TGIF!!! In this case, that means "THANK GOD IT'S FINISHED!!!"
I don't feel like I need a pat on the back for finishing these things, I feel like I need a ceremony, a 21-gun salute, and a medal. I feel like I am suffering from post-traumatic stress disorder from completing these things! It has been a struggle.
Feedback was asked for, so here goes:
First of all, I feel compelled to address some of the parting comments.
It really doesn't take that much time. My instant reaction to that was "You have got to be kidding!" I have been a slave to these 23 Things. It has taken a huge investment of time, energy, and effort to complete them. In the process of completing these Things, I have indeed gained valuable new knowledge to eventually help me save time, but right now, I need more time to perfect my skills in using these new tools. I need to investigate all of the features and practice using them. My nature demands it. I hate doing things halfway. The volume of work did not allow me to thoroughly investigate each thing as I would have liked.
You know you can do it. Yes I do, but I did it the hard way. Without any help. I was thrown into the water without knowing how to swim! Just because we learn from our struggles doesn't necessarily means that's the best way to learn. In my case, I sputtered, splashed, and desperately dogpaddled to the other side instead of sinking to the bottom of the river. How much better if I could have had someone show me the way. Rather than my ugly little dogpaddle, I would have been doing a beautiful breaststroke instead. Vygotsky's zone of proximal development doesn't just apply to kids. Yes, I'm a college student and an adult, and I don't expect someone to hold my hand and spoon feed me. But some guidance is in order. Let me benefit from your expertise! These Things are only easy to complete if you already know how to do them. Imagine, if you will, that we have a child who is struggling to learn adjectives. As a teacher, we don't just tell them, "Go figure it out for yourself or find somebody else to help you," or "Go read War and Peace, and get back to me if you still don't understand." We help them! So, I dislike the whole premise of how the program is designed. And I am going to have the audacity (me-a student-to you-a veteran professor) to tell you how to make it better. Surely, as the blogs are being read, (You are reading them, aren't you? Frankly, I know most of them-mine included-are as boring as....-I'm searching for a good analogy or idiom or metaphor here-...well, just boring. I can't imagine having to read this same stuff over and over, semester after semester!) some note is being taken, some data collected, about which Things students are having the most difficulty with. Take fifteen minutes of the hour and a half of our technology class and go over those areas of difficulty. Head the problems off at the pass! Help us!
It's fun to know and use these tools. I can't argue with you here. You've got me. Yes, after the pure misery of having to figure things out for yourself, it is fun.
We need to keep informed. I agree 100% with this statement. The 23 Things Exercise has truly impressed upon me the need to stay informed and current. However, there is one thing that I think we, as teachers, always need to keep in mind, and I am mangling here a quote from an educator that I read about at the very beginning of the activity: We should never allow good pedagogy to be replaced with bad pedagogy, and not all technology equates to good pedagogy. Everything we do with the technology tools should equate to good pedagogy. It's not necessarily WHAT we use to teach with, it's HOW we chose to use the technology. It should always, always enhance student learning.
Now on to the feedback questions...
My favorite discoveries were Del.icio.us and MyStickies because I found them to be the most useful right now. But I had the most fun with Animoto and Mindmeister.
This program has affected my lifelong learning goals by giving me insight into the need to stay current with changes in technology. I plan to put forth the effort to say current and informed henceforth.
Unexpected outcomes? Yep. That I'm inspired to stay current and informed.
How could we improve on the program? Hopefully, you've already read my rantings above.
What I have learned in this activity has influenced me consider how to best incorporate the use of technology into the classroom. It offers great ways to appeal to the multiple intelligences of students and not leave anyone behind. It also offers ways to use diversity in my teaching methods and keep students from being bored to death during class. Consider Farris Bueller's teacher "Anybody? Anybody?" I want to inspire students!
First I plan to thoroughly investigate each and every feature of the technology that I have learned about by completing the 23 Things, and then I plan to spend (at least ) 15 minutes a day, as suggested, to stay current with new developments in web 2.0. I like that idea. It's manageable, even for a college student taking other classes. I might even (GASP!) decide to complete all of the original 43 things on my own.
Resolution made to use the tools I now know, keep up with new tools, and apply them in my classroom and job. That's now in writing. But NOT to maintain my blog. I'll skip all suggestions related to the blog, thank you. The best reflections are truly reflective, searching, private ones. A mental checklist will do. I'm a private person. I've never liked airing my laundry in public.
And one last Last Thing: Congratulations, Professors. I looked at the four objectives on the "About" page at the beginning of the 23 Things activities. The activities forced this student to meet all four of those objectives. Your mission was accomplished!
