Great presentation by David Warlick.
Monday, October 27, 2008
Sunday, October 26, 2008
Create a blog which provides additional, age-appropriate material on thematic units you study throughout the year. Link to supplemental videos, podcasts and websites to encourage extended learning.
Create a blog where students record narrations of their favorite stories (use the free software Audacity to create sound files). Students can read published work or their own work. Accompany it with scanned illustrations they have drawn.
Create a blog where students list class hypotheses before each class science experiment. When experiment is done, results can be posted and compared to initial hypotheses.
Create a blog where students share stories about their favorite holiday, or a blog about special holiday traditions in their family.
Create a blog which lists creative writing prompts or striking visual images. Encourage students to post after self-selecting a prompt/picture. Let this evolve so that students begin writing the prompts for other students.
Create a blog that has children reviewing children's books.
Create a blog where every member of the class posts about a favorite vacation. Embed maps, use Google Earth or even create a "collaborative google map" where everyone "pins" their favorite vacations on one map (love this!)
Create a blog where you list various statements that are facts and others that are opinion. Students can leave comments explaining why each is either a fact or opinion.
Create a blog where students post most memorable learning moments on a recent field trip. Could also do a Know - Want to Know - Learned (KWL) activity on the blog.
Create a blog where students describe a typical day at school. Invite other same aged students from different global locations to contribute the same type of information on the same blog. Let students ask questions and leave comments to gain cultural awareness. Students can then begin to share/compare thematic units being learned, novels being read, field trips being taken, etc. You can also use epals/skype for this as well.
Create a professional reflection blog on lessons that you teach. Analyze strategies and techniques that work well or don't work so well. Research and link to alternative ways to approach the lesson next time.
Create a blog where students collect data on science experiments. Use blog to display information gathered from Google spreadsheets. Students can create/embed graphs and charts explaining relationships of data.
Create a blog that showcases student poetry, short stories, etc.
Create a blog where students post about math concepts learned throughout the year. Blog can provide examples and solutions of math problems and concepts being studied.
Create a blog where students digitally record steps to solving various math problems (can use digital camcorder, record from digital whiteboard applications or use screencasts programs to capture procedures/steps) - MATHCASTS
The real value of blogs and wikis is not the tool itself. It’s what the tool enables
Monday, October 20, 2008
What Thomas Friedman means when he says "The World is Flat"
*This is a great book...a must read for teachers.
Self-deception actually determines one's experiences in every aspect of life. The extent to which it does that, and in particular the extent to which it is the central issue in personal and professional leadership (vii). It blinds us to the true cause of problems, and once blind, all the "solutions" we can think of will actually make matters worse. That's why self-deception is so central to leadership-because leadership is about making matters better(viii). Silence.....
MORE to Come..........
Saturday, October 18, 2008
1. Digitally Speaking
2. Voicethread Wiki
Constructivism as a theory of learning has existed for over one hundred years but has not been widely accepted or applied in public schools. Modern technology is significantly impacting society and our daily lives. Public schools have and will continue to reflect societal change.
In a technology rich environment one must remember that the educational focus is on learning and instruction goals instead of the technology itself, because technology are merely tools or vehicles for delivering instruction.
It is not what the equipment is used which makes it relevant to a constructivist classroom. Technology makes possible the instant exchange of information between classroom as well as individual students; it allows instant access to databases and online information services, and provides multimedia resources such as interactive audio and video. Technology also allows to present educational materials across media formats.
Studies show that in technology rich classrooms there are many observable changes:
The key to success lies in finding the appropriate points for integrating technology into new pedagogical practice, so that it support the deeper, more reflective self-directed activity children must use if they are to be competent adults in the future (Strommen & Lincoln, 1992). It has been suggested by some theorists that the role of technology in education is so important, that it will force the issue of didactic versus constructivist teaching. Teachers will no longer have the choice but will be compelled to use a constructivist approach in a technology-rich environment.
Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Teaching without technology is no longer an option for teachers. PAY ATTENTION is a quick video (that has been around for about a year) that makes you think about your technology pedagogy.
