Here is the link to my TPACK paper.
Wow, at first that source article threw me for a loop! It was so hard to digest! I could only get through to about page 4 every time I tried to start it! I found, however that it was easier to read after having completed the assignments for this course. I really realized what they were driving at. I didn't like all the pedagogical jargon they threw in there and found about half really really informative, but all in all, it was a good article.
I really feel like in addition to all the new skills we learned and tools we explored, I learned the most about myself. The instructor was right, I went through a myriad of emotions during this course, elation, extreme frustration, doubt, and pride. In the end, I do feel better equipped to meet the future head on! (and in this case, the future is meeting me this fall with teaching my first online course!) Some things I will use, and some I will not, but I feel that I have benefitted from learning about them all. I was skeptical when I started this course, but no matter what grade I receive, I have taken something away and that, to me, is what is most important.
Monday, July 19, 2010
Sunday, July 18, 2010
Google forms
Here is the link to my Google Forms survey.
I really like this application! This survey is one I plan to use when teaching online for the first time this fall. I have taken both the six-week training course and the Vista Bootcamp, and both recommend giving a computer-aptitude test to determine how comfortable students are with being in an online learning environment, much like we did for this course. When teaching face to face, I have always given a diagnostic test to see where students fall in terms of what their prior knowledge is. This is an easy way to do just that. I plan on also giving a more course-specific survey to see how much they know about the subject. My main concern for teaching online is first-time students who have no idea how much work is involved. This survey will hopefully weed out those who may not feel the online environment is best for them.
I like how this application gives results in a spreadsheet. This way, data culled from given answers is easily accessible and put to greater use.
Here is a link to the results. Hopefully someone will take it and give me some!
ISTE-NETS related:
2.Design and Develop Digital-Age Learning Experiences and Assessments
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.
I think this is a good tool for providing true assessments. Is there a way to make the students aware of data collected? Did they all miss the same question? I think there are ways to do this through Black Board. I like also with Google Forms there are a myriad of question types to choose from. This will give the instructor more flexibility when creating authentic assessments.
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
By assessing, one finds out what the students know and can therefore better the way they communicate educational goals.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
If students are taught how to use this tool, they could create assessments for themselves and their peers. Sometimes you are hardest on yourself. So making a test you knew you or your friend had to take can up the competitive ante. Plus, by rephrasing information in the form of a question, students can see how lessons are communicated. Also, teachers can glean information from student created surveys and tests to see what kinds of questions they would ask each other and perhaps model questions in that mode.
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.
I really like this application! This survey is one I plan to use when teaching online for the first time this fall. I have taken both the six-week training course and the Vista Bootcamp, and both recommend giving a computer-aptitude test to determine how comfortable students are with being in an online learning environment, much like we did for this course. When teaching face to face, I have always given a diagnostic test to see where students fall in terms of what their prior knowledge is. This is an easy way to do just that. I plan on also giving a more course-specific survey to see how much they know about the subject. My main concern for teaching online is first-time students who have no idea how much work is involved. This survey will hopefully weed out those who may not feel the online environment is best for them.
I like how this application gives results in a spreadsheet. This way, data culled from given answers is easily accessible and put to greater use.
Here is a link to the results. Hopefully someone will take it and give me some!
ISTE-NETS related:
2.Design and Develop Digital-Age Learning Experiences and Assessments
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.
I think this is a good tool for providing true assessments. Is there a way to make the students aware of data collected? Did they all miss the same question? I think there are ways to do this through Black Board. I like also with Google Forms there are a myriad of question types to choose from. This will give the instructor more flexibility when creating authentic assessments.
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
By assessing, one finds out what the students know and can therefore better the way they communicate educational goals.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
If students are taught how to use this tool, they could create assessments for themselves and their peers. Sometimes you are hardest on yourself. So making a test you knew you or your friend had to take can up the competitive ante. Plus, by rephrasing information in the form of a question, students can see how lessons are communicated. Also, teachers can glean information from student created surveys and tests to see what kinds of questions they would ask each other and perhaps model questions in that mode.
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.
Friday, July 16, 2010
Jeopardy!
History of Modern Design Jeopardy Template
Here is my link to my Jeopardy game! I love Jeopardy, so this was a lot of fun for me. I need to learn to just jump in, because this was another assignment I thought I was going to have difficulty with and it ended up being really easy to create! It also gave me some food for thought about what kind of material I will be looking to test on. I wish I could have made it more complicated, with multiple part answers, but that was a part of my challenge, to simplify. I guess the format is better geared towards secondary environments, but college students can still have a lot of fun with it. It is a good way to quiz yourself and a lot more fun than flash cards!
ISTE-NETS associated:
1) Facilitate and Inspire Student Learning and Creativity
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.
I think this assignment models all of these. One could assign it to a group, and they have to collaborate on the questions, with each group taking a different chapter. This way, students can get a lot of diversity in their questions and responses. They can also peer test, which students enjoy. It can also lend insight to what the teacher goes through, and the teacher can learn from the students by what kinds of questions they ask, and therefore what they feel is most important.
2.Design and Develop Digital-Age Learning Experiences and Assessments
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.
Any assignment that differs from the norm is sure to engage a student. I LOVED playing games for review. It fed my thirst for trivia and my competitive side. If this technology is share with the students, they could use it in place of flash cards or even swap games on the same subject to get a different point of view. I like the give and take nature of this program. You present an answer, and you get the correct response. It also engages in several different learning styles including kinesthetic ones!
Lots of fun!
Here is my link to my Jeopardy game! I love Jeopardy, so this was a lot of fun for me. I need to learn to just jump in, because this was another assignment I thought I was going to have difficulty with and it ended up being really easy to create! It also gave me some food for thought about what kind of material I will be looking to test on. I wish I could have made it more complicated, with multiple part answers, but that was a part of my challenge, to simplify. I guess the format is better geared towards secondary environments, but college students can still have a lot of fun with it. It is a good way to quiz yourself and a lot more fun than flash cards!
ISTE-NETS associated:
1) Facilitate and Inspire Student Learning and Creativity
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.
I think this assignment models all of these. One could assign it to a group, and they have to collaborate on the questions, with each group taking a different chapter. This way, students can get a lot of diversity in their questions and responses. They can also peer test, which students enjoy. It can also lend insight to what the teacher goes through, and the teacher can learn from the students by what kinds of questions they ask, and therefore what they feel is most important.
2.Design and Develop Digital-Age Learning Experiences and Assessments
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.
Any assignment that differs from the norm is sure to engage a student. I LOVED playing games for review. It fed my thirst for trivia and my competitive side. If this technology is share with the students, they could use it in place of flash cards or even swap games on the same subject to get a different point of view. I like the give and take nature of this program. You present an answer, and you get the correct response. It also engages in several different learning styles including kinesthetic ones!
Lots of fun!
Wednesday, July 14, 2010
Here is my PSA on cyberbullying. You can also link to it here.
I have to say that I like the way this finished product looks, but I'm afraid mine is not as polished. I wish it were better, but I re-recorded my voice-over some many times! It was hard matching images to dialogue as well. My voice cuts out in some places. Argh! I'm no perfectionist, but I know I could spend a whole week on this and still not be satisfied. It was the same with the prezi! I knew I just had to cut it off at some point and be happy. I hope it looks OK!
