1. My Personal Learning Network is comprised of professionals that I follow (#slpeeps and #edchat on Twitter) and those who contribute to my information-sharing network (Delicious). As a future speech-language pathologist, I need to keep up with latest in therapy techniques, technology applications, research and more. The speech pathology community is rapidly growing and there is an ever-expanding network of journals, websites and blogs that are applicable to the field. My PLN helps keep me current by bringing these new resources directly to my fingertips. Twitter and Delicious funnel topic-specific posts directly onto my homepage - it doesn’t get much simpler than that.
2. I was hesitant to get involved in Twitter, admittedly because I did not fully understand it. Fortunately some of the journal articles that I analyzed for ED422 were helpful in decoding the mystery of retweets, followers and hashtags. By the time I joined a live chat (#edchat) I felt confident enough to pose a few comments and second others’ ideas. I noticed that most of my time during the #edchat was either spent keeping up with the pace of tweets or thinking to myself, “That’s a good point!” each time the page refreshed.
The main topic during that session was the real and imaginary dangers of using technology in the classroom. The most intriguing ‘real danger’ that I saw was the the fact that students need to be taught how to use technology responsibly (which fit in great with NETS-T 4). Many people mentioned the widespread misconception that, since this generation knows how to operate technology, they must understand how to use it for good. Participants echoed similar responses to this real danger: Like a hammer or a knife, technology can be used to help or to harm. The chat quickly moved to other topics, but this concept really stuck with me. I so see the value in communicating with other professionals who clearly care about their profession. The resources and ideas that are shared so quickly and easily make Twitter a great tool.
I joined several speech pathology groups on Twitter with the hope that one of them had a weekly chat (like #slpeeps and #ASHA). There was not a published time for any group, but I did end up following several professionals in the field. I am following: SpeechBob, SpeechTechie, ASHAWeb, speechtx9, and SlpKelsey. SpeechBob is the user who started #slpeeps, and I find that he often shares very insightful resources. It’s great to see that I’m entering a field that freely shares thoughtful tips and invites new questions.
This assignment forced me to get out of my comfort zone by contributing to #edchat and following a new set of people. I am still somewhat intimidated by Twitter (especially when participating in live chats) but I know that practice makes perfect!
3. Given my interest in speech pathology, I tracked down several Delicious users and articles that connected speech therapy with digital tools. I tagged these articles with the keywords: slp, pln, education, ipad, speechtherapy, etc. Other PLN articles I tagged were more educational technology-specific, specifically related to the iPad. I am very interested in how educators are incorporating iPads in the classroom, so two of the articles I saved were about tablet applications in general education. Speech pathologists are also finding ways to utilize the iPad in therapy sessions, so I included an article on an articulation app that a speech pathologist recommended.
These articles (and the others I saved) all contribute to my PLN because they are specifically related to topics I care about. Now my Delicious homepage automatically pulls these tags from the Delicious network and shares them with me. This is a powerful research tool that enhances my knowledge and understanding of the field without spending a lot of time searching online.
4. The article I read on Classroom 2.0 was “Should teachers and students be ‘friends’ on social networking sites?” The original post asked readers to review an article on the topic. This article did not pose a clear opinion, but rather challenged educators to consider the pros and cons of ‘friending’ students online. The clear pros are connection with students in their real lives, the ability to drop a quick note or say hello, and to be reminded of events like birthdays. The cons are just as obvious and far more reaching: inappropriate relationships, private conversations, compromising pictures or posts about your social life, and more. Some contributors to the article even suggested that teachers shouldn’t be on Facebook at all. In my opinion, teachers can responsibly participate on social network sites, but they need to understand their public persona and make their profiles private. I do not think they should ‘friend’ students until the students have been out of the classroom for several years. Many of the Classroom 2.0 contributors had similar responses. The general consensus is that Facebook is not inherently wrong, but teachers need to exercise extreme caution when using it.
**This PLN assignment modeled digital-age learning because of the intense involvement in the online tools of Twitter and Delicious. I was stretched as an educator and, by establishing a PLN, I have a direct resource to continue my professional development.
Tuesday, December 7, 2010
Thursday, December 2, 2010
Journal 6 - Change Agent (NETS-T 4, 5)
Rebora, Anthony. (2010). Change agent. Education Week Teacher PD Sourcebook, 4(1), Retrieved from http://www.edweek.org/tsb/articles/2010/10/12/01richardson.h04.html?cmp=clp-edweek&intc=bs&sms_ss=delicious&at_xt=4cb7dc75d0303b73,0
Will Richardson is an acclaimed educational technology professional who shares his insights in his influential book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. This article features a personable interview with Richardson that unpacks some of the biggest ideas in his book. Firstly, Richardson stresses the importance of teachers modeling proper internet presence for their students. The fact is that this next generation will have an online presence - good or bad - so it is appropriate that teachers show them how to be a responsible, contributing member of the cyber world. By being visible online (being “Google-able”, as Richardson says) teachers not only model digital citizenship, but they also share resources with other educators. This collaboration ultimately benefits the educational community.
