photo sharing sites, digital video and video editing tools, social networks, podcasts, and other new resources.” (13) It is very important for today’s library media specialists to embrace these resources and learn how to use them in order to implement them into our programs. These tools will draw in the digital natives we see on a daily basis in the classroom and media center.
Although we understand the need for implementing these 21st Century Web 2.0 tools, there are barriers that may interfere. After completing a survey, Baumbach lists four major barriers in school library media centers. These are: Tools inaccessible at school, Erosion of informal professional development time, Lack of relevant training opportunities, and Lack of knowledge. I know from experience that our school system does not allow many of the Web 2.0 Tools to be accessed from our school. Of course, there is the issue with the lack of professional development and training opportunities for teachers to learn about these tools. For many, there is a simple lack of knowledge. Many teachers have no idea that these tools even exist.
Regardless of the barriers, school library media specialists can take a step in the right direction toward using Web 2.O tools. We can be the example for the rest of the teachers. If we can show how these tools can benefit student learning, more teachers will likely want to join. We can take the initiative to encourage this creative integration.
Reference:
Baumbach, D. (2009). Web 2.0 and You. Knowledge Quest, 37(4), 12-19. Retrieved from ERIC database.
Wednesday, September 1, 2010
Fabulous Ideas for Integrating Technology
Although this is not an article, I felt it was a great resource to share with my peers. Often, teachers struggle with ways to integrate technology. This link has fabulous ideas on doing just that, integrating technology. I hope that my peers will find this wealth of information useful for all grade levels and all disciplines.
Integrating Technology Websites
- Integrating Technology into the Classroom - http://www.wtvi.com/teks/
- Technology Tips for Classroom Teachers - http://www.edzone.net/~mwestern/stuff.html
- Discovery Education - http://streaming.discoveryeducation.com/
- Georgia Educational Technology Conference - http://www.gaetc.org/
- Ga DOE Educational Technology Center -http://www.ettcnsc.org/Instructional_resources/other/interactive_whiteboard_links.htm
Tuesday, August 31, 2010
The Purpose of this Blog...
My intent in creating this blog is to share ideas, helpful strategies and resources in order to help the teachers integrate technology at my school. The intent is to find age appropriate resources for the elementary school, but will also include middle and high school resources of which can be refined for any age level. It has been my experience that most teachers not feel they have been properly trained or quote, unquote, experienced enough to integrate new technologies into their lessons. The ultimate goal is common among most teachers, which is student achievement. The teachers need to facilitate the 21st century learning rather than continuing to teach the same way as they were taught. Hopefully, this blog will be a valuable resource for teachers in all disciplines and ages.
Sunday, August 29, 2010
Article Reflection on Technology Integration.
Can we really teach old dogs new tricks? I suppose the answer to that question depends mainly upon the old dog itself. In this article, the old dogs are those folks who are a “generation of thrift-minded educators” (O, Brien, Scharber) who feel technology is too expensive to integrate into our schools. However, according to the article, it costs more to waste the free tools on the Web than not using them. If these old dogs would embrace the integration of many technologies, we could move from stagnant to explosive in educating our students.
Reference-
O'Brien, D and Scharber, C. (2010). Teaching Old Dogs New Tricks: The Luxury of Digital Abundance. Journal of Adolescent & Adult Literacy, 53(7), 600-603. Retrieved from ERIC database.
Reference-
O'Brien, D and Scharber, C. (2010). Teaching Old Dogs New Tricks: The Luxury of Digital Abundance. Journal of Adolescent & Adult Literacy, 53(7), 600-603. Retrieved from ERIC database.
Wednesday, August 25, 2010
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