Social Media for the Classroom
Social media is an outlet for students to communicate with peers and others in a non-threatening environment. It doesn’t matter what a student is wearing, what their hair looks like, or if they have a huge pimple on their nose. Social media offers students a place to go without physically going anywhere. There are choices. Questions can be quickly asked and answered without pressure. There is freedom to be casual or formal. There is interest. This is the environment teachers dream of having in their classrooms, and many teachers are achieving exactly that by embracing social media.
Social media can be defined as a group of internet-based tools that allow users to create and exchange content online (McArthur and Bostedo-Conway, 2012). The impact of social media on communication in education is dramatic, leading educators at all levels to consider integrating various forms of social media into classroom settings. This takes careful consideration. Not all sites are appropriate for classroom use; some sites allow too much freedom with no direction. Twitter, however, has gained a loyal following of educators.
Twitter offers a vehicle to engage with many students at once. This one-to-many (or many-to-many) communication channel may offer [teachers] an opportunity to efficiently contact and create learning opportunities for many students at once (McArthur and Bostedo-Conway, 2012). Twitter also provides a way for teachers to create a real-time connection among parents, students, the classroom, and the teacher. Tweeting can occur in class with students, by students. Twitter requires a tweet to fall within the range of 140 or fewer characters, requiring students to edit and revise. This process is enjoyable instead of dreadful because students are writing about real things with a real audience in mind (Kurtz, 2009). When students are motivated and enjoying a process, learning occurs. Early adopters of Twitter for classroom use have documented increased class participation, decreased student shyness, increased writing skills, enhanced discussions and increased engagement (McArthur and Bostedo-Conway, 2012).
Professional Learning Networks (PLNs) are categorized as ‘social media’ yet have a larger purpose than socializing. PLNs provide instant access to information and connections to thousands of individuals with an array of expertise (Trust, 2012). PLNs are transforming professional development and learning opportunities for teachers. Teachers must grow with the changes they face; PLNs are place for teachers to acquire the information and skills necessary to meet students’ needs.
PLNs allow a community of teachers to post questions and answers as well as content information and lessons. PLNs are organized into subject communities. Subject communities include Math, Science, Language Arts, Social Studies, Health and PE, World Languages, Computer Technology, Career and Tech Ed, College Readiness, Creative Arts, Special Education, and Professional Development. Teachers who are able to manage the information overload of a PLN will gain instant access to support, new ideas, feedback, collaboration opportunities, and conversations focused on practical solutions (Trust, 2012).
There are several PLNs to choose from, including The Educator’s PLN, RSS (Really Simple Syndication) feeds, Ning.com, and Edmodo. The Educator’s PLN is member-focused; its main page features uploads and posts from members. RSS feeds are a way for teachers to follow multiple Web sites and news sources on one page. Teachers can opt for information/feeds they follow to be e-mailed to them. Ning.com provides a fully developed social networking space (for a fee) with various tools and features, including chat rooms, discussion boards, profile pages for members, interest groups, video and photo upload capabilities, and widgets that allow individual members to customize their profile pages. Edmodo is similar to Ning.com in the features it offers, but it is unique in that it allows teachers to create groups for their classes. It resembles Facebook, except it is for a class. The teacher is in control of everything that is posted. This is a beneficial feature for classroom communication.
With smartphones, tablets, personal computers and WIFI, social media provides many opportunities for professional growth. Teachers are responsible for their media literacy. The new media literacies (NMLs) are a set of social skills and cultural competencies that students and teachers need to acquire in order to fully participate in this new media environment (Reilly, 2011). In our rapidly shifting digital and social landscape, it is the teacher’s responsibility to provide the skills and knowledge necessary to have meaningful participation in social media arenas. If a teacher doesn’t have the skills and knowledge, the students will not be provided with the opportunities to grow and learn. However, when a teacher integrates the NMLs across the curriculum, both teachers and students gain the ability to make and reflect upon media, acquire important skills in teamwork, leadership, problem solving, collaboration, brainstorming, communication, and creativity (Reilly, 2011).
Part of the challenge of being a teacher is working in a challenging, ever-changing environment. Social media monopolizes many of the current challenges. Successful teachers endure the vulnerability of being a learner and take risks to provide the most effective instruction for their students (Trust, 2012). When given the opportunity to learn and grow with their practice, authentic learning can occur—learning that feels relevant to students’ realities and interests. Right now, students are immersed in social media. Successful teachers will be those that harness all of the benefits of social media in their classrooms on a daily basis.
