I have proven, once again, that the title of 'technologically challenged' is one I wear well. It only took me one week to set up my blog! I thought I had set it up that first night of class, however, whenever I have tried to post a blog I was told my URL address was not valid! The problem was, every word I tried was supposedly already taken! You would not believe some of the words I tried, and I do not believe they are already a URL add. for someone else. Anyway, Ron suggested I begin again so I did, and success has occurred.
What I am looking forward to is learning all of the things I possibly can from this class so that I can pass them along to my classroom. I am the perfect example of, "If I can do it, anyone can". As a teacher I have seen how many students still struggle with literacy. I began my Master's degree in Education Reading, because I believe it is at the core of learning and living. The more things that I can introduce to my students that will catch their interest to learn, the better chance they will have to become literate members of society. Technology can be a great tool for many of them, and the more things that I can introduce them to, the more opportunities they will have to experience the newest technology and make it part of their lives.
I am hoping that not everything will come as hard as setting up this blog; however, if I keep experiencing difficulties, I know that I have the world's most patient instructor to help me along.
Thursday, April 28, 2011
Thing 10- Digital Storytelling
Putting together the elements of this digital story was very enjoyable. I thought of numerous things I could do if I were totally creating a story that didn't already have a set theme. I can see that students will enjoy this very much for a number of reasons. This is a unique way for them to tell their stories, and there are many ways to express themselves. Music is a very important way to let people know who you are and being able to set your story to your favorite tune or to create your own music would be a very important element to their storytelling.
Being able to refine their story by re-recording portions they are not happy with is another element that students will appreciate. This feature will increase their desire to produce a good piece of work. Not only does it matter that the pictures flow throughout the story, and that the music is suitable to the background of the work, but it will be the words that tie it all together, and this feature, that allows for them to erase, re-record, preview how it sounds and make adjustments again, is invaluable.
http://www.screencast.com/t/ckhd4pXaenT Happily I can say that my digital story is ready for viewing. It's just under two minutes long. All comments and suggestions are welcome.
Thing 5
For the four years I have had in teaching I have found it helpful to offer books from numerous reading levels in my own classroom library. This was always helpful when a book report or review was required. I could find books in most of the students' interest areas in all of the reading levels.
Science is the class that I found to be the great equalizer. Science offers many hands-on activities, collaboration in smaller groups, and an opportunity to place struggling students in with stronger. I've noticed that the stronger students encourage and pull out the best from the ones that generally struggle. They are caught up more in the excitement of what they are doing and the discussions about it. Science is also a great subject to bring out the questioning spirit we want to see as educators.
I loved the idea in the lesson sample where the teacher provided books at four reading stations at various reading levels, had the students visit each station and the select the one they liked best. I know that having the different levels available to them gives them the opportunity to begin at the level they come into the classroom with and then make progress throughout the year.
I have had students who do better for testing standing up rather than sitting down, students who do better with an oral test than a pen and paper test, and students who will ask if they can give their own spin on an assignment. (For example, instead of writing a paper, presenting the material in a rap).
I found that whenever I can incorporate their interests and areas of strength, I have gotten better results in the work I wanted them to create. Engaging a student means being able to find out what interests them and how they best express themselves. Whenever school lends them the opportunity to blend those skills and interests into their schoolwork, the better a student is going to, not only do the work, but to actually retain what they learn.
Science is the class that I found to be the great equalizer. Science offers many hands-on activities, collaboration in smaller groups, and an opportunity to place struggling students in with stronger. I've noticed that the stronger students encourage and pull out the best from the ones that generally struggle. They are caught up more in the excitement of what they are doing and the discussions about it. Science is also a great subject to bring out the questioning spirit we want to see as educators.
I loved the idea in the lesson sample where the teacher provided books at four reading stations at various reading levels, had the students visit each station and the select the one they liked best. I know that having the different levels available to them gives them the opportunity to begin at the level they come into the classroom with and then make progress throughout the year.
I have had students who do better for testing standing up rather than sitting down, students who do better with an oral test than a pen and paper test, and students who will ask if they can give their own spin on an assignment. (For example, instead of writing a paper, presenting the material in a rap).
I found that whenever I can incorporate their interests and areas of strength, I have gotten better results in the work I wanted them to create. Engaging a student means being able to find out what interests them and how they best express themselves. Whenever school lends them the opportunity to blend those skills and interests into their schoolwork, the better a student is going to, not only do the work, but to actually retain what they learn.
