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Free Online Applications

The first free online application I tried out was FotoFlexer.  I was intrigued because I take a lot of pictures and have never played with a free editing program.  I noticed free advertisements and was initially annoyed with that until I remembered that it is free and they have to make money somehow!  The site looked easy to use and it was.  I was able to figure out how to get started with no problems.  I could have used their free sample photo but decided to upload my own which was simple following their prompts.  I uploaded a 5x7 picture and it went pretty quickly.  All of the actions were easy to understand and apply.  The undo button took me a bit to find but didn't cause me any trouble when used.  A lot of the editing tools had advanced options.  You could do all sorts of things, including adding artwork and text to your photo.   I am not sure I would use this for editing my personal photos that I wanted to print, but I would set my daughter free on this to play with her own photos.  She would definitely have fun! In a classroom, I might use this to upload photos to our class blog, as an incentive computer activity, or maybe when students wanted to do something creative with a photo for a project, such as a book cover for a book report.  There are many options for saving such as sending to facebook, Picassa, or just as a jpeg to your desktop.  I chose to share the photo via URL/link here.  Piece of cake!

The second online application I spent some time with was Zoho.  Honestly, for much of the time I wasn't really sure what I was looking at.  It seems to be something for the business sector, not so much for education.  Maybe if you were teaching a business class and wanted to look at accounting reports, or if you were gathering/presenting data, it would be beneficial.   There is an option for creating tests and quizzes that directly appeals to teachers, but I felt that it would be more appropriate for upper level classes.  I found the site a little hard to search through and didn't feel like my questions were being answered even as I went deeper and deeper.  I reviewed a chart describing some different subscription options and it seems that you don't get nearly as much for free as you do if you pay to join.  I think Zoho can compare it to offerings from Google, and I personally think Google Docs seems much easier to navigate and work with with.  I like knowing that there are free applications out there available to us.

Screencast

I really like the idea of keeping up a classroom blog for parents.  I would like to have groups of students make the weekly posts and contribute classroom news, updates and other fun stuff.  I would teach the class as a whole about keeping a blog and we would create the first few posts together.  I can see writing for the blog being done during a time when there are multiple activities being completed by groups, in "centers" of sorts.  I wouldn't want to have to stay too long with one group, and going over blogging instructions would take time.  I would use a screencast like this to help remind them how to do it on their own.



 

Concept Map

When I was teaching 7th grade languages arts, my students always struggled with finding a topic to journal about. I was thinking about them and getting them to write at this point in the year and how I would have encouraged them to get started. I think you could use a program like Bubbl.us to have them brainstorm topics relating to their upcoming summers. You could have them do it individually or in pairs, depending on the availability of computers. You could get into what they created together as a whole class using the projector and even continue brainstorming. I could also see creating a map from the beginning as a whole class and getting input from all students. Pairs or groups of students could collaborate on a concept map without even using time during a school day. They could set up an account and work on it on their own. You could assign different colors to different students to keep track of their contributions. I have used Bubbl.us before and see it as a very beneficial tool.

Using Google Maps

The only thing I remember about learning the states and their capitals in school is that it was boring! It seems like all we did was memorize the names for a test. When I teach social studies, I don't want my kids to be bored! Instead, I want them interested and to actually learn about something that interests them. I have an idea about how to make this type of learning more fun through Google Maps. As you can see in the following post, I have created a map of the southwest region of the United States. I have highlighted four states to focus on and have used various placemarks to show the capitals and other special areas of interest. Some of those marks have descriptions, pictures and videos to tell you more about them. In a social studies lesson, I would put my students in group and assign each group a region of the US. Their task would be to create a similar map of their region, to highlight the capitals, and to find the special areas of interest (mountain ranges, rivers, deserts, etc.). I would ask them to dig deeper and search the web for interesting facts, videos, and/or pictures to include. Students could take this even further and include populations for their capitals. They could measure and map out how far each capital is from the other. They could look at other big cities in their states and compare them to the capitals. They could mark a hiking trail through a mountain range. They could include a video advertising a popular tourist attraction in that area. They could trace the route of a major river. If they are really into science, maybe they could find the best science museums in their states. If they love to camp with their families, they could locate campgrounds and describe the surrounding area. They could even plan a virtual trip with their group! After the groups complete their maps, they could present their map and discoveries with the class. We could post them on our class blog and ask parents for any stories about their own travels to these areas. I think this would be a fun way for kids to explore this country. I think the possibilities with using Google Maps in the classroom are endless!