References
Kurtz, J. (2009). Twittering About Learning: Using Twitter in an Elementary School Classroom. The Journal of the Coalition of Essential Schools, 25(1), 1-4. Retrieved March 15, 2014, from the Education Resources Information Center database.
McArthur, J. A., & Bostedo-Conway, K. (2012). Exploring the Relationship Between Student-Instructor Interaction on Twitter and Student Perceptions of Teachers Behaviors. International Journal of Teaching and Learning in Higher Education, 24(3), 286-292. Retrieved March 15, 2014, from the ERIC database.
Reilly, E. (2011). Participatory Learning Environments and Collective Meaning Making Practice. Journal of Media Literacy Education, 3(1), 6-7. Retrieved March 15, 2014, from the Education Resources Information Center database.
Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138. Retrieved March 15, 2014, from the Education Resources Information Center database.
Sunday, March 16, 2014
Thursday, March 13, 2014
Symbol Systems Theory
Symbol Systems by Gavriel Salomon
Gavriel Salomon, as an educational psychologist, spent time researching the effects of media on learning. His theory states that pictures, words, and graphs viewed on television shows or movies help the receiver acquire knowledge. He calls pictures, words, and graphs representational codes.
According to Salomon, symbol systems are the languages used in media to convey a message. The bulk of his research revolved around Sesame Street. When children viewed Sesame Street with an active intent to learn, they learned. When children viewed the show passively, information was not acquired in the same way. Salomon’s research also showed that family viewing supported a larger cognitive impact.
As a teacher, I think Salomon’s research would show the same results regarding online instructional applications. When a student is sitting in front of a computer screen to pass the time, what will happen? Time will pass. If a student is actively engaged in an application with the intent to learn, they will. If you consider the teacher to be the family support in the classroom, then it can be said that the presence/involvement of the classroom teacher will impact the effectiveness of the online learning activity.
I agree with Salomon’s theory. Pictures, words, and graphs do help the receiver acquire knowledge, regardless of whether these “codes” are on the television, in a movie, online, or on paper. As a math teacher, these codes are critical. Salomon’s research supports the way I teach math.
I teach math through a concrete-to-representational-to-abstract sequence of instruction to ensure students have a solid understanding of the concepts/skills they are learning. When students develop a concrete understanding of the math concept/skill, they are more likely to perform that skill and understand the concepts at the abstract level. Basically, I begin every lesson with Sesame Street. Pictures, words, and graphs—the representational codes—do help the receiver acquire knowledge. No matter what content area a teacher instructs, it is important to provide these visual clues/cues.
References
Symbol Systems (Gavriel Salomon). (n.d.). Sybmol Systems. Retrieved March 10, 2014, from http://www.instructionaldesign.org/theories/symbol-systems.html
Gavriel Salomon, as an educational psychologist, spent time researching the effects of media on learning. His theory states that pictures, words, and graphs viewed on television shows or movies help the receiver acquire knowledge. He calls pictures, words, and graphs representational codes.
According to Salomon, symbol systems are the languages used in media to convey a message. The bulk of his research revolved around Sesame Street. When children viewed Sesame Street with an active intent to learn, they learned. When children viewed the show passively, information was not acquired in the same way. Salomon’s research also showed that family viewing supported a larger cognitive impact.
As a teacher, I think Salomon’s research would show the same results regarding online instructional applications. When a student is sitting in front of a computer screen to pass the time, what will happen? Time will pass. If a student is actively engaged in an application with the intent to learn, they will. If you consider the teacher to be the family support in the classroom, then it can be said that the presence/involvement of the classroom teacher will impact the effectiveness of the online learning activity.
I agree with Salomon’s theory. Pictures, words, and graphs do help the receiver acquire knowledge, regardless of whether these “codes” are on the television, in a movie, online, or on paper. As a math teacher, these codes are critical. Salomon’s research supports the way I teach math.
I teach math through a concrete-to-representational-to-abstract sequence of instruction to ensure students have a solid understanding of the concepts/skills they are learning. When students develop a concrete understanding of the math concept/skill, they are more likely to perform that skill and understand the concepts at the abstract level. Basically, I begin every lesson with Sesame Street. Pictures, words, and graphs—the representational codes—do help the receiver acquire knowledge. No matter what content area a teacher instructs, it is important to provide these visual clues/cues.
