Final Project - Concept Map Artifact

Application Reviews

This week, we were asked to review an office suite and an image editing application. I chose Zoho and Phixr. My goal was to review these from the perspective of using them in a classroom, even though it was very tempting to review it according to my own personal use and opinion.

First up, Zoho. In the Zoho suite, I chose to review the word processor Zoho Writer. I chose this one because in a creative writing classroom it was the one that I would most likely use.

1. The transition. There were a ton of similarities between Zoho Writer and Word, which makes for easy use. Since my students are already familiar with the layout and tools available in Word, this would make for an easy transition. Although the look is a little different, the layout features tabs with titles that explain different aspects of document creation. The export option also makes it easy to send your document as a .doc in case you want to edit further using Word. One small difference that I didn’t like was the small selection of fonts. Also, the fonts were not represented in the way they would appear in the drop down tab, they were just listed.

2. The “share” option. Unlike Word (I think) Writer has a “share” tab that allows the user to share with other users, post their document directly to a blog, or email their document right inside the program. There is no need to open up a separate email and upload a document. Since I can see blogs being a huge part of my curriculum, it is nice to know that Writer would make posting very easy.

Secondly, Phixr. I thought this application was awesome! I am a big fan of photo editing software, and find myself spending my free time just messing around with pictures and creating slideshows. I could easily incorporate this into a classroom, and think my students would pick it up very quickly. Here’s why;

1. The toolbar. The icons on the left of the program were very easy to use. The descriptions and samples that appear when you hover over them did a great job of summarizing their use. The icons in the toolbar reminded me of the application icons you find on an iPhone. Since students are very comfortable with this type of technology layout, I think they will be able to pick it up very easily.

2. The preview. After you select a tool/effect, you are given a preview of what the photo will look like after you apply it. I have seen this option before, but not with a side-by-side. Phixr puts your original photo next to the photo with the applied effect so you can decide which on you like better. Too many times I’ve changed a photo with a tool and couldn’t even tell what was different. This makes it very easy to see. Also, if you decide you don’t like it, you can just cancel instead of executing the change.

3. The social aspect. The last part of this software that I really liked was the how easily you can upload your image to your favorite social site like Facebook. Although this is more of a personal use advantage than educational, I still wanted to mention it in my review.

Overall, both of these applications are great. I think they are very easy to use, and my students would have no trouble getting into them right away. Both could easily be utilized in a creative writing unit. I will surely be using these programs in the near future. Great suggestions!

7th Hour Tutoring

Here is a link to my website. I decided to design a site that would function as an after school tutor site. Students from any grade can submit questions for any subject. Responses to their questions will be delivered in the form of screencasts, vlogs or written responses depending on the subject/grade level. The site also includes helpful links categorized by subject to assist with general questions in that area (The links are not active links, but are in place as an example of what the site could soon look like).

For the concept map lesson, I chose to map out a lesson that used in my creative writing class. My 8th graders had to create their own super hero or super villain. They would be the main character of their own short story/comic book. The characters had to have a personality profile of sorts. They had to describe why they were a super hero/villain, where they and their powers came from, what their strengths and weaknesses were, and include a physical description (could be in the form of a picture). They would then take this mapped out information and it could more easily be transferred into paragraph form. This was by far my most popular unit, and I feel as though if I had this program, it would have made it even better. The brainstorming stage of this assignment was always difficult for the students because they had a hard time organizing their ideas. We would always map them out on paper, but as we all know space runs out before the ideas do. I can see this tool being a permanent addition to my teaching tackle box.

Screencasting

For the Screencasting assignment, I chose to demonstrate how to create a short story using Blurb Bookify.  This is a really fun activity that allows the kids to create their own short stories.  Normally, the book would be illustrated with the student's own drawings/artwork, but for this demonstration I chose to use pictures of my dogs.  Illustrations can be scanned in, or imported from multiple other sources.  The final products are fantastic.  For a small book (like the one in my screencast) they usually run about $10.  This is a quick fee to cover with any number of fundraisers.  I hope you find this useful.  Enjoy!

Mrs. Daisy

I really hope that I’m not the only one that found this chapter to be extremely frustrating.  I know we were supposed to pick two issues that “hit home”, but I think my response might encompass a little more than two; like the second half of the chapter.

Given my current position (former teacher, currently unemployed, looking for a teaching job) it was extremely aggravating for me to read the last four sections about technology integration.  These sections clearly described the problems and possible solutions to the problems with our educational system in the U.S.; they just never came right out and said it.  I suppose I will.  The majority of teachers today cannot handle the educational needs of today’s students.  They are ill-prepared; out- numbered and out-gunned in the technological age that exists inside the walls of their very own classrooms.  Allow me to explain.