Sunday, October 24, 2010
Saturday, October 23, 2010
Thing #23 Creative Commons
Here are a couple of examples of attribution that show the Learning 2.0-23 Things for Teachers blog was based on someone else's work and modified from the original:
Note: This project is loosely based upon the website 43Things (which allows you to set and track personal goals) and the Stephen Abram article titled 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006).
Learning 2.0 - 23 Things for Teachers is based on Learning 2.0 - 23 Things. That program is based on the Learning 2.0 program that was designed by Helene Blowers, Technology Director at the Charlotte Mecklenburg County Public Library system, with the support and assitance of several staff. Helene's program was loosely based upon Stephen Abram's article, 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006) and the website 43Things.
Now that I know about Creative Commons, I will use it in the future to determine if I can legally use something, exactly how much of the something that I can use, and in what manner it can legally be used. I will also make sure that I acknowledge copyrighted material. In addition, I will teach the ethical use of copyrighted material to my students. And one last thing-I might even use the cc licenses on original material that I create.
Note: This project is loosely based upon the website 43Things (which allows you to set and track personal goals) and the Stephen Abram article titled 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006).
Learning 2.0 - 23 Things for Teachers is based on Learning 2.0 - 23 Things. That program is based on the Learning 2.0 program that was designed by Helene Blowers, Technology Director at the Charlotte Mecklenburg County Public Library system, with the support and assitance of several staff. Helene's program was loosely based upon Stephen Abram's article, 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006) and the website 43Things.
Now that I know about Creative Commons, I will use it in the future to determine if I can legally use something, exactly how much of the something that I can use, and in what manner it can legally be used. I will also make sure that I acknowledge copyrighted material. In addition, I will teach the ethical use of copyrighted material to my students. And one last thing-I might even use the cc licenses on original material that I create.
Thing #22 Podcasts: No iPod Needed
Since I'm interested in language I listened to several podcasts related to language and literature. Some were good, and some were TERRIBLE. Here's a link to one that is terrible: http://www.learnoutloud.com/Catalog/Languages/Vocabulary-Building/Fifteen-Thousand-Useful-Phrases/34796 (Be advised that it seems to take this link Forever to load, but it does load.)
Just click on the "Listen to Podcast" underneath the title if you really want to hear it. I thought it was ironic that a podcast devoted specifically to using language would be so stuffed-shirt awful! (But I must say that the lady sure follows her own advice of articulating beautifully.)
In case you are wondering why I haven't linked to the podcasts I liked, it's because I'm having trouble finding them again, and I'm too lazy to spend the time to find them again. I listened to one on idioms that I really liked, which I thought would be good for older elementary students, and I listened to another podcast devoted specifically to just reading fables to children. I thought that site would have been a good one to play while children were doing a creative writing assignment. Kindergarten students could draw a picture and write a few words or a short sentence while listening to it. It would increase their vocabulary and build fluency in using language.
I thought it was a little confusing to navigate all of the directories. I was eventually able to figure out how to listen to podcasts on all of them except Podcastalley.com. After a bit of navigating on it, I discovered that it's apparently necessary to download different applications to listen to different things. Some of the comments about the downloads were often negative, so I just didn't want to deal with downloading them. It was just easier to use the other directories and not have to deal with that. I guess Learn Out Loud was probably the easiest directory to use.
This Thing hasn't inspired me to use podcasts with my students. Mrs. Castleberry's comments in class and my research for a podcast to use with my Livetext project were what initially gave me ideas for HOW podcasts could be used with students. This Thing has simply given me an additional resource for finding podcasts that could be used in class.
I didn't find a podcast that I might subscribe to or listen to regularly. I don't have time to listen to podcasts right now. But, I know there are podcasts that I might listen to in the future, and now I have a resource for easily finding them.
Just click on the "Listen to Podcast" underneath the title if you really want to hear it. I thought it was ironic that a podcast devoted specifically to using language would be so stuffed-shirt awful! (But I must say that the lady sure follows her own advice of articulating beautifully.)
In case you are wondering why I haven't linked to the podcasts I liked, it's because I'm having trouble finding them again, and I'm too lazy to spend the time to find them again. I listened to one on idioms that I really liked, which I thought would be good for older elementary students, and I listened to another podcast devoted specifically to just reading fables to children. I thought that site would have been a good one to play while children were doing a creative writing assignment. Kindergarten students could draw a picture and write a few words or a short sentence while listening to it. It would increase their vocabulary and build fluency in using language.
I thought it was a little confusing to navigate all of the directories. I was eventually able to figure out how to listen to podcasts on all of them except Podcastalley.com. After a bit of navigating on it, I discovered that it's apparently necessary to download different applications to listen to different things. Some of the comments about the downloads were often negative, so I just didn't want to deal with downloading them. It was just easier to use the other directories and not have to deal with that. I guess Learn Out Loud was probably the easiest directory to use.
