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