In chapter 21 alone, without referring to any other materials or studies that are out there, there is enough information to point out that we are creating our own problems and then complaining about how those problems exists.  I feel that we can all agree with the statement that technology is the future of education.  Our students are craving it.  They live in a world where it encompasses their entire being.  It would be foolish to not make successful technology integration priority number one.

It was stated that out of 55 U.S. industry sectors, education was the least technology –intensive enterprise.  The LEAST!  It might have something to do with the requirements to become a teacher.  In order to become a certified teacher and LEAD a group of students in an age where technology is everything, only 42% of states require technology coursework. The chapter didn’t even explain what “technology coursework” meant.  This could be one remedial computer class freshman year (much like the ONLY one that I was required to take before being certified).  And after that, only 20% of states require technology training to become recertified.  This is unbelievable. 

On the bright side, (insert sarcastic voice now) some “impressive accomplishments” were listed.  Their accomplishments were that a lot more students have access to computers, the curriculum requires computer use, and there is a study to evaluate technological literacy among students.  Wow!  You’re telling me schools are requiring the students to use the computers to do school work, and then there will be an assessment to see if they know how to use them?  I don’t think anyone is questioning whether or not the students will be able to use the computers.  The question is how are the teachers going to be able to use the technology if we don’t require them to?  The format of our educational “machine” is driving me insane.  It’s like we’re asking Mrs. Daisy to teach Driver’s Education, and no one can figure out why everyone leaving the class has no idea how to drive. 

In order to fix the problems in the classroom, we must first address the problems with our certification process.  This master’s program should be mandatory for certification.  Until our educators understand the tools, we can’t expect our students to know how to use them.  Thanks for letting me vent :).

My Own Agency

What a cool tool!  After watching the Google Maps tutorial, I couldn’t wait to start making a lesson that incorporated this technology.  Since my previous position was in 8^th grade English, I made a creative writing lesson.  

The students would be the owners of their own travel agency.  They would be presented with the challenge of introducing and educating foreign visitors to a city/town of their choosing.  They would imagine that a group of individuals would be traveling to this place, and it is up to them to make their visit memorable. 

The students would need to create a brochure for their chosen city/town that would highlight some of its key features.  This brochure would coincide with their online map that shows the locations of these features.  They could include landmarks, popular eateries, educational factoids, and important locations such as police/fire stations.

The final part of their task would be to create a travel package.  In it, they would include lodging, travel costs, and an estimated budget needed to enjoy the locations featured on their brochure and map. 

Here is an example of a map that might be included in their final product...

View Mt. Clemens in a larger map

Podcasting

I chose to subscribe to this podcast because he seems to share many of my views on education. In addition, he understands the importance of educational media and often discusses their roles in the classroom. I saw this as a way to gain another perspective on the information that we are learning from this course.

Moving at the Speed of Creativity by Wesley A. Fryer

“CCSS, TLE, Virtual School, and Education Reform Update”

This podcast follows Wesley A. Fryer and highlights his opinions and ideas surrounding current events in education. He is an educator and a coach and works with students as well as teachers to help them utilize technology in school. This week’s podcast included his feelings on the way that student performance is being directly linked to teacher performance to determine their effectiveness. The way teachers are being evaluated is changing in his area (OK), just like how things are changing here in Michigan.

Another topic of discussion during this podcast was his opinion on open licensing when it comes to educational resources. He made several great points of how it would be extremely beneficial to take advantage of open licensing to make text, curriculum and teaching resources available to anyone looking to utilize it.

Learning Unit Costs & Learning Theories

I’d like to start off by saying wow; that was a lot of information in a short chapter. Having said that, I decided on a fun activity for my “class” that would teach them about unit costs using instructional activities that adhere to three theories from the reading. This unit of instruction will be called “Puppy Chow Showdown”.

Overview:

I would divide the class into small groups of 4 or 5 students, and give them a budget of $20. They will also be given a list of ingredients and packaging materials needed to make Puppy Chow. Their goal is to make, package and market their Puppy Chow for sale in the cafeteria (proceeds to charity of course). The group whose business model profits the most money will be the winner.

Educational Outcome:

Among several other larger lessons, the goal of learning how to calculate unit costs will be reached. This will be accomplished by challenging each student to make their money stretch as far as possible. A list of ingredients composed of different prices, quantities and brands will challenge the students to calculate which combination will yield them the most Puppy Chow in the end.