I was terrified of this assignment when I first read about it and put it off for a long time. But when I started, it was really easy. But, like I said, lots of nuances and tweaks I wanted to make right!
As an educational method, I think this is great. You could make an entire lecture this way, complete with text and voice. I like that the program seamlessly flips the images for you. This format works for me and my content area because it is largely image-based.
Subject matter aside, I had fun doing this assignment and I will most likely use this format in the future!
ISTE-NETS associated with this assignment:
1. Facilitate and Inspire Student Learning and Creativity
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.
I feel this assignment models all four of these points. Students have to be creative, conceptual and show planning. There is room to explore real world issues, as we did with the assignment. It is a good way for students to share and explore other videos.
2. Design and Develop Digital-Age Learning Experiences and Assessments
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.
Again, I feel this assignment reaches many different learning styles. Auditory, visual, text-based and kinetic.
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
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.
This is an effective communication tool, that can be shared and viewed by many.
5. Engage in Professional Growth and Leadership
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.
Through this kind of technology, teachers can expand their arsenal of effective teaching methods and keeps them on the cutting edge, and students interested.
Tuesday, July 6, 2010
Prezi
Here is the link to my prezi.
Wow. That took some doing. It was a lot of trial and error. I didn't get the scale function on the zebra until the very end. I was going around in circles instead of dragging the circle out. I blame Apple for the circular motion default. I couldn't figure out how to save, my scaling is off and it all looks crooked to me. Unfortunately, I'm not going to attempt to fix it because I'm afraid I will mess it up! Its going to stay how it is!!
I have to say, I'm still a Power Point girl. I understand the benefits of Prezi and am glad I learned about it, but I am more comfortable with Power Point and will continue to keep using that as my presentation of choice. Especially now that I know how to do more with that application!
Prezi is similar to Power Point because they are both ways to get information across in a presentation format. It is different because the information Prezi presents is all on one page. And can be accessed in a manner like a flow chart. I like it and plan to practice more, but like I said, I feel more comfortable with the old standard.
I guess advantages to Prezi would be that it presents all the information in one go. It also follows an interesting format that could be more engaging to more kinetic learners. Personally, I found it a little disconcerting and made my head spin a little!
ISTE-NETS linked to this assignment:
1.Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
This will help students stretch their creative muscles by creating an engaging, educational presentation.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
This means that students can exercise conceptual thinking and big picture ideas.
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
I do think this will engage different styles of learning with the incorporation of text, images, and movement.
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.
Any more new technology that teachers and students are exposed to will encourage forward thinking, adventurous teaching methods and more confidence in the classroom.
Wow. That took some doing. It was a lot of trial and error. I didn't get the scale function on the zebra until the very end. I was going around in circles instead of dragging the circle out. I blame Apple for the circular motion default. I couldn't figure out how to save, my scaling is off and it all looks crooked to me. Unfortunately, I'm not going to attempt to fix it because I'm afraid I will mess it up! Its going to stay how it is!!
I have to say, I'm still a Power Point girl. I understand the benefits of Prezi and am glad I learned about it, but I am more comfortable with Power Point and will continue to keep using that as my presentation of choice. Especially now that I know how to do more with that application!
Prezi is similar to Power Point because they are both ways to get information across in a presentation format. It is different because the information Prezi presents is all on one page. And can be accessed in a manner like a flow chart. I like it and plan to practice more, but like I said, I feel more comfortable with the old standard.
I guess advantages to Prezi would be that it presents all the information in one go. It also follows an interesting format that could be more engaging to more kinetic learners. Personally, I found it a little disconcerting and made my head spin a little!
ISTE-NETS linked to this assignment:
1.Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
This will help students stretch their creative muscles by creating an engaging, educational presentation.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
This means that students can exercise conceptual thinking and big picture ideas.
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
I do think this will engage different styles of learning with the incorporation of text, images, and movement.
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.
Any more new technology that teachers and students are exposed to will encourage forward thinking, adventurous teaching methods and more confidence in the classroom.
Tuesday, June 29, 2010
Motion Path
Here is the link to my motion path. I had fun with this assignment and have enjoyed looking at my fellow student's examples. For mine, I made a slide that shows Medieval pilgrimage routes. The Pilgrim follows one of the major roads when you send him on a Pilgrimage. Many medieval people went to Santiago de Compostela because the routes to Rome and Jerusalem were too treacherous. When they reached Santiago, they received a cockle shell as a symbol of their sacrifice and journey. The cockle shell is symbolic because Santiago is near the coast and sets the faithful pilgrims apart from other peasants. You will find cockle shells around major churches and along the way. I chose my pilgrim to start at the city of Vezelay, because I have been there and it a beautiful church and town.
Completing the label assignment made this much easier for me. I had fun with it and hopefully made it a little educational in the process.
ISTE-NETS related to this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a) This assignment is great for students and teachers to flex their creative muscles. Teachers sometimes rely too much on text or basic lecture. This makes learning active and fun.
c) This also needs planning and layout. This kind of big-picture thinking is good for students
Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
This also hits many different learning styles, especially those who are kinetic learners. Clicking and getting results is active learning for these students and you may even be able to make a game out it. I know I loved playing games in class. It made learning competitive and fun.
Completing the label assignment made this much easier for me. I had fun with it and hopefully made it a little educational in the process.
ISTE-NETS related to this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
a) This assignment is great for students and teachers to flex their creative muscles. Teachers sometimes rely too much on text or basic lecture. This makes learning active and fun.
c) This also needs planning and layout. This kind of big-picture thinking is good for students
Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
This also hits many different learning styles, especially those who are kinetic learners. Clicking and getting results is active learning for these students and you may even be able to make a game out it. I know I loved playing games in class. It made learning competitive and fun.
Friday, June 25, 2010
Labels
Here is a link to my labeled Power Point slide. With as many Power Points as I have made, I have never made labels like this and it took some time to figure out how to get it exactly right. I made my slide on the parts of a cathedral. Analyzing architectural elements can sometimes prove to be difficult for those who have never encountered them. This is a good way to see where things are and how they relate to the whole. As stated with other assignments, the labeling application is beneficial as both a study guide and an instructional tool. It will also reach visual, textual and kinetic learners. I liked doing this assignment for the most part and I am sure it will come in handy in the future. However, I was frustrated by some of the intricacies of making the labels. I played forever with the background and different types of arrows!
ISTE-NETS associated with this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
This tool, like other methods discussed in this blog can be useful instructional tools, and when the information on how to create these thing is passed on to the student, they become helpful study guides. Students can effectively make flash cards or quiz themselves. Teachers can even make a classroom game with this hide and reveal method.
2)Design and Develop Digital-Age Learning Experiences and Assessments
c) customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
Again, this can reach different learning styles with the addition of the kinesthetic learners. Clicking and making things happen engage the kinetic learner and this meets that goal.
3) Model Digital-Age Work and Learning
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.
By using a variety of instructional methods, teachers can shake up potentially boring classrooms. Change one little thing in the classroom and students can re-engage. This is a good way to do that!