In a heavily standards-based curriculum, is there room for technology education?
Absolutely! In fact, technology education should not just be a unit, but rather a shift in the way all subjects are taught. Teachers should be using technology to enhance content across the curriculum. There is time for this because the focus shifts from facts to processes. I appreciated Richardson’s distinction between learning and knowledge: Our current educational system focuses on knowledge – the ability to recall facts. There is nothing inherently wrong with knowledge (in fact it is a major goal of learning) but to make it the focus is short-lived. Our students are currently assessed on what they can remember when, really, if a random fact is needed in the real world, they could simply look it up online. That is what stuck with me the most from this article – we need to teach our kids how to use the resources they have to access knowledge responsibly.
Do millennials (the Always-Connected Generation) really need training on how to use the Internet?
Most students know how to be socially involved online, but they need to be taught how to use the Internet as a learning tool. This aspect of educational technology is what Richardson calls teaching “network literacy”. The goal is for students to be able to discern reputable information on their own. This skill starts in the classroom but extends much further as a lifelong ability. Our world is only getting more technological, so it is necessary to teach in step with the trend.
Will Richardson is an acclaimed educational technology professional who shares his insights in his influential book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. This article features a personable interview with Richardson that unpacks some of the biggest ideas in his book. Firstly, Richardson stresses the importance of teachers modeling proper internet presence for their students. The fact is that this next generation will have an online presence - good or bad - so it is appropriate that teachers show them how to be a responsible, contributing member of the cyber world. By being visible online (being “Google-able”, as Richardson says) teachers not only model digital citizenship, but they also share resources with other educators. This collaboration ultimately benefits the educational community.
In a heavily standards-based curriculum, is there room for technology education?
Absolutely! In fact, technology education should not just be a unit, but rather a shift in the way all subjects are taught. Teachers should be using technology to enhance content across the curriculum. There is time for this because the focus shifts from facts to processes. I appreciated Richardson’s distinction between learning and knowledge: Our current educational system focuses on knowledge – the ability to recall facts. There is nothing inherently wrong with knowledge (in fact it is a major goal of learning) but to make it the focus is short-lived. Our students are currently assessed on what they can remember when, really, if a random fact is needed in the real world, they could simply look it up online. That is what stuck with me the most from this article – we need to teach our kids how to use the resources they have to access knowledge responsibly.
Do millennials (the Always-Connected Generation) really need training on how to use the Internet?
Most students know how to be socially involved online, but they need to be taught how to use the Internet as a learning tool. This aspect of educational technology is what Richardson calls teaching “network literacy”. The goal is for students to be able to discern reputable information on their own. This skill starts in the classroom but extends much further as a lifelong ability. Our world is only getting more technological, so it is necessary to teach in step with the trend.
Tuesday, November 30, 2010
Journal 10 - Things I Love!
- My husband Jake
- My parents
- My brothers
- The ocean
- Chocolate
- Mechanical pencils
- Driving before rush hour hits
- The color orange
- Pixar movies
- Recycling
- Manchester City football
- Command+Tab (I use it ALL THE TIME)
- Command+Z (yep that too)
- Strawberries
- My friend Erin
- Video iChat
- Ice cold Coke
- My Timex
- Peppermint mochas
- Harry Potter
- The fact that my old car lasted so long
- The fact that my new car that actually runs
- Snowboarding
- Food Network
- Garbage disposals
- Walking the Mission Beach boardwalk
- Yosemite
- Skype
- My adorable niece
- Disneyland
- Nalgenes
- Paris
- London
- Rome
- Berlin
- Edinburgh
- Florence
- Brussels
- Oxford
- ...Traveling
- Jackets
- Altoids smalls
- Polarized sunglasses
- School
- Christmas
- Lunch with friends on Sundays
- Crockpot chili
- The Lakers
- Pandora
- Not touching the brakes when I roll to a red light
- Airport food (yep)
- Yellowstone
- Point Loma Nazarene University
- My Sonicare toothbrush
- Chipotle
- Socks when I sleep
- Dancing at weddings
- Good Friday service
- Warm towels
- Camping
- December Nights at Balboa Park
- Polish-free toe nails
- Lavender
- Coronado
- Staying in hotels
- Scarves
- Talking to my grandpa on the phone
- Baking bread
- Jacuzzis
- Apple products
- Freshly mowed grass
- CS Lewis
- Hanging out with my dad
- Driving with the windows down
- Editing
- Christmas music in September
- Grilled cheese and tomato soup
- Starbucks
- Chicago-style pizza
- Making my husband laugh
- Laughing at my husband
- Burts Bees chapstick
- Nachos at the movies
- Museums
- Fresh and Easy
- Finding an old friend on Facebook
- Oyster crackers with Sprite
- Snow
- California Pizza Kitchen
- Father of the Bride Part 2
- Recalling the same stories at family reunions
- Sleeping in
- The idea of being a speech-language pathologist
- Planning trips
- Lotion
- Walking downtown SD at night
- Sour Punch straws
- Road trips
- ED422!