Saturday, April 23, 2011
Thing 9 Picassa 3
This Thing was so much fun! It took awhile because I had to get my camera back from my son so I could copy a picture of my brand new granddaughter, Kailyn Leigh Dawe. In this picture she was about 20 minutes old.
I wanted to try Picassa 3 and when it came to fine tuning the picture I went to Picnic. First I brightened the picture which really brought out her colors much better. I played with rotation and liked the side view for some reason. Every time I tried another position I kept coming back to this one; go figure...
I cropped the picture several times, added a border, curved the corners, and added text at the bottom of the picture that says, "Welcome to the world, Kailyn" I tried putting the text in the picture on Picnic, but it would only let me place it in the middle of the picture. I searched all over to find how I could move the text to another part of the picture and that is one feature I did not find. I added the caption through Picassa 3.
There are many tempting premium options available that I will be tempted to 'buy' once I finally get another teaching position. Right now I'm tempted but too poor. I'm excited to send a copy of my revised photo to my son. He is actually really technologically savvy, so will probably be using these already for their pictures.
Students will love this program and I can see them having fun with it as well as learning how to show their pictures to their best advantage for a project or assignment. With digital photography students have immediate feedback. With ease of editing their pictures, as well as ease of distribution, digital photography is very effective for the classroom. Tools to enhance visualization, like adding color or text to a picture or document, are pluses, and digital photography is cost effective for classroom use as well. If needed, multiple copies can be made on an inkjet printer. When comparing the use of digital photography over traditional photography for classroom use, well, there is no comparison. Digital photography opens a world of possibilities to students that introduces them to cutting edge technology.
http://www.flickr.com/photos/dawe-miller/?saved=1 I posted my picture on Flickr.com!
http://picasa.google.com/linux/download.html url for Picassa
Wednesday, April 20, 2011
Thing 8- Copyright Quiz
Actually, based on the results I had when I took the on-line quiz, I wasn't surprised to find that my fellow educators were about as copyright savvy as I was. There were consistent areas where all were aware, to some degree, what the basics of Fair Use Law entailed. I was surprised that the majority of those who responded were not aware of the difference in regulations regarding face-to-face and use of digital technology in distance education. I remembered some of this information from my grad course in writing.
One person that took the quiz had just completed a paper on copyright laws in education and did very well on the quiz overall. He didn't remember about Creative Commons Licensing until I gave him a few hints, and forgot the name of the Teach Act, but knew what it was. All agreed that educators were not exempt from copyright laws but knew that we had a separate set of rights that applied.
Most indicated that, when making multiple copies for a classroom that the originator of the work should be present on the copies, or that special permission or a few needs to be paid before it is done. When asked if they went to those lengths on multiple copies they were honest and said they did not. One stipulated that they looked for workbooks that were created with the intent that multiple copies would be made by an educator. Is that an example of a work with Creative Commons Licensing? Several also stated that they make most of their own work or copy material on-line that has the copyright information included.
The gist of the quiz indicates that the teachers I work with have a basic understanding and respect for copyright laws, however, a brush up course would not be unadvised. I got from no one, a blatent disregard for copyright laws, only, like myself, a general ignorance of some of its finer points.
One person that took the quiz had just completed a paper on copyright laws in education and did very well on the quiz overall. He didn't remember about Creative Commons Licensing until I gave him a few hints, and forgot the name of the Teach Act, but knew what it was. All agreed that educators were not exempt from copyright laws but knew that we had a separate set of rights that applied.
Most indicated that, when making multiple copies for a classroom that the originator of the work should be present on the copies, or that special permission or a few needs to be paid before it is done. When asked if they went to those lengths on multiple copies they were honest and said they did not. One stipulated that they looked for workbooks that were created with the intent that multiple copies would be made by an educator. Is that an example of a work with Creative Commons Licensing? Several also stated that they make most of their own work or copy material on-line that has the copyright information included.
The gist of the quiz indicates that the teachers I work with have a basic understanding and respect for copyright laws, however, a brush up course would not be unadvised. I got from no one, a blatent disregard for copyright laws, only, like myself, a general ignorance of some of its finer points.
Monday, April 18, 2011
At the bottom of my home page to http://www.msmillerscommunityclassroom.weebly.com, is my proof that my site is now copyrighted. How I wish this site were a reality for me to use and my students to benefit from right now. Since I don't have a classroom at this time this is all excellent practice that I will gladly put into effect when I am connected with a classroom. How exciting to be able to offer this to my students and their parents as well.