Southwest States + Map

View Southwest States + in a larger map

My Education Reading List Podcast

Delicious!

I was introduced to a cool social bookmarking site this week. Check out my page!

Florida Map

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Wizarding World of Harry Potter

Photos and Photo Sharing!

Our very own Hermoine Granger!

To see more of my favorite pictures, click here

Week 3 Reflection

1.        Admittedly, when I began this technology journey I was thinking, “I need to learn how to use this stuff so that I can teach my students how to use it too.”  I think that fits right in with the early definitions described in this chapter.  More focus was placed on the use of technology to support instruction.  I was so focused on what I didn’t know “how” to do, I didn’t think beyond to the greater benefits.  I didn’t think about technology in terms of student learning and performance, just instruction.  I think the definition of IDT has evolved naturally as the field has grown. My thoughts have certainly started changing. When I get back in the classroom, I hope to work towards putting “the use of media for instructional purposes” together with “the use of systematic instructional design procedures.”  These two practices make sense together.   

2.       a. I think that the project discussed in the book had little effect because the technology was just used as a tool.  It seemed that the school passed out the laptops and hooked up the internet with little to no deeper thought.  Are there any plans involved, or were the computers just handed out?  Also, the teachers weren’t given any instruction as to how to use the laptops in their classroom and maximize the software they were loaded with.  What were they supposed to do with them?  And, what are the standards the teachers are supposed to work towards?  Are these students just meeting a goal of using technology?  It almost seems as if the district feels good about getting big, bulky textbooks out of the way and using the laptop almost like an e-reader.  It is as if they want the laptops to do some sort of magic on their own.

3.       b. I think the school could have employed some sort of technology introduction to get teachers, students, and parents excited and involved.  Maybe in-class instruction could have been given to the students who then had to go home and share with their parents.  Teachers could have been given more training to begin with and could have set some things in place to foster a student/parent lesson like that.   Teachers should have been given more information about the standards the district hoped the laptops would address and ways in which they could meet them.  I think it is beneficial for teachers to receive training.  In the case of technology, there could be trainings for the teachers so that they could see the benefits of technology in their own life and teaching practices.  If they had a greater understanding and a better appreciation, they may see how to really use it for student learning.  

Blogs! Readers! Wikis!

Blogs

I think blogs are a terrific tool for communicating information in a relaxed, casual way.  I have some favorite blogs that I frequently check and I always enjoy seeing what’s new.  I have found them to be fairly easy to set-up and work with, though I do get frustrated sometimes when I can’t seem to get one post to look like another in terms of font, font size, etc.  I think, with more practice, that it would only get easier.  I can see myself as a teacher using a blog to communicate with parents.  I could update as often as I wanted, could include pictures and link to a classroom newsletter. 

When thinking of a blog within Dale’s Cone of Experience, I had a hard time narrowing it down.  I think blogs definitely fall into the category of “direct purposeful experiences” because we have direct responsibility for our blogs, we are learning by doing.  I think a blog could also be considered in the category of “exhibits” because of what we can do with a blog.  For example, we can fill them with pictures of our students working in the classroom for others to view.

After reading Siegel’s article on “computer imagination” I immediately thought of a blog as an instant publisher of sorts.  Once you write on your blog and click “publish,” your information is out there for anyone to see.  When teaching writing, I think it would be fun to get student’s writing out there as soon as possible.  You could have them publish before traditionally reaching that step.  I think it would be beneficial in that students could get instant feedback along the way.  You could hook your elementary students up with a class of older kids who have an interested in the subject or being a tutor of sorts. 