Many teachers are just beginning to explore the true potential technology offers for teaching and learning. Integrating technology into classroom instruction means more than teaching basic computer skills. True technology integration is:
1. being actively engaged
2. having a global voice
3. group collaboration
4. frequent interaction/feedback/editing/writing
5. connection to real-world experts and real-life applications
9. knowing and implementing the ISTE tech standards (see below post) into everyday curricula
10. seeing technology as a tool not "one more thing"
11. seeing technology as part of the whole not separate
I can't answer the original question but I will say that most teachers fall into one of the below categories:
2. Do old things in old ways
3. Do old things in new ways
4. Do new things in new ways
Friday, October 17, 2008
National Educational Technology Standards (NETS•T)
and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), firstname.lastname@example.org, www.iste.org. All rights reserved.
Tuesday, October 14, 2008
Monday, October 13, 2008
This widget allows you to search for a book by title, author, or keyword. Once you enter the information you are taken to the Scholastic site...now you can see the reading level. The teacher can select how it is leveled; DRA, Lexile Format, Grade Equivalent, or Guided Reading. Teachers can also find similar books at the same reading level on that same page.
Sunday, October 12, 2008
IDEA: Have you students create their own writing template on their wikispace (or teacher wiki). Students can practice descriptive, expository, and narrative writing and illustrate their own writing using Tux Paint. Students can then embed their pictures into their template.
Tux Paint is a free and open source software. It is a program geared towards young children. The project was started in 2002 by Bill Kendrick who continues to maintain and improve it, with help from numerous volunteers. It is licensed under the GNU General Public License.
Saturday, October 11, 2008
Tuesday, October 7, 2008
http://www.crickweb.co.uk/ks1numeracy.html and http://www.schooltimegames.com/
Monday, October 6, 2008
Poor uses of technology in a classroom:
1. Technology education means taking time away from subject area learning and focusing on the acquisition of technology skills. Students should be engaged in meaningful learning experiences to help them demonstrate achievement of content standards.
3. The worst use of technology in a classroom, if we don't count dust collecting, is behavior modification. In this case, the teacher either "allows" computer use as a reward for completing "real work" or as a way to occupy students who have finished their "real work."
Appropriate use of technologies in classrooms:
1. Here is what technology is for: questioning, exploration, discovery, analysis, understanding, application, collaborating, and communication (global voice). This is also known as the learning process. Teachers need to ask themselves, "How can students learn the concepts central to this field of study better through the use of technology?"
I admit that computer labs can be used effectively, but only with great consideration for the learning objectives. The best uses of labs are either in a free-for-all setting in which students and teachers may come and go as needed or when they are used sparingly for whole class learning engagement in a meaningful learning activity (i.e., helping students make progress towards meeting standards). What works better under most circumstances is to put the computers into those classrooms where they will be used appropriately. Education research indicates that a 4:1 student to computer ratio seems to work best in most instructional environments. With most effective use, not every student needs a computer all the time, nor do all students typically need a computer at the same time. If the instructional design limits computer use to whole class exercises, then the instructional design also limits effective learning.
Friday, October 3, 2008
The 2007 Survey on Teaching Writing (PDF)
"Writing is the basis for most of our electronic communication today," said Richard Sterling, executive director of the National Writing Project. "The American public recognizes that our nation's educators need support for learning to use technology tools to teach writing in this digital age," Sterling said.
The majority of Americans responding to the survey (74%) believe that becoming proficient in computer technology should be a high school graduation requirement, ranking its importance just below that of reading (94%) and writing (84%). Further, widely endorsed support for learning to use computers at a young age (76%), along with the belief that writing should be taught in all subjects and at all grade levels (74%), suggest that the public views technology as integral to learning to write well.
In addition, Americans generally agree that:
A variety of computer applications contribute positively to students' growth as writers.
Creative applications such as PowerPoint presentations, doing homework on a computer, creating Web pages, writing blogs, and emailing friends and family actually help young people to become better writers.
Spell-check programs received a mixed response, with 51% saying they hinder learning to spell, and 43% saying they help.
Instant messaging received a negative response, with 60% of Americans saying it gets in the way of young people becoming better communicators.