How this lesson adheres to the theories:

Behavioral Learning Theory – One major aspect of this theory was the use of positive and negative reinforcement to modify behaviors. As this lesson progresses, students will have to make purchasing decisions. With each decision there is the possibility of saving money, thereby allowing the student an immediate reward. In addition to this form of reinforcement, there is also the competition aspect. The group that made the wisest purchasing decisions and developed the most cost efficient business model would be rewarded. For the other groups, their learning would take place upon the reveal of the winning group’s business model. As the chapter said, feedback that their answer was wrong would “reduce the incidence of incorrect responding” for future situations.


Cognitive Information Processing Theory – This theory places a large emphasis on the use of graphic diagrams and visual representations in addition to utilizing prior knowledge. This lesson utilizes tangible items and also provides them with many different examples for them to practice the new skill of calculating unit costs (which the text also described as important). Also, the tangible items will allow the students to make meaningful connections between their prior knowledge (simple mathematics) and the new skill.


Constructivism – This lesson’s main goal of “create a business model that will yield you the largest profit” is a high level, complex learning goal as described in the text. Also, this task relates to all four of the bulleted points listed on page 41; the lesson is authentic to the discipline in which they are learning, it provides an opportunity for collaboration and multiple perspectives, the learners set their own goals and regulate their own learning, and the end result encourages learners to reflect on what and how they are learning.



Bonus Material; Here’s a recipe for Puppy Chow. This stuff is amazing!!!
 

Mario

Leap Mario (Classic game) | Play more games Just use the arrows...

Wheaton Party House

View Larger Map My old college friends and I were just telling old stories about "The Wheaton Party House". I thought I'd look it up and make it my post. Good times!!!

Awareness Test

Our Trip to Arch Rock

New Car, Same Driver

When I first read the scenario about the classroom and teacher that were given the laptops, I started to daydream; imagining how much of a blessing that would be.  I imagined all of the different ways it could impact my class, improve performance, create buy in/responsibility, and create a sense of equality among my students.  My bubble was immediately busted when the scenario told me to assume that it had no effect on the instructional practices.  It really is a shame, because I have seen this sort of thing play out in real life.  Great new technology is made available, and its novelty quickly wears off and it is eventually phased out. 

In a classroom where the introduction of new media has little effect on instructional practices, one must ask “why?”  Several factors that I could identify right away are; 1. Teachers can be resistant to change, 2. Some teachers might have difficulty operating the computers, 3. The teachers might not have been given guidance on how to incorporate the technology into their curriculum, and 4. The resources being utilized in combination with the media might have poor instructional quality/value.  It is really easy to imagine each one of these factors playing out in a real classroom.  Everyone can imagine the teacher that is set in their ways, has a solid curriculum that took years to develop and feels that new media would just tamper with a system that isn’t broken (in their eyes).

Although, if one was to attempt to change this teachers attitude and make the incorporation of a new media an effective one, how would they do it?  How would the factors listed above be mitigated?  I have a few suggestions.  First of all, I would hold weekly staff meetings where each teacher would bring their assigned laptop.  Every week, we would cover a new resource/website/tool that would be useful if incorporated into their curriculum.  We would discuss how these could be used and hold tutorials for those who struggle with getting started.  Each staff meeting would also include time for teachers to “poke” around on their computer in the company of others.  This would be a great way to encounter common usage questions that can be quickly answered, rather than running into them alone. 

The second strategy I would use to change the impact of these computers on the instructional practices would be to evaluate the process the teachers are using.  In what way does the teacher present the material?  How is their message being delivered?  If their process doesn’t leave room for the incorporation of a new technology, then it wouldn’t make sense to use it.  In order for the technology to have a positive impact on the practices, you must first decide what in their process needs to be changed.  You cannot assume that you can improve performance by the utilization of computers alone.  As Berlo said, “…it is the process that is central and the media, though important, are secondary.”  Assuming that giving every student a computer will increase performance is like assuming that giving them a nicer pen will improve their spelling.

Flickr

Check out my flickr page!

Social Bookmarking and Defining our Field

After this week’s lesson and activities, I find myself asking the same question as before, “Where have I been?”  I used to think I was pretty in touch with available technology when it came to teaching, but as it turns out there is an entire world of cool new things that I have never heard of; and the list keeps getting longer.

This week, I found out that there is a tool available that would not only make MY life easier, but would help out my students a great deal.  Social bookmarking solves issues that I didn’t even know I was having.  For starters, I was a fan of the old school way of saving websites.  I had my favorites organized into folders based on what I used them for.  I thought this was the best way to do it, but I was wrong.  Social bookmarking is beneficial because it doesn’t only allow me to access my favorites from anywhere, but it organizes them using tags.  As a teacher this is a huge help.  Now I can do research at home and be able to access sites that I’ve discovered from school.  With tagging, these sites can be categorized by topic, subject, etc.  Also, with the social aspect I can link up with other teachers and find out what they have discovered.  We could share sites relating to the political aspects of education, new teaching strategies, upcoming seminars, and a million other topics.   