References
Symbol Systems (Gavriel Salomon). (n.d.). Sybmol Systems. Retrieved March 10, 2014, from http://www.instructionaldesign.org/theories/symbol-systems.html
Saturday, February 15, 2014
Social Media
In 300-500 words…ready…set…go!
1. What group did you join in Diigo and why?
The first time we were required to explore Diigo, I searched for groups related to math education. This time, I chose to join Educational Mashups, as this is what we are focusing on for our group projects.
2. What is the appeal for the young and old to network in online places like the ones you examined this week?
The appeal is simplicity for personal needs. According to the video, Social Media in Plain English, social media is by the people, for the people. From a single person to a huge corporation, the choice is yours. What are you choosing? As stated in the 2011 Horizon Report, you, as the learner, choose the tools and the pace to fit your needs. This choice also includes the people and connections you see in any social networking platform (Social Networking in Plain English).
3. If used in a classroom, how might networking websites positively and negatively affect teaching and learning?
A benefit is the ability to connect users, giving the ability to learn while doing. The ability to work with others at a distance as well as in person is important (Flat Connections Global Project). A disadvantage would be the overwhelming distraction of the amount of websites available, as well as for students to determine which are legitimate. The list of social networking sites on Wikipedia was overwhelming to me!
4. In what kind of site might you tend to spend most of your time networking and for what purpose?
I think many of us share a commonality in the loss of time we experience in Facebook. It’s mindless. It passes time. It allows for connections with friends and family without the boundaries of time. Plus, it’s fun. I love looking at the variety of pictures people post.
5. In what ways will this benefit you and what do you think might be the drawbacks?
I began using Facebook as a Personal Learning Environment (PLE) this semester. My Curriculum and Instruction cohort meets once every week, but the weather has not allowed us to maintain our schedule. We created a group on Facebook. There, we post important documents to review and critique. This has been very helpful to all of us, as we are all in the midst of writing curriculum for the first time. The drawback, as I mentioned above, is the complete loss of time I experience while scrolling through peoples posts and pictures.
Resources
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011
Horizon Report. Austin Texas: The New Media Consortium.
Flat Connections Global Project. (n.d.). - Building bridges for the future through collaborative projects. Retrieved February 15, 2014, from http://flatconnectionsglobalproject.net/
List of social networking websites. (2014, February 13). Wikipedia. Retrieved February 15, 2014, from http://en.wikipedia.org/wiki/List_of_social_networking_websites
Social Media in Plain English. (2008, May 28). YouTube. Retrieved February 15, 2014, from http://www.youtube.com/watch?v=MpIOClX1jPE
Social Networking in Plain English. (2007, June 27). YouTube. Retrieved February 15, 2014, from http://www.youtube.com/watch?v=6a_KF7TYKVc
1. What group did you join in Diigo and why?
The first time we were required to explore Diigo, I searched for groups related to math education. This time, I chose to join Educational Mashups, as this is what we are focusing on for our group projects.
2. What is the appeal for the young and old to network in online places like the ones you examined this week?
The appeal is simplicity for personal needs. According to the video, Social Media in Plain English, social media is by the people, for the people. From a single person to a huge corporation, the choice is yours. What are you choosing? As stated in the 2011 Horizon Report, you, as the learner, choose the tools and the pace to fit your needs. This choice also includes the people and connections you see in any social networking platform (Social Networking in Plain English).
3. If used in a classroom, how might networking websites positively and negatively affect teaching and learning?
A benefit is the ability to connect users, giving the ability to learn while doing. The ability to work with others at a distance as well as in person is important (Flat Connections Global Project). A disadvantage would be the overwhelming distraction of the amount of websites available, as well as for students to determine which are legitimate. The list of social networking sites on Wikipedia was overwhelming to me!
4. In what kind of site might you tend to spend most of your time networking and for what purpose?
I think many of us share a commonality in the loss of time we experience in Facebook. It’s mindless. It passes time. It allows for connections with friends and family without the boundaries of time. Plus, it’s fun. I love looking at the variety of pictures people post.