All of the copyright information is staggering. When I took the quiz provided I showed how ignorant I was in many aspects of Copyright law. I understand the importance of being aware of what is and what is not allowed for students and educators, and we should not take for granted the great efforts that have been made to pave the way to easier access and use for us. It is for us, therefore, to be aware enough of the laws, that we make sure we respect them and follow them, as well as making sure our students know their importance as well.
Saturday, April 16, 2011
Thing 7- My Web Pages
www.msmillersclassroomcommunity.weebly.com
How exciting! This is my web address! This took me a lot of time to put together. If I had my own classroom this would have been much easier to envision and complete, however I did draw from some of the sources I have from when I taught 5th grade.
I love the idea of having a site where students and parents and teacher can all interact. Being able to include documents of forms the students need is a plus, I can't tell you how many times I made copy after copy of a particular form because students keep losing theirs. This way, their parents can print off a copy at home and the student no longer has the excuse, "I can't find it!"
Being able to share websites is not only a jump start for students, but for their parents as well. It's one thing when you give them the web site address, but it's quite another when all they have to do is click on the link and they are there. That extra step makes a big difference, especially for students just beginning to learn how to use the web, and their parents who may have little to no experience.
I have to experiment more with how to insert pictures. I would have liked to used the space on page 2 of my website better.
I found that I wished the feature to add video was free, but sadly, it was not. When I again have my own classroom, that will be a feature worth purchasing.
Wednesday, April 13, 2011
Reflection on Things 1-7
The technology applications that have been given to use in the first seven lessons offer numerous helps, not only for the teacher, but for the students as well. The more students progress through their education experience the more they will be expected to access, to collborate on, and to write about a multitude of things. Learning the shortcuts, collaborative tools, internet help sites, etc...will make this process speedier and much more effective than students have been able to accomplish in the past.
As an educator, a world of possibilities open up as a result of availability of this same knowledge. Resources that are quickly accessed, producing documents much more quickly, book marking web pages that you access multiple times, and through collaboration with other educators having even more lesson plans and ideas available to benefit your own instruction .
In the area of technical litercy it is the teacher's responsibility to provide the information necessary to help their students aquire the knowledge and skills they will need to compete in the 21st Century. This technology is in line with UDLs three principles which are to provide multiple means of representation, expression, and of engagement.
Having been a 5th grade teacher I have seen the benefits of allowing students to work collboratively whenever possible, in all content areas. I was especially impressed with Google Docs. that allows students to share, collaborate, and edit on-line, in real time. Having been the science teacher for my 5th grade team, I immediately saw how well Google docs could work for a project concerning global warming. Since it such a controversial topic I would have my students choose a position, pro or con about the concept of global warming. Working in groups of from 3-5, students would be able to experience ongoing collabloration throughout the process of competing their project. Many times it can fall to one person to carry the brunt of the workload, but with Google docs division of the workload can be done fairly with the understanding that what each person contributes to the whole can be viewed, discussed, and edited by the others in their group. Although students may check on progress individually, they also have the choice to set up a 'meeting' in real time from home or other locations away from school. With bookmarking tools they can compile possible on-line resources to choose from, and with Jing, capturing pictures or documents allows the other members of their team to make their choices and give their input into what they will eventually use to state their position as strongly as possible.
Several Michigan state standards are met in just the technology area alone:
3-5 R1 Research and Information Literacy
This is only one brief glimpse of the powerful impact this technology can have on education in the 21st Century.
As an educator, a world of possibilities open up as a result of availability of this same knowledge. Resources that are quickly accessed, producing documents much more quickly, book marking web pages that you access multiple times, and through collaboration with other educators having even more lesson plans and ideas available to benefit your own instruction .
In the area of technical litercy it is the teacher's responsibility to provide the information necessary to help their students aquire the knowledge and skills they will need to compete in the 21st Century. This technology is in line with UDLs three principles which are to provide multiple means of representation, expression, and of engagement.