This Thing hasn't inspired me to use podcasts with my students. Mrs. Castleberry's comments in class and my research for a podcast to use with my Livetext project were what initially gave me ideas for HOW podcasts could be used with students. This Thing has simply given me an additional resource for finding podcasts that could be used in class.
I didn't find a podcast that I might subscribe to or listen to regularly. I don't have time to listen to podcasts right now. But, I know there are podcasts that I might listen to in the future, and now I have a resource for easily finding them.
Thing #21 Animoto
Creating the Animoto video was easy and fun. I created an account. I chose the basic version or free account. I chose the earth background theme from among the choices given. I opted to select from among the photographs Animoto had to use and selected the travel theme. I selected from among the categories of music offered and selected a particular song and that was it. Animoto did all the work for me. It really was as easy as 1,2,3.
The photographs I chose are very similar to places my husband and I have been. However, he wouldn't let me use his photographs for the video. He is an excellent photographer, and his photographs are fabulous. He may sell them, which is why he wouldn't let me use them.
This would be such a neat tool to use in your classroom. Think of how much kids could learn by photographing their work and making a video to teach other kids! In addition, a teacher could put videos of the students' work on display for open house or parent/teacher conferences. I loved it!
The photographs I chose are very similar to places my husband and I have been. However, he wouldn't let me use his photographs for the video. He is an excellent photographer, and his photographs are fabulous. He may sell them, which is why he wouldn't let me use them.
This would be such a neat tool to use in your classroom. Think of how much kids could learn by photographing their work and making a video to teach other kids! In addition, a teacher could put videos of the students' work on display for open house or parent/teacher conferences. I loved it!
Create your own video slideshow at animoto.com.
Thing #20 You, Too, Can YouTube
What's not to like about YouTube? It's a huge source of entertainment and a way of keeping up with what's going on in the world. The site is also extremely easy to use to find any type of videos you may be interested in watching. I searched for education videos for children and I was just amazed at the quantity and variety of education videos that are available. After watching several educational videos, I chose the one below for several reasons. I like nature. I thought this video was interesting enough to hold a child's attention, but not so fast as to lose them. But I primarily chose this video because it has close-up shots showing the narrator pronouncing the alphabet. I've worked with children who are deaf and hearing-impaired, and I know how helpful this video would be in helping them learn the alphabet.
There are several things about YouTube that I found out from exploring the site which surprised me. It has only been around since 2005! YouTube videos can be viewed on your TV. You can set up a customized playlist and add an RSS feed. Lastly, there are many, many different options for customizing videos that you might decide to post on YouTube.
I am stumped by the question in the Discovery Exercise "can you see any features or components for the site that might be interesting if they were applied to your library website?" I think all of the educational videos would be great to add to a library website. I also think adding RSS feeds for educational videos would be advantageous. However, I don't think educators should rely too heavily on videos in their classrooms, but they can provide some diversity in instructional methods.
There are several things about YouTube that I found out from exploring the site which surprised me. It has only been around since 2005! YouTube videos can be viewed on your TV. You can set up a customized playlist and add an RSS feed. Lastly, there are many, many different options for customizing videos that you might decide to post on YouTube.
I am stumped by the question in the Discovery Exercise "can you see any features or components for the site that might be interesting if they were applied to your library website?" I think all of the educational videos would be great to add to a library website. I also think adding RSS feeds for educational videos would be advantageous. However, I don't think educators should rely too heavily on videos in their classrooms, but they can provide some diversity in instructional methods.
Thing #19 Beyond My Space: Other Social Networks
I signed up for TeacherPop and my membership is "pending approval". Wonder how long that will take? In the meantime, that means I can't meet some of the other requirements for this exercise. How frustrating!
I'm not currently a member of any other online communities. Currently, I prefer to be a lurker. I'm sure that when I begin working and finding resources that I will be using in my work as a teacher, I will find communities that will be useful, and that I will want to join. I do see the usefulness of these online communities. Right now, however, none of these social networks are appealing to me to join and participate in. I am too busy studying for my classes and completing projects to actively participate in any of them. I also spend so much time on a computer right now that I do not want to spend any precious free time chit-chatting with anyone about anything online.
I thought Dr. Wall's link to Educational Videos on TeacherPop was a good one. I'll remember that one for the future. Since I'm not really keen on using Facebook in the classroom, A Teacher's Guide to Using Facebook piqued my interest. I plan to look at it later. My mind could be changed. I also saw many educational videos on TeacherPop that I could use later. I also thought that the Classroom 2.0 Ning had some groups that could be helpful. In particular, the Classroom 2.0 Beginner Group would be helpful.