Not only does this help make my life easier, but it can help out my students.  One giant problem that social bookmarking has solved is conducting effective research.  During research sessions, my students would immediately jump onto Google, type in their topic and start selecting sites from the top of the list to read.  Social bookmarking is so much better, because now students can find RELEVANT sites quickly.  These sites have been deemed useful by real people, not computers.  Other users help decide which sites relate to their topic the best.  Also, during their research they might find themselves branching off into new areas of their topic that they didn’t even know existed.  This is the definition of a “teachable moment”.  For each class, I might start a list of sites and each student could share what they have found during their research.  As soon as the research starts, the database starts to grow, making more and more relevant sites rise to the top of the garbage that is available online.

Switching gears a little bit, the first chapter of the textbook really helped me to understand what it is that this field is all about.  Some of the points made spoke directly to me as an educator and really defined what I pictured this field to be.  This chapter made references to exactly what I plan to do in my classroom using the information I gain from this course.  They mentioned that technology is there to “facilitate learning” and we as teachers play a role in “improving performance” using technological resources.  This is exactly what I had in mind when I heard the definition Instructional Design and Technology. 

One thing that I learned about the field that I was not aware of was how previous definitions of the field placed a large emphasis on the “process” of problem solving and learning.  I was under the impression that it had always relied a great deal on the utilization of media/hardware/software.  The history and evolution of the field was something that I never considered.  Another thing that I learned was that I, like many others, have been confusing instructional media for instructional technology.    

I feel as though the changing definition of our field is a perfect representation of what our field actually is.  The technology used is constantly changing and evolving.  The way we interact with the technology is changing.  What we ask of technology is changing.  What a perfect struggle there is now in labeling it.  It seems only fitting that there is no correct answer and the label continues to change.  Regardless of the label that we place on it, the goal remains to “bring about more effective learning”.  The way students access and use information is changing  and we as teachers need to do everything we can to keep up.

Deeeelicious

My Delicious Page!

School 2.0



I don’t know where I’ve been, but reading this article was the first time I had ever heard the term “Web 2.0”, and honestly, the Web 2.0 video overwhelmed me a little at first.  The video’s focus on “the machine is learning” and “we are the machine” gave me flashbacks of The Matrix.  I felt a small panic attack coming on.  However, the more I read and the more I watched, the more comfortable I became with the idea of wikis and the concept of Web 2.0.

The idea of the internet becoming a living and breathing thing that grows with each interaction with the user is fascinating and exciting.  To think that every time it’s used, it becomes more effective in giving us what we want/need.  I immediately started thinking of ways that I could use this concept in my classroom.  Not only do I want to use wikis as a part of a lesson, but I plan on incorporating the philosophy of “’we, the media’ decide what is important” into my approach. I've been describing it to myself as "School 2.0". The idea of the users deciding what works and what doesn't to decide what processes become standard sounds to me like the best way to build a classroom. Listen to the students to see what ideas work and what ones don't. What strategies are working? What ones aren't? Use their input to adjust lessons to create something that will be truly effective in reaching your audience.  The key points listed in the article sound exactly like something that could create a very effective learning environment;

• Control over unique, hard-to-recreate data sources that get richer as more people use them
• Trusting users as co-developers
• Harnessing collective intelligence
• Leveraging the long tail through customer self-service

Also, he made a statement in the article that could be applied directly to education;

“Companies that succeed will create applications that learn from their users, using an architecture of participation to build a commanding advantage not just in the software interface, but in the richness of the shared data.”

As for wikis being incorporated into an assignment, I would love to set up something that allows students to create a classroom wiki; something where each student can contribute to a product, adding their input and opinions.  One idea that came to mind was creating a character profile wiki that relates to a book or story that the class would be reading.  I would set up a page for each character, and the students would be responsible for defining them as a character.  I think that one of the coolest parts would be that there would be some differing opinions about each character as not everyone gets the same message from every story.  This would lead to classroom discussions that would allow us to dive deeper into each individual character.  We could discuss why certain students feel the way they do and see how those interpretations could be incorporated into the definition.  I can see already that I’m going to have fun finding ways to incorporate this new technology.

What?! My own Wiki?!

David Alan Scalf's Wiki

(I hope...)