5. In what ways will this benefit you and what do you think might be the drawbacks?
I began using Facebook as a Personal Learning Environment (PLE) this semester. My Curriculum and Instruction cohort meets once every week, but the weather has not allowed us to maintain our schedule. We created a group on Facebook. There, we post important documents to review and critique. This has been very helpful to all of us, as we are all in the midst of writing curriculum for the first time. The drawback, as I mentioned above, is the complete loss of time I experience while scrolling through peoples posts and pictures.
Resources
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011
Horizon Report. Austin Texas: The New Media Consortium.
Flat Connections Global Project. (n.d.). - Building bridges for the future through collaborative projects. Retrieved February 15, 2014, from http://flatconnectionsglobalproject.net/
List of social networking websites. (2014, February 13). Wikipedia. Retrieved February 15, 2014, from http://en.wikipedia.org/wiki/List_of_social_networking_websites
Social Media in Plain English. (2008, May 28). YouTube. Retrieved February 15, 2014, from http://www.youtube.com/watch?v=MpIOClX1jPE
Social Networking in Plain English. (2007, June 27). YouTube. Retrieved February 15, 2014, from http://www.youtube.com/watch?v=6a_KF7TYKVc
Wednesday, February 5, 2014
Gaming
The title could mislead you, for gaming isn't all fun and games!
Question: What do I think about gaming in the classroom?
Funny you should ask. I've always been a big fan of classroom gaming, although it is *just* now becoming more high-tech. You see, I'm a math teacher in a large, urban district. My teen-aged students have no interest in what I have to say unless I sell it. Part of the sales pitch involves some kind of game. Sometimes, the students play against me. Sometimes, it's half the class versus the other half. Often, I have student-versus-student games to help nail down a concept. I've always taught this way, and I know my students and their parents appreciate this instructional approach. How do I know? They've told me for years. Better than being told? They're learning, excelling, and enjoying the process. Gaming provides challenge, friendly competition, motivation, and fun. I embrace the future in gaming technology for education.
Describe three of the gaming/simulation/virtual reality sites you explored in Assignment 5.3...
As a middle school math teacher, I immediately began exploring sites angled at middle and secondary students. The first site I visited was Budget Hero.
I chose this because, well, hello! Budget = Math, right? Well, true, but this was not what I was imagining. I was imagining a personal budget simulation game or maybe a household budget simulation. Well, I was thinking on a much smaller scale, because Budget Hero allows the gamer to take on the federal budget! Honestly, I tried to play. It was difficult. I didn't give it the proper time and attention it deserved. If I was a student in a government or civics class, this game would be very helpful in understanding the inner-workings of the federal budget. It is multi-layered and takes a lot of thought. This game is not a pass-the-time-away type of game--it is fully instructional.
The second site I explored was McDonald's the Game.
I love this simulation game. There is not one single aspect of McDonald's that is left out. Seriously. Some things were even a bit disturbing. For example, if you have a sick cow, you have to shoot it. Also, you make use of the leftover "organic waste" after a cow is slaughtered. The gamer can even decide to administer hormones to the cattle! Aside from the agricultural and feed lot sectors, there is the fast food sector and headquarters. Gamers must monitor the crew, customers, brand awareness, burgers, and the fields and cattle, all while trying to make money. This game is no joke. It is complex, yet easy to understand and operate. It is pleasant to look at and, well, fun! I tried to make profit but kept going under. Clearly, I'm no Ray Kroc. That being said, I can keep trying--and so can students. There is much to be learned in the land of McDonald's.
Save the best for last, yes? The last site I visited was the best for me and my students. Frankly, I want to go back and play instead of writing this blog post. So, what is it? It's called the Problem Site, and I had NO problems allowing minutes to fly by as I explored all that there was to offer.
The Problem Site contains links to many flash games that are mathematically based. The best part? The games are quick to learn. This is important when a class period is only 42-minutes long. So, why are these quick-to-learn games so great? They are challenging and fun. They allow for skills practice and mastery. They are intriguing. They require logic. Obviously, I love this site. It is something I am going to start using this week--that is, if we ever escape the never-ending bliss of multiple snow days.
Overall, this week's investigations have been enjoyable. I'm a huge believer in the benefits that gaming has in education. Aside from the obvious fun of gaming, it was nice to read the research that defends the practice of gaming. In the article Sims vs. Games: The Difference Defined, several benefits of gaming were listed. Three stood out to me: 1) gaming promotes cooperation and collaboration; 2) gaming requires students to make effective decisions under stress; and 3) gaming often requires students to make ethical or moral decisions. The underlying theme here is real-life skills practice. What is more important than preparing our students for independence in the real world? It is important that teachers avoid disrespectfully dismissing gaming as a waste of time. Games can be great teachers and great motivators.