Yeah! My TeacherPop membership was approved. Here's my badge:
Visit TeacherPop
I'm not currently a member of any other online communities. Currently, I prefer to be a lurker. I'm sure that when I begin working and finding resources that I will be using in my work as a teacher, I will find communities that will be useful, and that I will want to join. I do see the usefulness of these online communities. Right now, however, none of these social networks are appealing to me to join and participate in. I am too busy studying for my classes and completing projects to actively participate in any of them. I also spend so much time on a computer right now that I do not want to spend any precious free time chit-chatting with anyone about anything online.
I thought Dr. Wall's link to Educational Videos on TeacherPop was a good one. I'll remember that one for the future. Since I'm not really keen on using Facebook in the classroom, A Teacher's Guide to Using Facebook piqued my interest. I plan to look at it later. My mind could be changed. I also saw many educational videos on TeacherPop that I could use later. I also thought that the Classroom 2.0 Ning had some groups that could be helpful. In particular, the Classroom 2.0 Beginner Group would be helpful.
Yeah! My TeacherPop membership was approved. Here's my badge:
Visit TeacherPop
Thing #18 Explore Social Networking
Here's the link to my profile. http://www.facebook.com/profile.php?id=100001829582467
Almost everything is imaginary. I didn't put anything of value on the Facebook account that is required to be completed for this exercise. I "liked" APSU and searched for politicians to add as friends, because politicians need all the friends they can get. Unfortunately, all one can do is "like" most of them. I did find several people that I know to add as friends, but didn't request that they friend me because they don't know my online imaginary profile. I only asked one person to friend me in order to complete the exercise.
I didn't have a facebook account prior to this exercise, and I did not, nor do I now, want one. I value my privacy, and I do not want my personal information displayed publicly for just anyone to see. I understand that one can limit the information that is displayed and to whom it is displayed. I actually read all of the information on the site. However, I'll bet not one other person actually read the sites policies. Particularly the information that is collected about you and how it is used. It's actually just a giant database tracking your every move. If a stranger were actually compiling information like that about you, I'll bet it would creep you out. Well, it creeps me out that a business like Facebook compiles information about me. It's way to Big Brother for me.
I understand that other people feel differently, and it's the social norm now. I say to each his own.
It's important for educators to know how social networking works because it is the societal norm now, and it's necessary to know how it works. If an educator is going to relate to his/her (particularly older) students, this knowledge is essential.
I learned that Facebook posts a lot of information to convince you they are guarding your privacy (see their home page) while they are actively collecting detailed information about you (read their policies).
I didn't like anything about either site. If you are into this sort of thing, I guess Facebook is the lesser of the two evils. It has the most useful features. At least with this site one has more control over who had access to their information and can contact them.
It would be possible for teachers and students to communicate using Facebook or MySpace, but I think there are better options for communication. I really think an educator should keep all communications with parents and students open, strictly professional and above reproach. And be very careful. It's possible for the most innocent and above board written communications to be misconstrued.
I suppose Facebook might be used to follow someone with connections to a unit of study. For example, scientists or journalists. However, I think following a blog set up for a specific purpose would be a better option.
Almost everything is imaginary. I didn't put anything of value on the Facebook account that is required to be completed for this exercise. I "liked" APSU and searched for politicians to add as friends, because politicians need all the friends they can get. Unfortunately, all one can do is "like" most of them. I did find several people that I know to add as friends, but didn't request that they friend me because they don't know my online imaginary profile. I only asked one person to friend me in order to complete the exercise.
I didn't have a facebook account prior to this exercise, and I did not, nor do I now, want one. I value my privacy, and I do not want my personal information displayed publicly for just anyone to see. I understand that one can limit the information that is displayed and to whom it is displayed. I actually read all of the information on the site. However, I'll bet not one other person actually read the sites policies. Particularly the information that is collected about you and how it is used. It's actually just a giant database tracking your every move. If a stranger were actually compiling information like that about you, I'll bet it would creep you out. Well, it creeps me out that a business like Facebook compiles information about me. It's way to Big Brother for me.
I understand that other people feel differently, and it's the social norm now. I say to each his own.
It's important for educators to know how social networking works because it is the societal norm now, and it's necessary to know how it works. If an educator is going to relate to his/her (particularly older) students, this knowledge is essential.
I learned that Facebook posts a lot of information to convince you they are guarding your privacy (see their home page) while they are actively collecting detailed information about you (read their policies).
I didn't like anything about either site. If you are into this sort of thing, I guess Facebook is the lesser of the two evils. It has the most useful features. At least with this site one has more control over who had access to their information and can contact them.
It would be possible for teachers and students to communicate using Facebook or MySpace, but I think there are better options for communication. I really think an educator should keep all communications with parents and students open, strictly professional and above reproach. And be very careful. It's possible for the most innocent and above board written communications to be misconstrued.
I suppose Facebook might be used to follow someone with connections to a unit of study. For example, scientists or journalists. However, I think following a blog set up for a specific purpose would be a better option.
Subscribe to:
Posts (Atom)