Journal 8 - The Always-Connected Generation (NETS-T 3, 5)
Bull, G. (2010). The always-connected generation. Learning and Leading with Technology, 38(3), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november.aspx
Glen Bull characterizes the last few generations of Americans - the Silent generation of the Great Depression, the baby boomers, Generation X - and introduces readers to the first generation of the new millennium, the Always-Connected Generation. Since the 1950’s there has been a sharp rise in subscriptions from newspapers to blogs. Even the concept of personal computers has evolved from less than one per household to, on average, one per person. A recent study found that 80% of the Always-Connected generation sleep with a cell phone, ready to digest the latest in text messages, music, and social network updates. This 24-hour accessibility has a dark side, but there is opportunity to capitalize on the positive aspects in the classroom. Technology is getting smaller, faster, and smarter, and education needs to keep up.
How can teachers be part of keeping up with technology in the classroom?
Bull acknowledges the generation gap between teachers and students, but suggests that teacher preparation, regardless of age, is key for successfully implementing technology in schools. Most adults are now capable of basic Internet use and social network sharing, so district technology programs would not necessarily be starting from scratch. Scheduled training workshops and online demonstrations (like Atomic Learning) would be helpful in bridging the technology gap between instructors and learners.
What are some helpful tools that are easy to integrate?
The iPhone and other handheld devices are especially powerful. They are capable of transcribing speech (which is helpful when taking notes), recording high-definition video (with the option of wirelessly uploading videos to YouTube), storing high volumes of reading material (without adding the weight of books), and so much more. While these devices are relatively expensive, once districts make the switch, the convenience and connectedness provided will far outweigh the cost.
Glen Bull characterizes the last few generations of Americans - the Silent generation of the Great Depression, the baby boomers, Generation X - and introduces readers to the first generation of the new millennium, the Always-Connected Generation. Since the 1950’s there has been a sharp rise in subscriptions from newspapers to blogs. Even the concept of personal computers has evolved from less than one per household to, on average, one per person. A recent study found that 80% of the Always-Connected generation sleep with a cell phone, ready to digest the latest in text messages, music, and social network updates. This 24-hour accessibility has a dark side, but there is opportunity to capitalize on the positive aspects in the classroom. Technology is getting smaller, faster, and smarter, and education needs to keep up.
How can teachers be part of keeping up with technology in the classroom?
Bull acknowledges the generation gap between teachers and students, but suggests that teacher preparation, regardless of age, is key for successfully implementing technology in schools. Most adults are now capable of basic Internet use and social network sharing, so district technology programs would not necessarily be starting from scratch. Scheduled training workshops and online demonstrations (like Atomic Learning) would be helpful in bridging the technology gap between instructors and learners.
What are some helpful tools that are easy to integrate?
The iPhone and other handheld devices are especially powerful. They are capable of transcribing speech (which is helpful when taking notes), recording high-definition video (with the option of wirelessly uploading videos to YouTube), storing high volumes of reading material (without adding the weight of books), and so much more. While these devices are relatively expensive, once districts make the switch, the convenience and connectedness provided will far outweigh the cost.
Web Tools 2.0 Wiki (NETS-T 5)
I contributed to a web tools wiki and shared a photo editing website called Mosaickr. By participating in this collaboration of online resources, I helped other teachers become aware of a useful and creative web tool. This contribution to the learning community ultimately strengthens my profession and improves student experiences with technology.
Click here to access the complete wiki.
Click here to access the complete wiki.
CyberSafety Google Site (NETS-T 4)
This internet safety website was created collaboratively with my classmates. We used Google Sites to independently work on our own pages. The result is a multi-page, multi-contributor resource for educators that teaches proper internet use, both in and out of the classroom.
Click here to view the complete website.
Click here to view the complete website.
Tuesday, November 16, 2010
iMovie PSA (NETS-1)
Here is my iMovie Public Service Announcement promoting CSU San Marcos. This assignment facilitates student learning by utilizing an often underused application - iMovie. I had to learn iMovie from scratch to complete the PSA, so now I am experienced with the program. This assignment also inspires student creativity by incorporating a variety of unique requirements (transitions, music, etc.). Every movie in the class is different based on individuals' use of creativity.
iMovie CSUSM PSA from Lisa Gilbertson on Vimeo.
iMovie CSUSM PSA from Lisa Gilbertson on Vimeo.