In the 2011 Horizon Report, I learned a new term: MMO. Massively Multiplayer Online. Games that are MMO require collaboration and problem solving. As a math teacher, this is what I am teaching my young teens daily. The vehicle through which I teach these skills is math, but the focus IS collaboration and problem solving. Combining what I already teach with gaming is only going to solidify these important life skills.
In gaming situations, students are less likely to be afraid of trying new things. There isn't the worry of making mistakes, because mistakes can be made without any risks (No Gamer Left Behind: Virtual Learning Goes to the Next Level). Schools have the opportunity to embrace and make use of cell phones and tablets. Games are a powerful way to tap into the interests of kids. We are living with a "knowledge economy", not an industrial economy. Times are changing and, as teachers, we must be leaders to our students in this change.
Virtual reality (VR) is a technology that allows students to explore and manipulate computer-generated, 3-dimensional multimedia environments in real-time (Virtual Reality/Simulations). VR is awesome. The first time I experienced VR was in Houston in 1994. It's not a new technology, just more accessible. VR allows for learning experiences across all grade levels and content areas. The major set-back is the lack of teacher training. In large, urban districts, computer maintenance and availability can also hinder the usage of VR experiences for students. Again, this is why it is critical for teachers to find a way to embrace and utilize the smart phones in the back pockets of our students.
Augmented Reality (AR) was a new term for me this week. According to the 2011 Horizon Report, AR is the layering of information over 3-dimensional spaces. Immediately, I thought of Google Glass. AR is interactive, connecting real life with educational experiences. The problem I see is that special glasses/goggles or another type of special scope is required. I didn't see any information regarding the cost of this technology, but I can imagine it is NOT cheap. AR looks awesome. As it develops and becomes more readily available to public schools, I will definitely use it in the classroom. The AR books I saw in the video clips are breathtaking. Aside from the illustrations of a story jumping right off the page, imagine the comprehension that will come from being able to view a graph as IT jumps off the page?
References
2011 Horizon Report K-12. (n.d.). 2011 Horizon Report K-12. Retrieved February 5, 2014, from http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
No Gamer Left Behind: Virtual Learning Goes to the Next Level. (n.d.). YouTube. Retrieved February 4, 2014, from http://www.youtube.com
Not a Game: Inside Virtual Iraq. (2008, May 22). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=R6kl2BuhKmM
Sims vs. Games: The Difference Defined. (n.d.). Edutopia. Retrieved February 5, 2014, from http://www.edutopia.org/sims-vs-games
Soldiers Get Virtual Reality Therapy for Burn Pain. (2008, November 10). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=jNIqyyypojg
Virtual Reality/Simulations | National Center on Accessible Instructional Materials. (n.d.). Virtual Reality/Simulations | National
Center on Accessible Instructional Materials. Retrieved February 5, 2014, from http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simulations#.UvKOJ5WPLIU
Question: What do I think about gaming in the classroom?
Funny you should ask. I've always been a big fan of classroom gaming, although it is *just* now becoming more high-tech. You see, I'm a math teacher in a large, urban district. My teen-aged students have no interest in what I have to say unless I sell it. Part of the sales pitch involves some kind of game. Sometimes, the students play against me. Sometimes, it's half the class versus the other half. Often, I have student-versus-student games to help nail down a concept. I've always taught this way, and I know my students and their parents appreciate this instructional approach. How do I know? They've told me for years. Better than being told? They're learning, excelling, and enjoying the process. Gaming provides challenge, friendly competition, motivation, and fun. I embrace the future in gaming technology for education.
Describe three of the gaming/simulation/virtual reality sites you explored in Assignment 5.3...
As a middle school math teacher, I immediately began exploring sites angled at middle and secondary students. The first site I visited was Budget Hero.
I chose this because, well, hello! Budget = Math, right? Well, true, but this was not what I was imagining. I was imagining a personal budget simulation game or maybe a household budget simulation. Well, I was thinking on a much smaller scale, because Budget Hero allows the gamer to take on the federal budget! Honestly, I tried to play. It was difficult. I didn't give it the proper time and attention it deserved. If I was a student in a government or civics class, this game would be very helpful in understanding the inner-workings of the federal budget. It is multi-layered and takes a lot of thought. This game is not a pass-the-time-away type of game--it is fully instructional.