The Teacher’s Tackle Box

This week we added to the experience of a blog by incorporating RSS Readers.  First, the blog still strikes me as something that I don’t see myself using outside of a classroom.  I see it as a great tool for communication amongst educators as well as students, but wouldn’t use it to display my own personal opinions or experiences. 

With the RSS Reader I was extremely confused at first, but after poking around I found it to be extremely useful.  I, like many others, get information from many different sites throughout the web by visiting them independently.  After learning that I could streamline this information into one easy to use page I was very pleased.  .

As for blogs and where they fit in the Cone, I believe there are aspects that tie them to several areas.  The act of creating a blog is clearly direct purposeful experience, as we all learned by doing.  Reading the blogs of fellow students can be seen as a demonstration as I learned how to subscribe to blogs thanks to a post.  Also, verbal symbols are incorporated into the language of blogs all over the internet. 

When it comes to RSS I am a little surprised at where I would categorize it, and that is somewhere with the recordings, radio and still pictures.  The reason I would place it in this category is because the information that is streamlined to the feed has been altered in one way or another.  It might lack a visual while incorporating audio or visa versa.  The information could be playing out in real-time, or the time and space might have been altered for effect.  At any rate, the information being presented to the feed has been picked out amongst the rest of the irrelevant information.

Blogs would be best utilized to give students a voice in addition to classroom discussion.  Students could “learn by doing” by setting up a blog as we did.  By viewing the opinions of other students and responding with their own input, they are able to challenge each other thus taking the learning experience further. 

RSS in a classroom setting would be extremely useful.  I can see myself utilizing this in a classroom by creating a page for each subject area.  I would set up feeds that gathered important related material from around the internet and put it into one place for my students to access.  This could be used for anything from research papers to further discovery on a topic that might have left a student with questions that weren’t covered in class. 

My take-away from the two articles is basically one big analogy.  I feel that Dale presented the cone as a tackle box of teaching bait that as educators we need to sift through.  It is our job to match the right medium with the right message in order for learning to take place.  As for Siegel, he is telling us that it isn’t just finding the perfect lure that matters, but making sure that we use it to its fullest potential instead of just throwing it in the water and waiting for a bite.

The Technology Spectrum

I feel that I should start by saying that I feel both articles are a bit extreme in their attempt to answer the question of, “What role does technology have in the classroom?”  One author left me frustrated with their views, while the other left me frustrated with the entire educational system that is currently in place.

Throughout my teaching career I was constantly asked how I was addressing the multiple learning styles and abilities of my students.  It was often difficult to challenge my advanced students as well as facilitate the learning of my struggling students inside the same classroom.  Luckily, I was aware that I could customize my lessons to provide my students with choices that would create ownership, accountability and buy-in.  This form of education wasn’t always made available for students.  The Reigeluth & Joseph article reminds us that the educational process was once one of conformity, compliance and standardization.  I feel as though the Postman article is against the type of progressive thinking that makes it possible for teachers to adjust their approaches to accommodate a changing world. 

Postman claims that technology is merely a form of getting information to students. I feel that this is incorrect.  Technology gives educators a choice in how this information is presented to students.  By now, everyone should understand that no two students are the same.  The multiple learning styles that exist in today’s classrooms are being addressed more effectively than before thanks to modern technology.  I’m sure Postman believes that a teacher telling a student how a ribosome plays a part in protein synthesis would be sufficient; however, I guarantee that presenting a lesson that includes CGI to 6^th graders would help the information stick a lot better.  He claims that he doesn’t use a computer for his pieces, but rather prefers to use a pen and yellow pad.  If people shared his views on technology 100 years ago, his pen would be a lot different (and I Googled that).

As for the Reigeluth & Joseph article, I feel as though they are placing too much responsibility on technology alone.  Don’t get me wrong, I agree with the educational model where a student learns at their own pace using methods that have been proven to work with their learning styles, but I do not agree that the educator should be reduced to a “coach.”  The use of technology in the classroom makes it possible for students to learn the same lessons in different ways; however an educator is needed to help tie those lessons together.  I feel that out of the two articles this one is on the right track.  We are living in a changing world that is driven by technology and the sooner we embrace it, the better off we will be.  Tools such as tablets, smart boards, computers, and the internet do have a place in the classroom, but we shouldn’t allow it to become the classroom.

My take-away from these two articles is that there has to be a middle ground somewhere that works.  The current “American” educational model that is in place is failing our students.  Both authors make an attempt at coming up with a solution, but I feel as though they missed.

Hey all!  This is my first ever attempt at creating a blog.  I really hope it works out, because a few of my previous students had them and they were in the 6th grade.  So yeah...