ISTE-NETS associated with this assignment:
Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
This tool, like other methods discussed in this blog can be useful instructional tools, and when the information on how to create these thing is passed on to the student, they become helpful study guides. Students can effectively make flash cards or quiz themselves. Teachers can even make a classroom game with this hide and reveal method.
2)Design and Develop Digital-Age Learning Experiences and Assessments
c) customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
Again, this can reach different learning styles with the addition of the kinesthetic learners. Clicking and making things happen engage the kinetic learner and this meets that goal.
3) Model Digital-Age Work and Learning
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.
By using a variety of instructional methods, teachers can shake up potentially boring classrooms. Change one little thing in the classroom and students can re-engage. This is a good way to do that!
Wednesday, June 23, 2010
Bauhaus ignite format
Check out this SlideShare Presentation:
Here is the same Power Point in a different format. Ignite is a more contained way of sharing information. Presentations are only 20 slides that have a 15 second interval between each. This means that presentations are 5 minutes each. This way participants, students and other fellow Igniters can learn something in a relatively short period of time. Slides are presented with optimal images and succinct text. No voice overs are allowed. Learning is collaborative and networked. Everyone can spare 5 minutes to learn something new, right?
ISTE-NETS:
In my previous post about Power Point, I talked about the first and second ISTE-NETS characteristics. Now, with Ignite, I'd like to talk about the last 3:
3) Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
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.
I really like b and c here. I like the fact that it mentions collaboration and community. I didn't realize Slide Share was a resource where not only does one share presentations, but also are able to access presentations created by others. Collaborative learning, I feel, is an effective way to feel "linked in" to others. Letter C talks about communicating using a variety of digital media, which in this day and age is crucial to success both in school and future careers.
4. Promote and Model Digital Citizenship and Responsibility
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 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
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.
The rest of the highlighted items all touch on information sharing, the global village and current research. Ignite, Power Point and Slide Share all contribute to these things. The world is a small place, and these tools help make it more accessible. One can view presentations and information from contributors all over the world. For example, my first follower on Slide Share was someone from China! So, you can see what people are contributing on the same or similar topics all over the world!
Bauhaus ignite format
View more presentations from katiehotard.
Here is the same Power Point in a different format. Ignite is a more contained way of sharing information. Presentations are only 20 slides that have a 15 second interval between each. This means that presentations are 5 minutes each. This way participants, students and other fellow Igniters can learn something in a relatively short period of time. Slides are presented with optimal images and succinct text. No voice overs are allowed. Learning is collaborative and networked. Everyone can spare 5 minutes to learn something new, right?
ISTE-NETS:
In my previous post about Power Point, I talked about the first and second ISTE-NETS characteristics. Now, with Ignite, I'd like to talk about the last 3:
3) Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
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.
I really like b and c here. I like the fact that it mentions collaboration and community. I didn't realize Slide Share was a resource where not only does one share presentations, but also are able to access presentations created by others. Collaborative learning, I feel, is an effective way to feel "linked in" to others. Letter C talks about communicating using a variety of digital media, which in this day and age is crucial to success both in school and future careers.
4. Promote and Model Digital Citizenship and Responsibility
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 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
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.
The rest of the highlighted items all touch on information sharing, the global village and current research. Ignite, Power Point and Slide Share all contribute to these things. The world is a small place, and these tools help make it more accessible. One can view presentations and information from contributors all over the world. For example, my first follower on Slide Share was someone from China! So, you can see what people are contributing on the same or similar topics all over the world!
Tuesday, June 15, 2010
The Bauhaus
Check out this SlideShare Presentation:
Well, let me just say that I LOVE power point. We go way back. This is pretty much my only means of teaching. I like it because you can get text and images in the same place, which benefits both visual and textual learners. The first time I used power point, I was in graduate school and I swear it was the hardest thing ever to do. Probably because I was flatbed scanning all of my images and it took forever. Now, after 6 years of teaching, I think I'm much better at it. However, I did learn some things with this example. I have never made a power point like it before. I usually alternate text and images and include a lot of text from chapters we are studying. This time, I figured out how to insert text boxes and write on the images themselves. You can also insert a Jing image here to include more involved diagrams if you cannot find any online. I agree with the professor to not waste time on fancy transitions. That just seems superfluous and distracting. I can't say whether I like this way better or not. It takes longer, and I feel it may take away from the images themselves. But, if you are an online teacher, this is optimal because you won't be there face to face. I hope my power point was educational to you. I enjoyed creating it and plan to use it in my course this fall!
ISTE-NETS connected with this assignment would be:
Facilitate and Inspire Student Learning and Creativity
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.
a) Power point does require a modicum of inventiveness. You want to be informative, and yet keep your audience engaged.
b) Power Point is a real tool used in the everyday world. It is beneficial for students to become acquainted with this early, as they could use it in just about any career field. It is an easy way to present information in a myriad of different ways in a short amount of time.
c) I like the part about conceptual understanding and planning. Students have to be aware of a certain flow of slides, and how they communicate relevant information to their audience. Power point presentations should be cohesive and comprehensive.
Design and Develop Digital-Age Learning Experiences and Assessments
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.
a,b) Not only is power point a presentation tool, it can also be used as a study aide. Students could do away with flash cards and make a power point.
c) As stated before, with Power Point learners of different types are reached. Visuals have images, auditory learners have lecture, "textual" learners have text.
The Bauhaus
View more presentations from katiehotard.
Well, let me just say that I LOVE power point. We go way back. This is pretty much my only means of teaching. I like it because you can get text and images in the same place, which benefits both visual and textual learners. The first time I used power point, I was in graduate school and I swear it was the hardest thing ever to do. Probably because I was flatbed scanning all of my images and it took forever. Now, after 6 years of teaching, I think I'm much better at it. However, I did learn some things with this example. I have never made a power point like it before. I usually alternate text and images and include a lot of text from chapters we are studying. This time, I figured out how to insert text boxes and write on the images themselves. You can also insert a Jing image here to include more involved diagrams if you cannot find any online. I agree with the professor to not waste time on fancy transitions. That just seems superfluous and distracting. I can't say whether I like this way better or not. It takes longer, and I feel it may take away from the images themselves. But, if you are an online teacher, this is optimal because you won't be there face to face. I hope my power point was educational to you. I enjoyed creating it and plan to use it in my course this fall!
ISTE-NETS connected with this assignment would be:
Facilitate and Inspire Student Learning and Creativity
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.
a) Power point does require a modicum of inventiveness. You want to be informative, and yet keep your audience engaged.
b) Power Point is a real tool used in the everyday world. It is beneficial for students to become acquainted with this early, as they could use it in just about any career field. It is an easy way to present information in a myriad of different ways in a short amount of time.
c) I like the part about conceptual understanding and planning. Students have to be aware of a certain flow of slides, and how they communicate relevant information to their audience. Power point presentations should be cohesive and comprehensive.
Design and Develop Digital-Age Learning Experiences and Assessments
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.
a,b) Not only is power point a presentation tool, it can also be used as a study aide. Students could do away with flash cards and make a power point.
c) As stated before, with Power Point learners of different types are reached. Visuals have images, auditory learners have lecture, "textual" learners have text.