Journal 9 - Is it Time to Switch to Digital Textbooks? (NETS-T 2, 3)
Griffin, M, & Cady, M. (2010). Is it time to switch to digital textbooks?. Learning and Leading with Technology, 38(3), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november.aspx
This article debates the pros and cons of shifting to digital textbooks in schools. The supporting viewpoint (Griffin) argues that it is firstly important to consider how our students will be reading and writing in their futures - most certainly using technology. In other words, just because traditional textbooks have been used in the past does not mean they need to carry on into the future. Logistically, it is much easier for students to access digital resources than paper resources because they are already accustomed to having their laptop, PDA, or tablet with them. Digital texts save paper and time since updated editions do not need to be printed and mailed to the districts. Clearly, Griffin provides convincing support of digital texts.
The opposition (Cady) is more apprehensive about making the switch. I was anticipating the standard “it’s best to turn the pages yourself” type of response, but Cady’s perspective surprised me. He suggests that the root of the issue is not paper versus screen, but rather boring textbooks versus interactive learning. The time, effort, and resources expelled to transition texts to files could be better spent developing new and inspiring curriculum. I have to admit, I agree.
How would digital textbooks benefit the individual learner?
From an educational standpoint, digital textbooks can enhance individualized learning. Students who need vocabulary definitions or read-aloud assistance will have fingertip access to such resources. Conversely, high-performing students could move ahead and connect to even greater supplemental and interactive exercises that would propel their learning experience. Interestingly, these ideas are a hybrid of the pros and cons listed in the article. Yes, the textbooks would be converted to a digital format, but there would be highly interactive supplemental materials as well.
How can cloud computing contribute to the migration of e-texts in the classroom?
Cloud computing could easily serve as the bridge between traditional textbooks and e-texts. Both sides of the article admit that there will need to be a shift in faculty pedagogy and perspective in order for digital textbooks to work, and that shift needs to start somewhere. For teachers who are nervous about moving away from the traditional paper text, they can ‘practice’ using the cloud. Before this class, I, too, was apprehensive about major technology integration in the classroom, but the cloud made me a believer. It showed me the importance of remote collaboration, accessible files, and more. It also showed me how familiar many cloud tools are (like the word processing of Google Docs). By transitioning to e-texts using familiar tools in a new format, teachers can start to change their thinking to match the digital age.
This article debates the pros and cons of shifting to digital textbooks in schools. The supporting viewpoint (Griffin) argues that it is firstly important to consider how our students will be reading and writing in their futures - most certainly using technology. In other words, just because traditional textbooks have been used in the past does not mean they need to carry on into the future. Logistically, it is much easier for students to access digital resources than paper resources because they are already accustomed to having their laptop, PDA, or tablet with them. Digital texts save paper and time since updated editions do not need to be printed and mailed to the districts. Clearly, Griffin provides convincing support of digital texts.
The opposition (Cady) is more apprehensive about making the switch. I was anticipating the standard “it’s best to turn the pages yourself” type of response, but Cady’s perspective surprised me. He suggests that the root of the issue is not paper versus screen, but rather boring textbooks versus interactive learning. The time, effort, and resources expelled to transition texts to files could be better spent developing new and inspiring curriculum. I have to admit, I agree.
How would digital textbooks benefit the individual learner?
From an educational standpoint, digital textbooks can enhance individualized learning. Students who need vocabulary definitions or read-aloud assistance will have fingertip access to such resources. Conversely, high-performing students could move ahead and connect to even greater supplemental and interactive exercises that would propel their learning experience. Interestingly, these ideas are a hybrid of the pros and cons listed in the article. Yes, the textbooks would be converted to a digital format, but there would be highly interactive supplemental materials as well.
How can cloud computing contribute to the migration of e-texts in the classroom?
Cloud computing could easily serve as the bridge between traditional textbooks and e-texts. Both sides of the article admit that there will need to be a shift in faculty pedagogy and perspective in order for digital textbooks to work, and that shift needs to start somewhere. For teachers who are nervous about moving away from the traditional paper text, they can ‘practice’ using the cloud. Before this class, I, too, was apprehensive about major technology integration in the classroom, but the cloud made me a believer. It showed me the importance of remote collaboration, accessible files, and more. It also showed me how familiar many cloud tools are (like the word processing of Google Docs). By transitioning to e-texts using familiar tools in a new format, teachers can start to change their thinking to match the digital age.
Inspiration (NETS-T 2)
Here is my Inspiration board that merges the NETS-T standards with my supporting artifacts from ED422. This is a digital-age learning experience because I used a variety of web-based tools (such as Google Images) to create the board and make it visually interesting. This assignment also serves as an assessment tool because it evaluates my understanding of the connection between the NETS-T standards and the work completed for class. By thoughtfully linking the standards to my assignments, it can be reasoned that I understand the relationship between the artifacts and the standards. (P.S. This was a fun assignment!)