RSS Reader

When I first read the week’s assignment, I was very curious about RSS.  I had never heard that term before.  Now, after making and playing around with one, I am a fan!  I love being able to put my favorite blogs and websites all in one place.  I think just bookmarking can get tedious and bog down a tool bar.  It is frustrating to have to go to a site and scroll through, looking for new information.  Now, with my reader, I can see what is new immediately and decide if I want to continue on and read it or come back to it later.  I like the different sorting options and am motivated to organize my list better and create some folders.  What a great way to organize all sorts of information.  I feel like you can keep personal interests and professional interests easily in one place.  This is definitely a tool that I will tell others about!

As far as Dale’s Cone of Experience, I think a RSS Reader would be in the categories of “visual symbols, exhibits, and contrived experiences.”  A Reader helps you store information in an organized way that allows you to see what is available on an ongoing basis.   

I think it would be beneficial to get your students started with a reader when they are doing some research.  If they are researching a current event, for example the upcoming elections, they could manage news feeds from numerous sites with a reader.  I am not sure how “imaginative” this is, but I do think it would solve the problem of managing so much information at once.  Especially information that might be continuously updated or even changed.

Wiki

Using my wiki page was a little harder for me than my blog and my reader.  The more I worked with it, the better it felt, but I definitely think there is a little bit more of a learning curve.  I am sure I will get more comfortable with practice.  In a classroom, I can see a wiki page being very beneficial for student groups.  If I were teaching Language Arts, I would set up literature circles and give each group a different novel to read.  Each group would have certain pages to read weekly and each student would have a different job involving those pages.  Each group could set up a wiki page and they could report their work on there.  For example, the person in charge of writing discussion questions could post them on a wiki, and then the others could add their responses.  I could view the page as well and keep up with what they are doing, how they are interacting, etc.  

Web 2.0

What do you know about Web 2.0 compared to Web 1.0?  Check out my summary on part of an article titled "What Is Web 2.0" by Tim O'Reilly.

A Means-To-An-End?

After reading the article by Reigeluth and Joseph and the other by Postman, I find myself somewhat in the middle.  I find that interesting given my experience in a classroom that lacked in technology compared to my current excitement about teaching again in a technology-rich environment.

I think it is all in how technology is used in the classroom and in our schools.  Are we using technology as simply a means-to-an-end?  Or, are we committed to teaching 21^st-century skills and integrating technology at a deeper level?  As Reigeluth and Joseph say, “…perhaps there would be greater leverage if we invest in finding ways that technology can transform the way we teach, ways technology can allow us to teach that weren’t feasible before.” We need to extend our teaching beyond having our students simply type their stories when we visit the computer lab, or completing an AR test on the classroom PC.  We need to study the capabilities of the technology available to us and work toward a more “learning-focused paradigm of education” that can be supported by technology.  We can’t simply hand a teacher a tablet, or assign them the task of creating a classroom blog, without helping them see the bigger picture and look into ways these tools can truly help them improve in meeting their student’s needs. 

I thought Postman’s point in raising the question “what is the problem to which _____ is the answer?” was a great one.  I never thought about approaching classroom technology in that way before.  I know of a teacher who was very excited to incorporate the use of i-clickers in her classroom and wrote a grant asking for a class set.  She was awarded the grant and the items were purchased.  Unfortunately, she has yet to put the clickers to much use in her classroom.  There may be many reasons for this, but I would venture to guess that she didn’t think at length about the problem to which the clickers were the answer.  We should not get caught up in all the rage surrounding technology, but look more closely at how our teaching and how our students can/will benefit.

I do think that technology has a very important place in education today.  I wish all classrooms were equipped with the best on the market and were able to stay up with the current trends.  As a teacher myself, I am willing to learn and see where I can benefit from technology-use which is why I am in this class.  I hope, however, that I can keep a balance and not just ride the technology wave looking for the next best thing.  I want my students to be exposed to different tools, but I want them to see the tools as much more than the means-to-an-end.  I want to remember that technology can’t fill in all the gaps, or solve the problems a school has, but that it can provide “a quantum improvement in our ability to meet new educational needs.”  I believe it is all about balance and our willingness to dig deeper.