Monday, June 14, 2010
Self-assessment
It is always a good idea to self-assess, even though we may not have the time to do it. We can be our own worst critics, and any person who has a real interest in learning and furthering their education will be brutally honest. My self-assessment for EDUC 2201 was a wake-up call. I thought I was sailing along and completing the work just fine. Unfortunately, I was not.
Things I learned:
-I was not posting links correctly. I was just copying and pasting like I always did. My husband helped me create links, and now I am link happy.
-My blog entries were not as complete as I had thought. I still need to go back and think carefully about what kinds of ISTE-NETS are applicable and add them to previous posts. I am still unsure if the way I go about doing that is correct, but I suppose there is no "incorrect" way as long as we get the point across.
-I had yet to start my TPACK paper. Yikes! I was guilty of this one for sure. I have since started on it, although it is still very anemic. I had started to read the article at the beginning of the semester but only got through page four or so. I found it to be extremely dry (sorry!). But, as a skimmed further, I found explanations for things that I needed and plan to go back through with more patience and finish reading it and put that knowledge to work in my paper.
-Anyone who has been following this blog or the discussion board knows my frustration and pitfalls with the Google drawing. Still cannot get that to work. But, if that's the worst thing that happens this semester, I'll take it.
All in all, I learned that I need to spend more quality time on this course, the assignments and blog posts. I had my doubts at the beginning of the semester, but now I am excited about what we are learning and the manner we do it in. I hope that reflects in my blog posts!
Things I learned:
-I was not posting links correctly. I was just copying and pasting like I always did. My husband helped me create links, and now I am link happy.
-My blog entries were not as complete as I had thought. I still need to go back and think carefully about what kinds of ISTE-NETS are applicable and add them to previous posts. I am still unsure if the way I go about doing that is correct, but I suppose there is no "incorrect" way as long as we get the point across.
-I had yet to start my TPACK paper. Yikes! I was guilty of this one for sure. I have since started on it, although it is still very anemic. I had started to read the article at the beginning of the semester but only got through page four or so. I found it to be extremely dry (sorry!). But, as a skimmed further, I found explanations for things that I needed and plan to go back through with more patience and finish reading it and put that knowledge to work in my paper.
-Anyone who has been following this blog or the discussion board knows my frustration and pitfalls with the Google drawing. Still cannot get that to work. But, if that's the worst thing that happens this semester, I'll take it.
All in all, I learned that I need to spend more quality time on this course, the assignments and blog posts. I had my doubts at the beginning of the semester, but now I am excited about what we are learning and the manner we do it in. I hope that reflects in my blog posts!
Saturday, June 12, 2010
Google drawing
Since I cannot get the Google drawing application to work, I am writing a blog post about my difficulty with it. Initially, I was very confused about the instructions. I searched all over to figure out where to locate the drawing tool. I saw classmates examples, and was aware of what it should look like. I understood the concept, and now think it is similar to the Jing image tool, except the drawing is your own creation. My husband had to help me run updates on my computer for me to access it. I saw the tools and began to save images I wanted to include. When I tried to insert the images nothing happened. I tried the arrow and other drawing tools, to no avail as well. At this point I was so frustrated that I was ready to give up. I had said in a discussion thread that I do much better with items that I struggle with with fresh eyes and a clear head, so I resolved to try again the next day. Subsequent tries to get the drawing tool to work failed due to two factors:
1) a message saying the browser was too busy
2) when I finally did get it to open, the new page would sit and load for quite some time which caused me to give up again.
Aside from the technical difficulties I am having, I was also troubled about where to begin. I like to talk about learning styles and I know my self very well. I was unsure how to start or where to begin. I find I learn best with very linear, structural diagrams like things being put into chronological, hierarchical or alphabetical orders. The random radial structure of this diagram was troubling to me. I would have figured it out, but it was not a design that I would have liked learning from as a student.
I will continue to try to make a diagram, but just wanted to post what happened with mine. I enjoyed creating my Jing image, which I think it fairly comparable to Google drawing.
The ISTE-NETS goals I associate with the Google drawing activity are these:
1) Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
With the Google drawing tool, students can create their own designs and diagrams to help clarify problem areas or make a study guide. This tool is also very conceptual, which targets big-picture learners and will strengthen this needed area in those where it is not their learning preference. Students can make any kind of drawing they want, including whatever information they want. This allows them to flex their creativity and take charge of the learning process. If a student finds a way to study that really works for their learning type, the more they will use it and the more successful they will be.
Design and Develop Digital-Age Learning Experiences and Assessments
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.
1) a message saying the browser was too busy
2) when I finally did get it to open, the new page would sit and load for quite some time which caused me to give up again.
Aside from the technical difficulties I am having, I was also troubled about where to begin. I like to talk about learning styles and I know my self very well. I was unsure how to start or where to begin. I find I learn best with very linear, structural diagrams like things being put into chronological, hierarchical or alphabetical orders. The random radial structure of this diagram was troubling to me. I would have figured it out, but it was not a design that I would have liked learning from as a student.
I will continue to try to make a diagram, but just wanted to post what happened with mine. I enjoyed creating my Jing image, which I think it fairly comparable to Google drawing.
The ISTE-NETS goals I associate with the Google drawing activity are these:
1) Facilitate and Inspire Student Learning and Creativity
a. promote, support, and model creative and innovative thinking and inventiveness.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
With the Google drawing tool, students can create their own designs and diagrams to help clarify problem areas or make a study guide. This tool is also very conceptual, which targets big-picture learners and will strengthen this needed area in those where it is not their learning preference. Students can make any kind of drawing they want, including whatever information they want. This allows them to flex their creativity and take charge of the learning process. If a student finds a way to study that really works for their learning type, the more they will use it and the more successful they will be.
Design and Develop Digital-Age Learning Experiences and Assessments
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.
Again when students take charge of the learning process and become active learners, they become better learners. (see above)
Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
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.
I have said before, with this push into the digital age, the more students are comfortable with using new technologies, they more adaptable they will be in high educational and work environments. Using tools like Google drawings, students can format information in ways that is successful digestible to them.
Jing screencast
There is another tool available when you use Jing. It is called screencasting. A screen cast is a short movie that can be used as a tutorial or for sharing information. My screencast is about how to access Artstor, a digital gallery housing images similar to the way Jstor houses journal articles. I feel students these days are not aware of the resources they have available to them and how to do good research. Artstor is a great resource for information about images and artists. When I have mentioned it to students in the past, they have had no idea what it was, how to access it or that it was available to them for free. I believe you have to log into the library web page, much like you would log into Blackboard, so I don't think it's available to everyone. However, I could do some research on accessing it outside of FSU's library home page. I made 3 recordings! It isn't perfect, but it gets the point across. I had fun doing it. It was easy and useful. I've seen many videos like this, but never knew how easy it was to make one! I am a talky teacher, and this worries me for my first time teaching online. Through this course, I am finding out about and becoming comfortable with new technologies that will help me communicate with my students better! If I can't be there to demonstrate in person, I'll just make a screen cast!
