Thursday, April 29, 2010

EdTech Profile - NETS V

For this assignment, we used the Educational Technology Assessment (edtechprofile.org) and answered a serious of questions that would show whether or not we were proficient in technology and how it is used in our classroom. After the assessment was over, it created a visual profile to show our comprehension level of technology compared to other teachers. The profile would then give you a list of improvements that could be made to increase technological learning in your classroom.

KerriAnnClark's EDUC 422 Ed Tech Profile                                                            

Wiki Page -I, III, V

For this assignment, I used wetpaint.com to learn about an educational technological tool that I would like to explore. I chose to explore slideshows and used SlideRoll.com to produced my own creative slideshow using pictures from when I worked for worked for Poway Unified School District in the summer of 2009. After I created my wiki page led by tutorials, I then uploaded it to my blog using embedit.in

Excel Crossword Puzzle - II, III

For the Excel Crossword, I watched video tutorials that led us step-by-step on how to create a crossword puzzle using Microsoft Excel. The crossword puzzle was created based on a subject matter of our choice or it could be about ourselves. I chose to create a crossword about myself and my interests. This was a creative and fun way to learn how to use excel and I could now reproduce a crossword for my students to fill in about subject matter that met state standards.

KerriAnnClark Spreadsheet EDUC Clues                                                            

Copyright/Internet Safety - NETS IV, V

Utilizing GoogleDocs, I collaboratively worked with others classmates to research, gather and complete a project about copyright and Internet Safety. I personally researched the topic of cyberbullying and contributed to GoogleDocs for my other group members to review. All the topics listed in this assignment can be used as a reference for future teachers facing these issues in their classrooms.

Copyright and Internet Safety Group Project                                                            

iMovie PSA - III

Using iMovie, we were instructed to make a Public Service Announcement (PSA) on Hate Crimes at California State University San Marcos. To raise awareness on the issue of hate crimes, we constructed video clips using still shots, inputting video clips and incorporated transitions, music and text into our movies. We then saved and exported our video's using Quicktime for others to view.

video

Monday, April 12, 2010

Journal #10 - Let the Kids do the Work - I, IV, V

Lawlor, J. (2010). Let the kids do the work. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm

A man used web 2.0 to create his own wiki. The first homework assignment he assigned was simple: Log on to the wiki, read a poem, and answer an essay question. As an afterthought, He asked his students to respond to at least one other student's essay. He has about 25 students in each class, so it was reasonable to expect 50 replies. The next morning he was shocked to discover 472 replies from a single class! Many of these replies lacked attention to grammar, but buried beneath the Internet slang were interesting thoughts and ideas. Later the students literally directed him where to go on the wiki. Sometimes he even sat down as a student took control of the laptop and led the class to the best essays and most interesting discussion threads. By meeting the kids where they live—online—he got them to invest in ways he never could have with a traditional homework assignment. In turn, they were more willing to participate in the classroom discussions that followed.

The students were told to write an essay on the wiki by their teacher. One girl wrote only two sentences and her peers responded via thread discussions. That night she attempted her essay again and got more feedback on what she wrote. She then when back for the third time to write her essay again which was a vast improvement from what she had written her first time. The teacher did not have to say a word to the girl. Instead the class wrote comments and she responded and made improvements herself.
The teacher assigned a free response project on the wiki but forgot to post the poems what they were supposed to free respond to. When the teacher logged onto the wiki the next morning he was surprised to see that one of his students took charge and posted them. The wiki empowered one student to help a hundred others get their homework done. How often does that happen? The real surprise working with the wiki was that the reluctant participants flourished online. This caused one student who never participates in class to do her work and responded to 25 others.

 He offered the job of remodeling his wiki to a few students, and they eagerly took on the task. They quickly executed a makeover. He was so impressed with the transformation that he insisted that they teach him the techniques they used. In this situation, the normal dynamics of the classroom were reversed: The students taught, and the teacher learned. What's important, however, was that everyone took greater ownership of the final product. Because the wiki is a collaborative tool, the students do more and the teacher does less

 How effective would this tool be in a classroom?

This project is definitely for grades 4 and up. A wiki would be pretty hard to teach younger grades. If I was teaching a class of upper elementary or higher then I would definitely use it. I feel that students work really well when their peers give them constructive feedback. As long as my students were giving constructive remarks rather than destructive remarks then I would be inclined to use this program.


Would I let my students teach?

I feel that students know a lot about the Internet because they love to explore and learn. As the teacher did here, he let them teach him how to design a more interactive and fun wiki rather than the boring one he use to have. This taught him and helped his students to learn to work together. Also if students aren’t afraid to teach then I feel it is a huge learning experience for the students to teach the rest of the class and I would highly encourage this behavior.



Journal #9 – Playing with Skype - II, IV, V


Weller, T. J. (2010). Playing with skype. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

Travis J. Weller has attended many performances and watched where a guest conductor is brought in for an honors band and shared their personal insights with students. Many times it's difficult to bridge the gap between the composers of school band music and the students and audience they want to engage. Travis thought that there had to be a way to help those who write great music connect with the students who bring the music to life and the families who are listening. Both Travis J. Weller and Joseph M. Pisano of Grove City College in Pennsylvania, got together and came up with a way to bring composers to live concerts by the use of technology. Joseph and Travis invited their friend Jason Davis on to what is known as Skype into their 8th grade music classroom. Skype is a free and easy tool to use to communicate with others via Internet. You can talk and visually see the person you are talking with by webcam and microphone. Skype makes it possible for educators to seek out experts in their subject areas and invite them to share in the classroom or the rehearsal hall. Davis, then a freelance musician and licensing agent, spent 45 minutes discussing copyright laws, the music business, and censorship. Later that day, the idea to use Skype at a live concert came to them.
The equipment needed was very minimal: a computer with a broadband Internet connection, a data projector, a couple of microphones, a webcam, some adapters to pump the audio feed through the sound system, and a projector screen. Many times schools already have access too much of this equipment. They then invited musicians to join them on Skype and they agreed to appear live at the concert. They made an introduction for their pieces before the student performed them. The introduction turned into an interactive conversation that was very meaningful to the students and the audience.


Would I use Skype in my classroom?

            I use Skype on a weekly basis at my home right now to talk to other relatives that live in other states or towns. The best thing that Skype provides, is that you can visual see others and talk to them for free. As a teacher, I would definitely use Skype in my classroom. It can give my students a chance to talk and learn from other who live in other parts of the world. You can learn from different cultures or learn about multiple subjects from experts who can teach them more in depth on a subject that they want to learn about.
How would I get my students involved in using Skype?
            I would get my students involved by having a basic workshop, to teach them how to use Skype and then give them a chance to interact with others on the campus and learn to teach one another through Skype. I would then collaborate with other teachers from a different school and would have my students teach other students a lesson and then vice versa so that the students can learn from one another and teach each other while learning about Skype.