Tuesday, November 9, 2010
Journal 1 - Taking Laptops Schoolwide (NETS-T 2, 3)
Green, T, Donovan, L, & Bass, K. (2010). Taking laptops schoolwide: a professional learning community approach. Learning and Leading with Technology, 38(1), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-august-2010.aspx
While many schools are beginning to implement laptop use in the classroom, only some are experiencing success. This article explores the positive techniques for introducing this type of technology in schools. Firstly, it is important that teachers collaborate to determine a technology plan (typically by grade level). Research shows that having a detailed plan of assignment structure, submission guidelines, Internet research rules, etc., result in better implementation of laptop use.
Another effective technique is establishing a Professional Learning Community (PLC) within districts. A PLC facilitates face-to-face meetings with colleagues to discuss learning experiences and reflect on student progress. These meetings are valuable for many reasons, but especially because they can reveal weaknesses in the curriculum. Teachers can then work together to explore digital resources (such as a math practice website) that address and remedy the weakness.
By distributing laptops to students and collaborating as a teaching staff, we can maximize learning and assessment. The resources available online (plus those planned in PLC meetings) will contribute to educational progress in the schools.
Does grade level have an affect appropriate laptop use?
The authors suggest that there should be a progression of implementation during the year, although it is not necessarily limited by age. Younger students would certainly need age-appropriate tools and simple instructions, but there is no rule against giving a laptop to a first grader. Depending on a school’s resources, laptops may need to be distributed strategically, which may mean that the older students would receive the machines first (depending on the PLC’s technology plan). All in all, any student would benefit from using a laptop, regardless of age.
How can laptops be used to connect learning from the classroom to the home?
Even though students would (likely) bring their laptops home with them, they may not have internet access or a lot of bandwidth. Web-based tools like GoogleDocs or wikis are ideal for working on assignments in multiple places because they do not require serious technology software or bandwidth. Some web-based tools do not even require Internet access once they are downloaded. It should not be a problem for students to take schoolwork home with them on the laptop.
While many schools are beginning to implement laptop use in the classroom, only some are experiencing success. This article explores the positive techniques for introducing this type of technology in schools. Firstly, it is important that teachers collaborate to determine a technology plan (typically by grade level). Research shows that having a detailed plan of assignment structure, submission guidelines, Internet research rules, etc., result in better implementation of laptop use.
Another effective technique is establishing a Professional Learning Community (PLC) within districts. A PLC facilitates face-to-face meetings with colleagues to discuss learning experiences and reflect on student progress. These meetings are valuable for many reasons, but especially because they can reveal weaknesses in the curriculum. Teachers can then work together to explore digital resources (such as a math practice website) that address and remedy the weakness.
By distributing laptops to students and collaborating as a teaching staff, we can maximize learning and assessment. The resources available online (plus those planned in PLC meetings) will contribute to educational progress in the schools.
Does grade level have an affect appropriate laptop use?
The authors suggest that there should be a progression of implementation during the year, although it is not necessarily limited by age. Younger students would certainly need age-appropriate tools and simple instructions, but there is no rule against giving a laptop to a first grader. Depending on a school’s resources, laptops may need to be distributed strategically, which may mean that the older students would receive the machines first (depending on the PLC’s technology plan). All in all, any student would benefit from using a laptop, regardless of age.
How can laptops be used to connect learning from the classroom to the home?
Even though students would (likely) bring their laptops home with them, they may not have internet access or a lot of bandwidth. Web-based tools like GoogleDocs or wikis are ideal for working on assignments in multiple places because they do not require serious technology software or bandwidth. Some web-based tools do not even require Internet access once they are downloaded. It should not be a problem for students to take schoolwork home with them on the laptop.
Tuesday, November 2, 2010
Journal 2 - Join the Flock! & Enhance Your Twitter Experience (NETS 3, 5)
Ferguson, H. (2010, June/July). Join the flock!. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
McClintock Miller, S. (2010, June/July). Enhance your twitter experience. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Hadley Ferguson explains the importance of building a Personal Learning Network (PLN). A PLN is a community of people that learn together. This community contributes to forums, participates in discussions, connects applicable resources, and more. Ferguson is clear that establishing such a community takes commitment and effort, much like strengthening a new friendship. Her primary mode of networking is Twitter, and she provides helpful tips for successfully maintaining a sense of collaboration and learning. It is important to follow other users, join interest groups (lists), listen/read others’ posts, and give back to the Twitter community with effective ideas and resources.
Shannon McClintock Miller echoes these tips and more. Her article expounds on more of the organizational aspects of the social network tool, including site shortcuts and a glossary of Twitter terms (i.e. “Tweeps” - your PLN individuals who follow you on Twitter and other networking sites). She also shares a favorite tweet, which suggests that 70% of tweets should be contributions to the network, 20% should be responses, and 10% should be casual conversation. That guideline is a great bit of advice for Twitter users.