Now read this letter (from a friend, Jann Montgomery-with permission to post)
I used to sit in my Grandma’s pantry for hours. I’d shut the door sometimes. I’d even brave turning out the light and sit there in the dark. It smelled like spices and cookies and my Grandma. I’d go in looking for treasures. I’d always find one too. When she knew I was coming, my Grandma would buy Buffalo Rock ginger ale. I’d spot the little bottles sitting on the floor of the pantry - yellow label, brown writing. But the best part was when I brought her one of the bottles. We would go in the kitchen together and she would let me pick out one of the special glasses that lived in the tall mahogany cabinet that no one was allowed to open without her. I’d always pick out the same one, the glass with the orange carousel giraffe on it. She’d put the ice in it – clink, clink, clink. I’d wait. She’d open the bottle with that familiar fizz. I’d wait. But the pouring, I could never wait. I’d inch my nose closer and closer to the glass until I could feel the bubbles from the fizz pop and burn in my nose.
I now have that glass, along with the rest of the carousel animals, in that tall mahogney cabinet that no one was allowed to open without her. I sometimes buy a Buffalo Rock, the one with the yellow label and the brown writing. I pour it myself and remember.
So, you tell me how powerful is writing? Students need to be empowered, emotional involved (Senses), encouraged to be creative... Blogs, Wikis, Online Journals, Digital Books, Creating books with Scrapblog, Digital Storytelling...etc...do have their place in the classroom.
Jann...a special memory for me would be the smell of my mom's cedar chest that was to become mine when I got married. The cedar chest stayed in the attic with my mom's wedding dress, pictures, high-school memorabilia etc. I can remember as a kid sneaking up into the attic just to see what was really in that cedar chest that was to become mine one day. I never did make it to actually opening it up and taking a peak until I was a freshman in high-school. I can remember the smell of fresh cedar the first time my mom sat down with me to share all of those love notes from my dad, pictures, her wedding dress, glasses...I felt so special to see all of the neat things that my mom had saved. I also remember her saying "It is time...time for this to become your hope-chest...a chest I hope full of wonderful dreams for you." My freshman year, my mom began to put things in my hope-chest... things for college and for the day I would get married. Many years have past with a lot of memories stored from that hope-chest. That hope-chest was destroyed in the March 2008 tornadoe that hit our house. Today, I own a piece of that hope-chest and the smell of fresh cedar still remains on that piece.
You can now order high-quality keepsake books, softcover books, post cards and greeting cards of your scrapblogs.
One-of-a-Kind...There are no cookie-cutter templates or time consuming configurators to fiddle with, just open a scrapblog and click 'Order Prints'. It's that easy.
Not only can you print your scrapblogs for yourself, but with the holidays fast approaching create the perfect personalized gifts for your friends and family or create your holiday cards right in Scrapblog, the possibilities are truly endless. YES...my boys will be creating Christmas cards this year...INTERESTING! Oh, I can easily see Postcards being made when studying places around the world...cool.
Thursday, October 2, 2008
While in “Slide Show” mode, press the following keys to help enhance your presentation:
Press “B” to Black out the screen. Press “B” again to return to normal. This is a great tool for when you want your audience to focus on you, not the slide.
“A” or “=” will show a pointer during your slide show. Press the same key again to make the pointer go away.
CTRL + P will turn your pointer into a pen so you can draw on the presentation during the slide show. CTRL + E turns your pen into an eraser.
To learn more about cool things you can do, press “F1″ while in slide show mode!
HELLO, WHERE HAVE I BEEN?
The site layout is extremely easy to navigate, with vibrant colors, logical design, friendly fonts, and a great balance of text and images. Signup is easy and free. The books are easily accessed and totally free.
It wasn’t designed for reading online, but great to use with a Lightsmith or an interactive whiteboard. You can quickly preview the entire book using the arrow keys or this handy thumbnail mode. This site lets you CREATE YOUR OWN books with a simple-to-use applet called the Big Universe Author(tm): This is GREAT!
Drag-and-Drop.... I can see upper elementary kids making their own books here EASILY.
Wednesday, October 1, 2008
You import your photos into this workspace, then arrange them in the order you want, add your annotations, then publish! Qlipboard is a download and can be added to your computer or you can NOW use Qlipboard online. The look is different than above. It is a simple version of voicethread.