Having been a 5th grade teacher I have seen the benefits of allowing students to work collboratively whenever possible, in all content areas. I was especially impressed with Google Docs. that allows students to share, collaborate, and edit on-line, in real time. Having been the science teacher for my 5th grade team, I immediately saw how well Google docs could work for a project concerning global warming. Since it such a controversial topic I would have my students choose a position, pro or con about the concept of global warming. Working in groups of from 3-5, students would be able to experience ongoing collabloration throughout the process of competing their project. Many times it can fall to one person to carry the brunt of the workload, but with Google docs division of the workload can be done fairly with the understanding that what each person contributes to the whole can be viewed, discussed, and edited by the others in their group. Although students may check on progress individually, they also have the choice to set up a 'meeting' in real time from home or other locations away from school. With bookmarking tools they can compile possible on-line resources to choose from, and with Jing, capturing pictures or documents allows the other members of their team to make their choices and give their input into what they will eventually use to state their position as strongly as possible.
Several Michigan state standards are met in just the technology area alone:
3-5 R1 Research and Information Literacy
- 3-5 R12- use digital tools to find, organize, analyze, synthesize, and evaluate information.
- 3-5 CT.3 use digital resources to identify and investigate a state, national, or global issue.
- 3-5 TC.5- know how to exchange files with other students using technology, (e.g., network file sharing, flash drives).
This is only one brief glimpse of the powerful impact this technology can have on education in the 21st Century.
Tuesday, April 12, 2011
Thing 7
My 2nd site was on Aluminum Foil Detector Beanies. You'll notice in the 2nd and 3rd pictures from this site show that it is treated as a joke. There is barely any information about how it is supposed to block harmful rays, it is handled tongue-in-cheek throughout. It is not reputable in any way, shape, or form. It offers no validation from other sources, does not speak about it's own expertise in the area, nor does it really attempt to convince anyone that these 'beanies' are necessary. It basically begins and ends with the premise that whoever is looking at the site is either in on the joke, or already 'believes' wholeheartedly and wouldn't think about questioning validity, but whether one style over another would be best.
descy.50megs.com/akcj3/bmd.html zapatopi.net/afdb.html
I had some trouble getting through this lesson, but found it very interesting and informative. I especially like the Cybersafe Cafe and bookmarked the page to refer to my parents when I get another classroom. There are also a number of Netiquette rules that are important to know when you are putting material out on the web. Not only must you be careful about 'how' you come across when you put something on the web, but you must be sure you are aware of the legal guidelines involved. I failed the quiz overall, even though I did get about 1/3 of the questions correct. As teachers we need to know that what we are offering to our students is legal as well as conforming to good Netiquette.
Sunday, April 10, 2011
Thing 4-Thinkfinity
http://www.sciencenetlinks.com/lessons.php?DodD=512
http://www.readwritethink.org/classroom-resources/lesson-plans/talking-about-books-improve-913.html
Wow, Thinkfinity was fantastic! I've got to get rid of the frustration, however, before I get to the good stuff. Although I found the lessons that I wanted to use fairly quickly, getting the url to transfer to the blog was another whole matter...The first one worked beautifully, the 2nd took me over an hour, yes, I'm embarrassed to say that, over an hour to finally get on my blog! Is that pathetic or what? OK, frustration done, now to the good part,
Teachers from all over the country have donated lesson plans that have worked for them in all of the core subjects. This site addresses state standards and content for each lesson to help you know if it's a good fit for what you want to accomplish with your students.Two of the lessons that I chose were introductory in nature. The first, for science, was an introduction to Scientific Inquiry. Capturing and keeping students interest is very important and this lesson covered it well. I could see students engaged in a number of areas that would carry them from start to finish. They would have the opportunity to collaborate in small groups, and then share their findings with the other groups. They will want to know if their findings fit the average and who fits in what group in this inquiry about taste. In the process of having fun they are learning the Scientific Method.
The 2nd lesson, the one that I had so much trouble with getting the url correctly, was worth the trouble. My area of greatest interest in teaching is all things having to do with literacy. In my Masters work I am concentrating on the area of reading and writing because these two areas are a huge problem for students from elementary through high school. Comprehension is an area that you can't address too early. This lesson can be used with whatever reading material you may want to use; whether it's an excerpt from a book, a short story, etc... Getting students talking together in small groups and then leading them into a meaningful discussion about the material will be an experience that will create a lasting impression and a solid foundation on which they can build their comprehension skills. Students generally like to share their thoughts and opinions with their peers, and with the right instruction and guidance that can be done in a very productive way. Especially afterwards, in reflection, having them write about what new insight they learned as a result of the discussion is a great way to cement the comprehension process.