How can educators utilize Twitter for professional development?
Ferguson describes lists, which are essentially topic-driven groups. If a teacher is especially interested in math education, he can search for a math education list and follow it. By doing so, the resources assigned to that list (done so using a hashtag #) show up on his homepage. This type of funnelled following is necessary because it brings interest topics directly to the user. As teachers follow other users, it is wise to check out what lists those users are following to see if there are common interests.
What types of resources are appropriate to share?
The best way to learn this is by observing what other users link and post. Oftentimes users share journal articles, blog posts, magazine highlights, etc., and assign them to a list. If you find a cool new video or article that someone else could benefit from, post it! Generally, if you think it is interesting, someone else will, too.
McClintock Miller, S. (2010, June/July). Enhance your twitter experience. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Hadley Ferguson explains the importance of building a Personal Learning Network (PLN). A PLN is a community of people that learn together. This community contributes to forums, participates in discussions, connects applicable resources, and more. Ferguson is clear that establishing such a community takes commitment and effort, much like strengthening a new friendship. Her primary mode of networking is Twitter, and she provides helpful tips for successfully maintaining a sense of collaboration and learning. It is important to follow other users, join interest groups (lists), listen/read others’ posts, and give back to the Twitter community with effective ideas and resources.
Shannon McClintock Miller echoes these tips and more. Her article expounds on more of the organizational aspects of the social network tool, including site shortcuts and a glossary of Twitter terms (i.e. “Tweeps” - your PLN individuals who follow you on Twitter and other networking sites). She also shares a favorite tweet, which suggests that 70% of tweets should be contributions to the network, 20% should be responses, and 10% should be casual conversation. That guideline is a great bit of advice for Twitter users.
How can educators utilize Twitter for professional development?
Ferguson describes lists, which are essentially topic-driven groups. If a teacher is especially interested in math education, he can search for a math education list and follow it. By doing so, the resources assigned to that list (done so using a hashtag #) show up on his homepage. This type of funnelled following is necessary because it brings interest topics directly to the user. As teachers follow other users, it is wise to check out what lists those users are following to see if there are common interests.
What types of resources are appropriate to share?
The best way to learn this is by observing what other users link and post. Oftentimes users share journal articles, blog posts, magazine highlights, etc., and assign them to a list. If you find a cool new video or article that someone else could benefit from, post it! Generally, if you think it is interesting, someone else will, too.
Journal 3 - Bring the World Into Your Classroom (NETS 1, 2)
McDermon, L. (2010, September/October). Bring the world into your classroom. Learning and Leading with Technology, 38(2), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-september-october.aspx
Linda McDermon kicks off her interactive videoconferencing article with four simple, convincing words: “timely, efficient, cost-effective, and expert”. With educators’ attention gripped, she goes on to describe the benefits of utilizing videoconferences in the classroom. For example, teachers can save time and resources on extensive field trips by bringing the museum to students in real time online. McDermon lists several blogs, wikis, and websites as resources for educators to learn more about this digital tool and discover ways that teachers are already implementing it in their schools. By connecting to external organizations (such as universities, science labs, or other classrooms across the globe) using videoconferencing, students have the opportunity to explore people and places without leaving the classroom. This network of resources can supplement lessons and bring a whole new dimension of connection to student learning.
How realistic is videoconferencing in the classroom, given the equipment and setup needs?
In reality, setting up a videoconference is not complicated. All that’s needed is a basic video camera, projector, screen, and free software. (Another option is to purchase commercial video-conferencing equipment, but it is not necessary.) Once the equipment is in place, the teacher uses the software to contact the outside contributor. At this point, the only difficulty could be limited bandwidth, which deteriorates the video quality somewhat, although many schools are increasing their bandwidth for faster Internet connection. Videoconferencing is certainly worth the effort when compared to the expense of making these trips in person as a class.
Are there any pre-established videoconferences in place that teachers can participate in?
There are many multi-school videoconferences that allow participation from various classrooms. A teacher could preview what a videoconference is like by observing Megaconference Jr., a 12-hour global videoconference that highlights live student presentations. Students are assigned a presentation time that marks their live presentation to the rest of the videoconference viewers. Teachers sign up and prepare their students for the allotted time. This sort of pre-established forum is a great way to practice videoconferencing in short spurts.
Linda McDermon kicks off her interactive videoconferencing article with four simple, convincing words: “timely, efficient, cost-effective, and expert”. With educators’ attention gripped, she goes on to describe the benefits of utilizing videoconferences in the classroom. For example, teachers can save time and resources on extensive field trips by bringing the museum to students in real time online. McDermon lists several blogs, wikis, and websites as resources for educators to learn more about this digital tool and discover ways that teachers are already implementing it in their schools. By connecting to external organizations (such as universities, science labs, or other classrooms across the globe) using videoconferencing, students have the opportunity to explore people and places without leaving the classroom. This network of resources can supplement lessons and bring a whole new dimension of connection to student learning.