ISTE-NETS objectives:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The Jing screen cast meets this objective by using new digital tools to enhance learning in a virtual environment. Students could gain facility of this tool and share things that only they know about to share with classmates. This way, there is a resource pool of various areas of expertise that students are able to share and access.
c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Like Jing images, this tool reaches a variety of learning types Kinetic and visual learning types would benefit from Jing screen casting. Some learners need to have things demonstrated for them, and this is perfect for that. When demonstrating how to change file types or accessing databases, it can be hard without doing it face to face. Jing screen casts makes face to face learning a little closer when in a virtual environment.
3. Model Digital-Age Work and Learning
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.
Of course, one could potentially effectively communicate information in other ways, but Jing screen casting meets the objective of demonstrating a variety of digital formats. The more comfortable students get with trying out new applications and software, the more comfortable students will be with: associating different applications with their learning preferences, taking control of their own learning experiences, passing new information and means of gathering information on to their peers, and being more innovative and effective communicators.
ISTE-NETS objectives:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The Jing screen cast meets this objective by using new digital tools to enhance learning in a virtual environment. Students could gain facility of this tool and share things that only they know about to share with classmates. This way, there is a resource pool of various areas of expertise that students are able to share and access.
c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Like Jing images, this tool reaches a variety of learning types Kinetic and visual learning types would benefit from Jing screen casting. Some learners need to have things demonstrated for them, and this is perfect for that. When demonstrating how to change file types or accessing databases, it can be hard without doing it face to face. Jing screen casts makes face to face learning a little closer when in a virtual environment.
3. Model Digital-Age Work and Learning
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.
Of course, one could potentially effectively communicate information in other ways, but Jing screen casting meets the objective of demonstrating a variety of digital formats. The more comfortable students get with trying out new applications and software, the more comfortable students will be with: associating different applications with their learning preferences, taking control of their own learning experiences, passing new information and means of gathering information on to their peers, and being more innovative and effective communicators.
Friday, June 11, 2010
Jing Image
This post is about a pretty neat tool called Jing. It is similar to the snip tool, however Jing allows one to create text and label captured images. This is a great tool for me in that I don't have be present to explain what is happening in an image. Graphs and figures are great, but if one is speaking of artistic examples, it may be hard for a viewer to grasp what corner, or angle one is speaking about. As you know, I am teaching online for the first time this fall, and this tool is exciting to me to be able to better communicate what my students should be getting out of an image, rather than explaining it at length or dry text. We all have learned about different learning styles and if you change one small thing, you could re-engage that one learner who is falling behind. This tool is great for visual learners. To be able to see what exactly the instructor means is refreshing. Personally, charts of this nature can be confusing to my eyes. But to a highly visual learner, this might be just the thing. Thank you Jing!
The ISTE NETS that best match the Jing exercise are:
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
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.
I really think this tool brings in all learning styles with its capability. If the knowledge of how to use this tool is passed on to the students, then they can be in control of how to best utilize it to maximize study time and habits. They can tailor images, lessons, graphs and charts. It has the potential to be a new note-taking device. I found it easy to use and useful in a number of ways. I hope I get a lot of use out it in the future!
Tuesday, June 8, 2010
Glogster
Here is my glog link:
A glog is an enhanced blog that lets the user personalize, post video, photos, links and other materials to private followers or public ones.
A glog could be most useful, as stated in an English sort of class, or any class that would require journaling, or regular posts for learning outcomes. In an art class, it would reinforce issues of composition and layout. For a graphic design class, the potential is off the charts: layout, composition, cohesiveness, inventiveness, usability are only a few of the items that this tool would touch on.
The ISTE NETS T that Glogster most likely corresponds with would be one and two:
Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments.
Again, coming from a laptop model high school, I can't tell you how valuable it is for student to get involved with and comfortable with technology at an early age. It is become more and more a part of the average student's daily landscape, but it needs to be reinforced in a positive and educational way.
My art classes weren't the ones where there was painting and drawing going on. The class I taught (and sort of teach now) dealt with students who were "not artistically inclined". Glogster has the ability to help students flex their creativity in a guided way that will help them understand their own individual artistic tendencies and creativeness. Art and creativity are not fostered enough in schools today. This is a tool that has capabilities for creativity as well as communication and educational purposes.
What is the problem (if any) with this program?
Honest? As much as I have loved other applications we have been learning about in this class, I hated this one. I found it to be frustrating, not user friendly, too involved, and it has a high potential for clutteredness and over design. I could not, for the life of me, figure out how to include text. I managed (barely) to link to images and video. It was slow to upload. For as easily as I "got" other applications, this one was difficult. Maybe with more patience I could make it look nice and include all the info I want, but I found it to be juvenile and I think Blogger is as good as any type of site similar to that. I understand the point of having us do these things, and I feel bad for calling it juvenile, but as a student, I wouldn't want to bother with all that. Maybe that fits in with my learning profiles. I don't need a lot of bells and whistles. Sorry! Gloster was not for me!! (I think I am old fashioned!)
A glog is an enhanced blog that lets the user personalize, post video, photos, links and other materials to private followers or public ones.
A glog could be most useful, as stated in an English sort of class, or any class that would require journaling, or regular posts for learning outcomes. In an art class, it would reinforce issues of composition and layout. For a graphic design class, the potential is off the charts: layout, composition, cohesiveness, inventiveness, usability are only a few of the items that this tool would touch on.
The ISTE NETS T that Glogster most likely corresponds with would be one and two:
Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments.
Again, coming from a laptop model high school, I can't tell you how valuable it is for student to get involved with and comfortable with technology at an early age. It is become more and more a part of the average student's daily landscape, but it needs to be reinforced in a positive and educational way.
My art classes weren't the ones where there was painting and drawing going on. The class I taught (and sort of teach now) dealt with students who were "not artistically inclined". Glogster has the ability to help students flex their creativity in a guided way that will help them understand their own individual artistic tendencies and creativeness. Art and creativity are not fostered enough in schools today. This is a tool that has capabilities for creativity as well as communication and educational purposes.
What is the problem (if any) with this program?
Honest? As much as I have loved other applications we have been learning about in this class, I hated this one. I found it to be frustrating, not user friendly, too involved, and it has a high potential for clutteredness and over design. I could not, for the life of me, figure out how to include text. I managed (barely) to link to images and video. It was slow to upload. For as easily as I "got" other applications, this one was difficult. Maybe with more patience I could make it look nice and include all the info I want, but I found it to be juvenile and I think Blogger is as good as any type of site similar to that. I understand the point of having us do these things, and I feel bad for calling it juvenile, but as a student, I wouldn't want to bother with all that. Maybe that fits in with my learning profiles. I don't need a lot of bells and whistles. Sorry! Gloster was not for me!! (I think I am old fashioned!)
Picasso self-portait
I like interactive art tools like this one, although I think it would be most beneficial in a elementary or high school environment. Not to say that I didn't have fun!! In all honesty, I'm not a huge fan of Picasso, and being very vain, I wanted it to actually look like me. So, no nose where eyes should be and whatnot. I actually opened this page and made several faces over a span of time before I settled on the one today. I played with different features and such. I hadn't rotated until this last attempt.
If you are interested in making your own Picasso self-portrait, here is the link for you.
I actually think it kind of looks like me!