Unfortunately I don't have a classroom I can use these lessons in at this time, but I can easily picture them being very successful with the classes I have had in the past. The lesson plans are just one aspect of the site and there is so much there, yet so much more to look forward to discovering and using in the future. I'm very thankful to have this new information to draw from.
http://www.readwritethink.org/classroom-resources/lesson-plans/talking-about-books-improve-913.html
Wow, Thinkfinity was fantastic! I've got to get rid of the frustration, however, before I get to the good stuff. Although I found the lessons that I wanted to use fairly quickly, getting the url to transfer to the blog was another whole matter...The first one worked beautifully, the 2nd took me over an hour, yes, I'm embarrassed to say that, over an hour to finally get on my blog! Is that pathetic or what? OK, frustration done, now to the good part,
Teachers from all over the country have donated lesson plans that have worked for them in all of the core subjects. This site addresses state standards and content for each lesson to help you know if it's a good fit for what you want to accomplish with your students.Two of the lessons that I chose were introductory in nature. The first, for science, was an introduction to Scientific Inquiry. Capturing and keeping students interest is very important and this lesson covered it well. I could see students engaged in a number of areas that would carry them from start to finish. They would have the opportunity to collaborate in small groups, and then share their findings with the other groups. They will want to know if their findings fit the average and who fits in what group in this inquiry about taste. In the process of having fun they are learning the Scientific Method.
The 2nd lesson, the one that I had so much trouble with getting the url correctly, was worth the trouble. My area of greatest interest in teaching is all things having to do with literacy. In my Masters work I am concentrating on the area of reading and writing because these two areas are a huge problem for students from elementary through high school. Comprehension is an area that you can't address too early. This lesson can be used with whatever reading material you may want to use; whether it's an excerpt from a book, a short story, etc... Getting students talking together in small groups and then leading them into a meaningful discussion about the material will be an experience that will create a lasting impression and a solid foundation on which they can build their comprehension skills. Students generally like to share their thoughts and opinions with their peers, and with the right instruction and guidance that can be done in a very productive way. Especially afterwards, in reflection, having them write about what new insight they learned as a result of the discussion is a great way to cement the comprehension process.
Unfortunately I don't have a classroom I can use these lessons in at this time, but I can easily picture them being very successful with the classes I have had in the past. The lesson plans are just one aspect of the site and there is so much there, yet so much more to look forward to discovering and using in the future. I'm very thankful to have this new information to draw from.
Friday, April 8, 2011
Thing 3-Skype
It says welcome Grace because my Skype name is Grace Underfire.I signed up for Skype before I learned from the video that is isn't a good idea to use your real name. I'm guilty of doing what I was told. When cool kitty(or whatever her name was) flashed the message,"Stop now and download Skype"so I did, and only afterwards, when I completed the video, did I realize I'd blown it by using my real name to sign up. Sigh...
I don't know anyone who has a Skype account but am eager to set up some addresses so I can try it out.I can see the wonderful opportunities for a classroom teacher. Since I presently don't have a classroom, it's harder to know exactly where I'll use it, but I can see the potential for many of the core subjects. The demonstration answered a basic question, "How do you find sources in other countries?" when she just added it to her blog, "We would like to hear from someone from ___________that we can work with."
Since I was the science teacher for 4 years for the 5th grade classes at my school, I would have loved to connect with some of the instructors I had and bring that to the classroom through Skype. My geology teacher at GVSU is now retired, however spent many years traveling with Jacques Cousteau ! He had the greatest stories and artifacts that he shared with our class and I'm sure he would get a kick out of sharing with a classroom from the comfort of his own home computer. I hope to have a classroom and the opportunity to explore all that can be done with Skype sometime soon. This is information that I wish I'd had when I had my classroom...
Thursday, April 7, 2011
Thing 2- Google docs
I decided to make a calendar of due dates for a Heritage project for my class of 5th graders. Finding a template was easy and using the features it offered was a great experience. I left several messages for my students for over Spring Break, and I easily deleted lines that I did not need. Deleting lines on a table or calendar can be a pain and this was very quickly done.
I can see many benefits in saving time. I haven't heard back from the person I've shared with, but look forward to the ease at which collaborating on this document can be done. I would have loved to have this when I was part of a 5th-grade team. We could have done so much more with this tool.
I can see many benefits in saving time. I haven't heard back from the person I've shared with, but look forward to the ease at which collaborating on this document can be done. I would have loved to have this when I was part of a 5th-grade team. We could have done so much more with this tool.
Thing Two-Templates
Providing a template for my students that clearly sets forth the expectations I have in a given assignment is very important. Being able to choose from such a wide variety is wonderful.
Wednesday, April 6, 2011
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