How realistic is videoconferencing in the classroom, given the equipment and setup needs?
In reality, setting up a videoconference is not complicated. All that’s needed is a basic video camera, projector, screen, and free software. (Another option is to purchase commercial video-conferencing equipment, but it is not necessary.) Once the equipment is in place, the teacher uses the software to contact the outside contributor. At this point, the only difficulty could be limited bandwidth, which deteriorates the video quality somewhat, although many schools are increasing their bandwidth for faster Internet connection. Videoconferencing is certainly worth the effort when compared to the expense of making these trips in person as a class.
Are there any pre-established videoconferences in place that teachers can participate in?
There are many multi-school videoconferences that allow participation from various classrooms. A teacher could preview what a videoconference is like by observing Megaconference Jr., a 12-hour global videoconference that highlights live student presentations. Students are assigned a presentation time that marks their live presentation to the rest of the videoconference viewers. Teachers sign up and prepare their students for the allotted time. This sort of pre-established forum is a great way to practice videoconferencing in short spurts.
Journal 4 - Computing in the Clouds (NETS 3, 4)
Johnson, D. (2009-10, December/January). Computing in the clouds. Learning and Leading with Technology, 37(4), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-december-janruary-2009-2010.aspx
Doug Johnson entices educators to shift to cloud computing, a network-based system of applications and file storage that is not tied to a single computer. Cloud computing relies on local-area networks like the Internet to create, maintain and store a variety of tasks. Johnson mentions easily moving his daily tasks (like word processing, email, bookmarks, and photo editing) from a single computer to the cloud online. He describes specific uses for cloud computing in education, including grade reporting and assignment collaboration. The article is well-balanced with a detailed explanation of the realistic downsides (“cloudy forecasts”) of this system. There are still issues with file security and privacy, and there is a chance that these services could eventually cost the user. Still, Johnson encourages, the benefits of cloud computing far outweigh the issues, and educators need to explore the available resources and consider making the switch.
What is one way that teachers can implement cloud computing to enhance their professional network?
Applications like Google Docs are powerful tools that allow for real-time collaboration. Teachers have constant access to joint presentations, documents, surveys, folders, spreadsheets... essentially anything from Microsoft Office. Given teachers’ hectic schedules, collaborators can contribute to projects without meeting face-to-face. This sort of individual contribution keeps work flow moving without waiting for schedules to align.
What are the fiscal implications of introducing a cloud computing system in schools?
The great thing about cloud computing is that most (if not all) of the Internet applications utilized are free to the user. Schools would no longer need to purchase licensing rights or continually update software in computer labs. One long-term reason it is important for schools to consider transitioning to the cloud is that educational technology will likely lead to personal netbooks in the classroom. Cloud computing lessens the cost per student by requiring less hardware storage space than traditional computers. Schools can purchase smaller, less expensive computers for students and still maintain a high quality of technology in education.
Doug Johnson entices educators to shift to cloud computing, a network-based system of applications and file storage that is not tied to a single computer. Cloud computing relies on local-area networks like the Internet to create, maintain and store a variety of tasks. Johnson mentions easily moving his daily tasks (like word processing, email, bookmarks, and photo editing) from a single computer to the cloud online. He describes specific uses for cloud computing in education, including grade reporting and assignment collaboration. The article is well-balanced with a detailed explanation of the realistic downsides (“cloudy forecasts”) of this system. There are still issues with file security and privacy, and there is a chance that these services could eventually cost the user. Still, Johnson encourages, the benefits of cloud computing far outweigh the issues, and educators need to explore the available resources and consider making the switch.
What is one way that teachers can implement cloud computing to enhance their professional network?
Applications like Google Docs are powerful tools that allow for real-time collaboration. Teachers have constant access to joint presentations, documents, surveys, folders, spreadsheets... essentially anything from Microsoft Office. Given teachers’ hectic schedules, collaborators can contribute to projects without meeting face-to-face. This sort of individual contribution keeps work flow moving without waiting for schedules to align.
What are the fiscal implications of introducing a cloud computing system in schools?
The great thing about cloud computing is that most (if not all) of the Internet applications utilized are free to the user. Schools would no longer need to purchase licensing rights or continually update software in computer labs. One long-term reason it is important for schools to consider transitioning to the cloud is that educational technology will likely lead to personal netbooks in the classroom. Cloud computing lessens the cost per student by requiring less hardware storage space than traditional computers. Schools can purchase smaller, less expensive computers for students and still maintain a high quality of technology in education.