If you are interested in making your own Picasso self-portrait, here is the link for you.
I actually think it kind of looks like me!
I think this is a great hands-on tool to get kids to learn about proportion, space, composition, self-awareness and the artist himself.
Sunday, June 6, 2010
VARK Inventory
Here is my VARK breakdown:
My scores were:
Visual: 11
Aural: 8
Read/Write: 14
Kinesthetic: 11
This seems pretty spot-on to me. I read all of the descriptions and I thought it was pretty cool that the explanations were arranged according to each type. I especially liked the kinesthetic one. I did not like the visual one. As always, I am perplexed by my "multimodal" preferences for things. Am I weird? I think I get it from my parents. My father is an engineer and I get my list-making habits from him (and believe me-it is a habit) My mother is a science teacher and while this may seem that it lends itself to more analytical things, she is very conceptual and big-picture minded. So, maybe that is the reason behind my multiple learning personalities. Some things I agreed with, that I can be swayed by the way things look (visual), but some things I did not agree with. For example, I like discussions and hearing stories and jokes. Maybe I would be a true-er split if I took it again. I agree completely with my main preference being in Reading/writing. I was skeptical about the kinesthetic part, until I read the description of the style. I like being surrounded by what is being studied and I like trial and error. If I am learning something computer based, it is best for me to do it over and over again to get the hang of it and not forget. I love to play cards, but cannot for the life of me remember any games until I start playing them! So, out of the many learning inventories I have taken, this was one of the best. I was please we could choose more than one answer, when I first took a glace at it, I freaked because I wanted to choose all of them! I hate having to pick just one and know that I am pigeon holing myself in the process. I will remember this and hopeful put what I learned from it to good use!
My scores were:
Visual: 11
Aural: 8
Read/Write: 14
Kinesthetic: 11
This seems pretty spot-on to me. I read all of the descriptions and I thought it was pretty cool that the explanations were arranged according to each type. I especially liked the kinesthetic one. I did not like the visual one. As always, I am perplexed by my "multimodal" preferences for things. Am I weird? I think I get it from my parents. My father is an engineer and I get my list-making habits from him (and believe me-it is a habit) My mother is a science teacher and while this may seem that it lends itself to more analytical things, she is very conceptual and big-picture minded. So, maybe that is the reason behind my multiple learning personalities. Some things I agreed with, that I can be swayed by the way things look (visual), but some things I did not agree with. For example, I like discussions and hearing stories and jokes. Maybe I would be a true-er split if I took it again. I agree completely with my main preference being in Reading/writing. I was skeptical about the kinesthetic part, until I read the description of the style. I like being surrounded by what is being studied and I like trial and error. If I am learning something computer based, it is best for me to do it over and over again to get the hang of it and not forget. I love to play cards, but cannot for the life of me remember any games until I start playing them! So, out of the many learning inventories I have taken, this was one of the best. I was please we could choose more than one answer, when I first took a glace at it, I freaked because I wanted to choose all of them! I hate having to pick just one and know that I am pigeon holing myself in the process. I will remember this and hopeful put what I learned from it to good use!
Snipping tool
Here is my snipped image of a washstand my the designer Charles Rennie Mackintosh. This is a good tool because it can give students an immediate picture of something. I have heard of screen caps before, but the snipping tool is nice in the way you can cut out extraneous things and just grab what you need. I had to dig through some sites, because I found some great things, but realized the whole website was great and I can just link to that. This way students can post images themselves without having to copy and paste and worry about images being too big for mail. For example, I can create an assignment where students have to find an image that fits these requirements or by an artist they like. Or find a description of this design or movement. Very nice and easy too. If I had one complaint, it just captures what is on the screen. I couldn't scroll down the page to get the rest of it. Am I missing something? There was a description of this piece I would have liked to include in my snip. Any advice? 
Friday, June 4, 2010
Voice thread
Hey hey! I'm super excited about the voice thread. I'm kind of freaked to be teaching online in the fall for the first time. I feel I translate best in person. I make noise, jump up and down, yell, get excited and I fear I will lose that online. Now, my students can witness my crazy (almost) first hand! God, I think this tool is useful in so many ways, its like having your own virtual whiteboard or smart board. I can post an image and ask students, I can hear their voices or see them! All without leaving home! I know I could use Wimba for this type of thing, but this seems so much easier!
What ISTE NETS T would you consider this activity most closely matches and why?
First of all, I'm sure I'm shooting myself in the foot for saying this, but I'm not sure what this is!
I'm bookmarking this page, however!
I think this tool matches number 2, Design and Develop Digital-Age Learning Experiences and Assessments, the best.
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.
I think this tool suits point "c" the best. Coming from a lot of background on different learning styles, this tool really does a good job at providing analytical, social, conceptual and theoretical learning outcomes. I learned that something as simple as moving your desks, or standing up once during class to stretch re-engages the student's minds and can recharge learning. The very nature of this tool does that! A student can adapt it to his or her learning preference!
Learning outcomes:
What is a voice thread?
A voice thread is a tool or application that allows the instructor and students to communicate in a myriad of ways. You can link to video, slide shows, images and more. Then students can write, discuss, draw or have a web cam video of themselves communicating and learning together.
How can it be used in any learning enterprise?
For Art: students or I can draw on any given image, discuss reactions and influences, hear or read each others thoughts!
For French: students can hear correct pronunciations at home, even when in a face to face classroom, can speak themselves and be graded on accuracy and corrected for improvement.
For all others: it is a way to connect people both in visually and verbally. At my old high school, certain classes were on an RSS feed, so if a student was sick, they could still be in class. This is no different. If a student were to have computer and Internet access, they could participate, and learn extra-curricularly from home.
Holy moly! I just read the description again and forgot about embedding video, and slide shows! This tool has such potential! I hope we get to use it again soon and I can't wait to try it out this fall!
What ISTE NETS T would you consider this activity most closely matches and why?
First of all, I'm sure I'm shooting myself in the foot for saying this, but I'm not sure what this is!
I'm bookmarking this page, however!
I think this tool matches number 2, Design and Develop Digital-Age Learning Experiences and Assessments, the best.
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.
I think this tool suits point "c" the best. Coming from a lot of background on different learning styles, this tool really does a good job at providing analytical, social, conceptual and theoretical learning outcomes. I learned that something as simple as moving your desks, or standing up once during class to stretch re-engages the student's minds and can recharge learning. The very nature of this tool does that! A student can adapt it to his or her learning preference!
Learning outcomes:
What is a voice thread?
A voice thread is a tool or application that allows the instructor and students to communicate in a myriad of ways. You can link to video, slide shows, images and more. Then students can write, discuss, draw or have a web cam video of themselves communicating and learning together.
How can it be used in any learning enterprise?
For Art: students or I can draw on any given image, discuss reactions and influences, hear or read each others thoughts!
For French: students can hear correct pronunciations at home, even when in a face to face classroom, can speak themselves and be graded on accuracy and corrected for improvement.
For all others: it is a way to connect people both in visually and verbally. At my old high school, certain classes were on an RSS feed, so if a student was sick, they could still be in class. This is no different. If a student were to have computer and Internet access, they could participate, and learn extra-curricularly from home.