Tuesday, October 19, 2010
Journal 5 – I’m on Twitter... Now What? (NETS 3, 5)
Aclaro, M. (2008, December 23). I'm on twitter.. now what? [Web log message]. Retrieved from http://www.businesscasualblog.com/2008/12/im-on-twitter-now-what.html
Mel Aclaro dares to ask what we are all thinking, “I’m on Twitter... now what?” In an informative and comprehensive blog post, Aclaro bridges the gap between surviving and thriving on Twitter. He starts by providing external third-party sites that highlight specific characteristics of tweets (such as bit.ly, which shortens URLs to fit the 140 character tweet limit, or tweetworks.com, which threads conversations). These external sites are just as important as Twitter itself because they connect tweets and promote the networking aspect of this web tool.
Next, Aclaro outlines the best practices for new users. He recommends tweeting informative updates at least eight times per day. Why eight? No reason, other than that it gets your name out there. He also suggests retweeting others’ posts to maximize collaboration and information sharing. By retweeting, users essentially share a post with a new set of followers.
Aclaro offers readers an insider’s explanation of the Twitter terminology and common courtesies. For example, he defines a direct tweet (a private tweet viewable only to the recipient) and gives a scenario of when such a tweet is appropriate. He explains the custom of following your followers and contributing to networks that relate to personal interests. Many of these unspoken rules are intimidating for new users, and Aclaro successfully introduces them to neutralize Twitter anxiety.
This blog post unlocks many of the beginning aspects of Twitter. Aclaro clarifies how to move beyond creating an account and moves users toward effective and efficient networking.
Question 1: How can a school effectively implement Twitter with the teaching staff?
As Aclaro mentions, once you understand the basics of Twitter, you graduate from novice to networker. A school would need to provide Twitter 101 workshops to both ease the nerves and explain the benefits of a Twitter group. Once the basics are understood, teachers can then create groups for different purposes - grade levels, school-wide information, content areas - all housed under school coded hash tags. Thanks to widely used school community sites (such as Moodle or Blackboard), it would be simple to embed a Twitter box on the homepage of teachers’ private Moodle site. Displaying a live scroll of tweets would keep teachers connected to the Twitter groups. The more a school can explain and directly supply Twitter to teachers, the better chance it has of utilizing this web tool to enhance information sharing and collaboration on site.
Question 2: Would it be appropriate to involve students in Twitter use?
My hesitation in bringing Twitter directly into the classroom is that there is very little control of account settings. Students would have access to all Twitter users, even if teachers only told them about the class group. There are certainly benefits (collaboration, research, interests), but the risks outweigh the rewards. Ideally a student-safe version of Twitter will soon be developed so that students can enjoy the benefits of online networking.
Mel Aclaro dares to ask what we are all thinking, “I’m on Twitter... now what?” In an informative and comprehensive blog post, Aclaro bridges the gap between surviving and thriving on Twitter. He starts by providing external third-party sites that highlight specific characteristics of tweets (such as bit.ly, which shortens URLs to fit the 140 character tweet limit, or tweetworks.com, which threads conversations). These external sites are just as important as Twitter itself because they connect tweets and promote the networking aspect of this web tool.
Next, Aclaro outlines the best practices for new users. He recommends tweeting informative updates at least eight times per day. Why eight? No reason, other than that it gets your name out there. He also suggests retweeting others’ posts to maximize collaboration and information sharing. By retweeting, users essentially share a post with a new set of followers.
Aclaro offers readers an insider’s explanation of the Twitter terminology and common courtesies. For example, he defines a direct tweet (a private tweet viewable only to the recipient) and gives a scenario of when such a tweet is appropriate. He explains the custom of following your followers and contributing to networks that relate to personal interests. Many of these unspoken rules are intimidating for new users, and Aclaro successfully introduces them to neutralize Twitter anxiety.
This blog post unlocks many of the beginning aspects of Twitter. Aclaro clarifies how to move beyond creating an account and moves users toward effective and efficient networking.
Question 1: How can a school effectively implement Twitter with the teaching staff?
As Aclaro mentions, once you understand the basics of Twitter, you graduate from novice to networker. A school would need to provide Twitter 101 workshops to both ease the nerves and explain the benefits of a Twitter group. Once the basics are understood, teachers can then create groups for different purposes - grade levels, school-wide information, content areas - all housed under school coded hash tags. Thanks to widely used school community sites (such as Moodle or Blackboard), it would be simple to embed a Twitter box on the homepage of teachers’ private Moodle site. Displaying a live scroll of tweets would keep teachers connected to the Twitter groups. The more a school can explain and directly supply Twitter to teachers, the better chance it has of utilizing this web tool to enhance information sharing and collaboration on site.
Question 2: Would it be appropriate to involve students in Twitter use?
My hesitation in bringing Twitter directly into the classroom is that there is very little control of account settings. Students would have access to all Twitter users, even if teachers only told them about the class group. There are certainly benefits (collaboration, research, interests), but the risks outweigh the rewards. Ideally a student-safe version of Twitter will soon be developed so that students can enjoy the benefits of online networking.
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