Holy moly! I just read the description again and forgot about embedding video, and slide shows! This tool has such potential! I hope we get to use it again soon and I can't wait to try it out this fall!
Thursday, June 3, 2010
Wednesday, June 2, 2010
Blogs I'm following
I've picked four blogs to follow. The first two were from where I just Googled "educational blogs" and they seemed interesting.
They are:
Clive on learning: I liked Clive because his thoughts about technology and learning in the future are interesting and informative. I also like that he is British, which can add a European spin on new developments.
Absolutely Intercultural: I liked this one because its goal really seems to be working towards a truly "global village." It is also a podcast and strives towards getting people out there in the world. Having studied abroad extensively, I really think this is important for learning about other cultures and in turn, learning about your own.
The last I got from the suggested list, Free 4 Teachers:
Wow. Just after the first few posts and I'm in love..
Advocating Internet usage in schools? Yes! Again, my former school was totally wireless, with every student with a laptop. A student asks me a question that I didn't know the answer to? Look it up! This really propagated active learning and students taking control of their learning processes. The next post? A web activity teaching about the oil spill in the gulf. As a native Louisianian, this was huge to me. People have no idea how bad the situation is outside of the gulf coast, and this really brought it down to a level a student can understand. Next post was about youth social networking sites and a new one that looked cool.
My educational background and teaching experience is in Art History, but I'm getting my certification in French. I'm now inspired to search out French and other foreign language blogs to follow!
Learning outcomes:
1.What is a blog syndication and how does it differ from your previous strategies for information gathering? A blog syndication is making new information readily available for those who subscribe to the blog. In my own layman's terms, it's a shortcut to the new stuff. Previously, I would Google things and search through endless websites. By using RSS feeds and other methods, and by subscribing to blogs that interest you, you can cut down on a lot of research time. Again, like a shortcut. I like the communal aspect of it, where people can share what they know or specialize in, and others can chime in too. In some ways it reaffirms positive impacts for technology.
2.What does RSS stand for? Really simple syndication
They are:
Clive on learning: I liked Clive because his thoughts about technology and learning in the future are interesting and informative. I also like that he is British, which can add a European spin on new developments.
Absolutely Intercultural: I liked this one because its goal really seems to be working towards a truly "global village." It is also a podcast and strives towards getting people out there in the world. Having studied abroad extensively, I really think this is important for learning about other cultures and in turn, learning about your own.
The last I got from the suggested list, Free 4 Teachers:
Wow. Just after the first few posts and I'm in love..
Advocating Internet usage in schools? Yes! Again, my former school was totally wireless, with every student with a laptop. A student asks me a question that I didn't know the answer to? Look it up! This really propagated active learning and students taking control of their learning processes. The next post? A web activity teaching about the oil spill in the gulf. As a native Louisianian, this was huge to me. People have no idea how bad the situation is outside of the gulf coast, and this really brought it down to a level a student can understand. Next post was about youth social networking sites and a new one that looked cool.
My educational background and teaching experience is in Art History, but I'm getting my certification in French. I'm now inspired to search out French and other foreign language blogs to follow!
Learning outcomes:
1.What is a blog syndication and how does it differ from your previous strategies for information gathering? A blog syndication is making new information readily available for those who subscribe to the blog. In my own layman's terms, it's a shortcut to the new stuff. Previously, I would Google things and search through endless websites. By using RSS feeds and other methods, and by subscribing to blogs that interest you, you can cut down on a lot of research time. Again, like a shortcut. I like the communal aspect of it, where people can share what they know or specialize in, and others can chime in too. In some ways it reaffirms positive impacts for technology.
2.What does RSS stand for? Really simple syndication
Tuesday, June 1, 2010
Monday, May 31, 2010
Personality results
So I true to my predictions, I ended up being a Guardian. But, like with every test of this nature I have taken, I struggle with answers because I really could go either way. Which is why most of the time I can be confused and a poor decision maker. Usually with simple things like what to wear or eat. I would like to stick to my guns more, but I can be easily swayed by a sad story. I want to please everyone sometimes. Upon further reading of the Guardian types, I most identify with the Guardian-Provider. This description sounds the most like me, although I don't usually converse with people in the checkout line. I also like being alone, but I guess not everything can be a perfect assessment.
I think this associating with this type is ideal for being a teacher due to the nature of being interested in the well-being of others, a natural leader and a team-player. Guardian-Providers are naturally gregarious, which lends its self to easy communication in front of a classroom. I love telling others about things, whether it be jokes or lessons. ESFJs are also concerned for the welfare of others, which by nature is ideal for a teacher because we should all be concerned about the people whom we instruct. ESFJs are also team players and cooperative, which is beneficial because learning is not just a one-person game. I expect to learn as much from my students as they can from me. Learning is a two-way street in my classroom, with open communication and opinions.
The four personality types are:
Guardian, Idealist, Artisan, Rational.
Its about knowing yourself and your best way to function as both a learner and a teacher. As I stated in the first personality blog post, I have had experience with students finding out their learning preferences and using that to their best advantage. If you are a visual learner and don't know it, you can be your own worst enemy studying for a class that is solely text-based. The more you learn about yourself, the more open you can be to how other types of people learn and how you can reach them. But, like I also stated earlier, don't judge your students on how you might think they perform or can be categorized. As a person in the arts, I am extremely analytical, very much unlike the conceptual, care-free person that people might want to pigeon-hole me as. The more you learn about yourself, the more you can spot characteristics in others you may not have the time or resources to test. Be open minded, small adjustments can reach other learning types and know yourself.
I think this associating with this type is ideal for being a teacher due to the nature of being interested in the well-being of others, a natural leader and a team-player. Guardian-Providers are naturally gregarious, which lends its self to easy communication in front of a classroom. I love telling others about things, whether it be jokes or lessons. ESFJs are also concerned for the welfare of others, which by nature is ideal for a teacher because we should all be concerned about the people whom we instruct. ESFJs are also team players and cooperative, which is beneficial because learning is not just a one-person game. I expect to learn as much from my students as they can from me. Learning is a two-way street in my classroom, with open communication and opinions.
The four personality types are:
Guardian, Idealist, Artisan, Rational.
Its about knowing yourself and your best way to function as both a learner and a teacher. As I stated in the first personality blog post, I have had experience with students finding out their learning preferences and using that to their best advantage. If you are a visual learner and don't know it, you can be your own worst enemy studying for a class that is solely text-based. The more you learn about yourself, the more open you can be to how other types of people learn and how you can reach them. But, like I also stated earlier, don't judge your students on how you might think they perform or can be categorized. As a person in the arts, I am extremely analytical, very much unlike the conceptual, care-free person that people might want to pigeon-hole me as. The more you learn about yourself, the more you can spot characteristics in others you may not have the time or resources to test. Be open minded, small adjustments can reach other learning types and know yourself.
Personality test experience and predictions
The high school I taught at in Louisiana was very involved in something called STEP-Emergenetics. Here is the link to their website if you are interested in learning more about it.
This is a diagnostic that helps students and instructors understand their learning style. It has similarities to classic models like Myers-Briggs. You are broken down into 4 learning types: analytical, structural, social and conceptual. This is shown as a pie chart, with different colors representing each of the styles. There are also behavioral attributes represented based on your answers. They are: expressiveness, assertiveness and flexibility. We, as teachers were given a breakdown of all the student's learning styles according to class (period). This information was used accordingly in lesson planning, group assignments and so on. The students take this test as incoming freshman and I believe some were administered it after graduation to see if anything changed. There is a highly interactive seminar when the students received their results, which made them more comfortable and was a lot of fun. The students learned to embrace their learning style and to use it to their best advantage. It was great.
As for me, like with my STEP profile, I don't really fit into any mold. My Step profile was a near-perfect quarter split between the 4 types, and my Myers-Briggs scores are usually no different.
When I read about the different types, I am unsure about where to place myself due to my getting different results every time I take a test like this. I guess if pressed, I would have to say a toss up between a Guardian and an Idealist. The Idealist part surprises me because I can be a bit cynical and pessimistic. Which leads me to think I am a Rational. I'm interested in this test to see!
People think because I teach art that I am very conceptual and visual. This is not true, so don't let yourselves as potential teachers fall into the trap of preconceived learning styles of your students!
This is a diagnostic that helps students and instructors understand their learning style. It has similarities to classic models like Myers-Briggs. You are broken down into 4 learning types: analytical, structural, social and conceptual. This is shown as a pie chart, with different colors representing each of the styles. There are also behavioral attributes represented based on your answers. They are: expressiveness, assertiveness and flexibility. We, as teachers were given a breakdown of all the student's learning styles according to class (period). This information was used accordingly in lesson planning, group assignments and so on. The students take this test as incoming freshman and I believe some were administered it after graduation to see if anything changed. There is a highly interactive seminar when the students received their results, which made them more comfortable and was a lot of fun. The students learned to embrace their learning style and to use it to their best advantage. It was great.
As for me, like with my STEP profile, I don't really fit into any mold. My Step profile was a near-perfect quarter split between the 4 types, and my Myers-Briggs scores are usually no different.
When I read about the different types, I am unsure about where to place myself due to my getting different results every time I take a test like this. I guess if pressed, I would have to say a toss up between a Guardian and an Idealist. The Idealist part surprises me because I can be a bit cynical and pessimistic. Which leads me to think I am a Rational. I'm interested in this test to see!
People think because I teach art that I am very conceptual and visual. This is not true, so don't let yourselves as potential teachers fall into the trap of preconceived learning styles of your students!
Friday, May 28, 2010
Browser Wars
I've had some contradictory experiences with Mozilla and IE. Back in Louisiana, the high school I taught at was a laptop model school. This means every student was issued a laptop that was brought to every class and kept for 4 years unless we upgraded. The girls had electives in computer architecture and multimedia. They even worked their own helpdesk and troubleshooted for teachers on many occasions. I'm off topic already, but I bring it up because that is how I first heard about Firefox. I learned about it being the "nerdy computer-geek" engine. but did not start to use it until about a year ago. Sure, it's pretty comparable with IE, and I know it's "better for your computer" to use, e.g. less viruses, etc. However, I had to switch back to IE to get to sites, like my bank. I was happy with it, and did not notice any differences but am back to IE for a specific reason that I cannot for the life of me remember. I think I couldn't access BlackBoard with firefox or something of that nature. So here I am, back using IE. I have no problem using Firefox for this class, or in the future. I just think it's a pain to not have one do it all for you.
The article was a bit over my head, but it was interesting to read the years in which things were happening and "stone-age" stuff that I remember, like Netscape. For a while my Dad was still using Word Perfect and stuff. I remember my evolution of computer usage very well, from Apple 2s, Commodore 64s, and floppy discs. I think it's funny to think back and remember that I didn't get an email address until 2001, dropped a class late in my undergrad career because they wanted us to access this thing called 'the Internet." It wasn't until I started teaching at this school that I became really comfortable with computers. I remember I had a neighbor who had a laptop and I was like "where's the rest of it?" "Where is your mouse??" Now, I live with my laptop on my lap. I am greedy for information and entertainment. I guess that's what technology will do to you.
Answers:
1) A web browser is: a computer application used to download and view files located on the Internet.
2) 4 most popular: IE, Mozilla Firefox, Safari and Google Chrome
3) Browser war: competition for dominance in the browser market. I'm not 100% sure what drives competition or why it is important to be the best, except that with technology, you can become obsolete quickly if you don't compete, or can't catch up. Everyone is always looking for the next development, the next application, the fastest speed. Maybe I missed it in all the jargon about who developed what when, but I didn't find answers to those questions in the article and am coming to my own conclusions. It's important to be the best, because it's the best.
Competition between the browsers is rooted in staying current with emerging technologies and conforming to standards set forth by the W3. (World Wide Web Consortium*)
* my husband is a web developer
The article was a bit over my head, but it was interesting to read the years in which things were happening and "stone-age" stuff that I remember, like Netscape. For a while my Dad was still using Word Perfect and stuff. I remember my evolution of computer usage very well, from Apple 2s, Commodore 64s, and floppy discs. I think it's funny to think back and remember that I didn't get an email address until 2001, dropped a class late in my undergrad career because they wanted us to access this thing called 'the Internet." It wasn't until I started teaching at this school that I became really comfortable with computers. I remember I had a neighbor who had a laptop and I was like "where's the rest of it?" "Where is your mouse??" Now, I live with my laptop on my lap. I am greedy for information and entertainment. I guess that's what technology will do to you.
Answers:
1) A web browser is: a computer application used to download and view files located on the Internet.
2) 4 most popular: IE, Mozilla Firefox, Safari and Google Chrome
3) Browser war: competition for dominance in the browser market. I'm not 100% sure what drives competition or why it is important to be the best, except that with technology, you can become obsolete quickly if you don't compete, or can't catch up. Everyone is always looking for the next development, the next application, the fastest speed. Maybe I missed it in all the jargon about who developed what when, but I didn't find answers to those questions in the article and am coming to my own conclusions. It's important to be the best, because it's the best.
Competition between the browsers is rooted in staying current with emerging technologies and conforming to standards set forth by the W3. (World Wide Web Consortium*)
* my husband is a web developer
Monday, May 24, 2010
This is my initial post for this blog for EDUC 2201. I am a continuing education student at FSU. I recently moved from Baton Rouge, Louisiana where I was a high school teacher at an elite college preparatory school that was also my Alma mater. I taught Fine Arts Survey, and developed a four year curriculum for the subject.
My husband and I moved to West Virginia for his job, and I currently adjunct in the School of Human Services at Pierpont, teaching Applied Design Concepts. This is a two-dimensional design course for Interior and Fashion design students. I am also developing a new online class for fall, History of Modern Design. I also work part-time as a cataloguer at the Marion County Public library.
I am back in school for my teacher's certification in French.
My husband and I moved to West Virginia for his job, and I currently adjunct in the School of Human Services at Pierpont, teaching Applied Design Concepts. This is a two-dimensional design course for Interior and Fashion design students. I am also developing a new online class for fall, History of Modern Design. I also work part-time as a cataloguer at the Marion County Public library.
I am back in school for my teacher's certification in French.
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