The second site I explored was McDonald's the Game.
I love this simulation game. There is not one single aspect of McDonald's that is left out. Seriously. Some things were even a bit disturbing. For example, if you have a sick cow, you have to shoot it. Also, you make use of the leftover "organic waste" after a cow is slaughtered. The gamer can even decide to administer hormones to the cattle! Aside from the agricultural and feed lot sectors, there is the fast food sector and headquarters. Gamers must monitor the crew, customers, brand awareness, burgers, and the fields and cattle, all while trying to make money. This game is no joke. It is complex, yet easy to understand and operate. It is pleasant to look at and, well, fun! I tried to make profit but kept going under. Clearly, I'm no Ray Kroc. That being said, I can keep trying--and so can students. There is much to be learned in the land of McDonald's.
Save the best for last, yes? The last site I visited was the best for me and my students. Frankly, I want to go back and play instead of writing this blog post. So, what is it? It's called the Problem Site, and I had NO problems allowing minutes to fly by as I explored all that there was to offer.
The Problem Site contains links to many flash games that are mathematically based. The best part? The games are quick to learn. This is important when a class period is only 42-minutes long. So, why are these quick-to-learn games so great? They are challenging and fun. They allow for skills practice and mastery. They are intriguing. They require logic. Obviously, I love this site. It is something I am going to start using this week--that is, if we ever escape the never-ending bliss of multiple snow days.
Overall, this week's investigations have been enjoyable. I'm a huge believer in the benefits that gaming has in education. Aside from the obvious fun of gaming, it was nice to read the research that defends the practice of gaming. In the article Sims vs. Games: The Difference Defined, several benefits of gaming were listed. Three stood out to me: 1) gaming promotes cooperation and collaboration; 2) gaming requires students to make effective decisions under stress; and 3) gaming often requires students to make ethical or moral decisions. The underlying theme here is real-life skills practice. What is more important than preparing our students for independence in the real world? It is important that teachers avoid disrespectfully dismissing gaming as a waste of time. Games can be great teachers and great motivators.
In the 2011 Horizon Report, I learned a new term: MMO. Massively Multiplayer Online. Games that are MMO require collaboration and problem solving. As a math teacher, this is what I am teaching my young teens daily. The vehicle through which I teach these skills is math, but the focus IS collaboration and problem solving. Combining what I already teach with gaming is only going to solidify these important life skills.
In gaming situations, students are less likely to be afraid of trying new things. There isn't the worry of making mistakes, because mistakes can be made without any risks (No Gamer Left Behind: Virtual Learning Goes to the Next Level). Schools have the opportunity to embrace and make use of cell phones and tablets. Games are a powerful way to tap into the interests of kids. We are living with a "knowledge economy", not an industrial economy. Times are changing and, as teachers, we must be leaders to our students in this change.
Virtual reality (VR) is a technology that allows students to explore and manipulate computer-generated, 3-dimensional multimedia environments in real-time (Virtual Reality/Simulations). VR is awesome. The first time I experienced VR was in Houston in 1994. It's not a new technology, just more accessible. VR allows for learning experiences across all grade levels and content areas. The major set-back is the lack of teacher training. In large, urban districts, computer maintenance and availability can also hinder the usage of VR experiences for students. Again, this is why it is critical for teachers to find a way to embrace and utilize the smart phones in the back pockets of our students.
Augmented Reality (AR) was a new term for me this week. According to the 2011 Horizon Report, AR is the layering of information over 3-dimensional spaces. Immediately, I thought of Google Glass. AR is interactive, connecting real life with educational experiences. The problem I see is that special glasses/goggles or another type of special scope is required. I didn't see any information regarding the cost of this technology, but I can imagine it is NOT cheap. AR looks awesome. As it develops and becomes more readily available to public schools, I will definitely use it in the classroom. The AR books I saw in the video clips are breathtaking. Aside from the illustrations of a story jumping right off the page, imagine the comprehension that will come from being able to view a graph as IT jumps off the page?
References
2011 Horizon Report K-12. (n.d.). 2011 Horizon Report K-12. Retrieved February 5, 2014, from http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
No Gamer Left Behind: Virtual Learning Goes to the Next Level. (n.d.). YouTube. Retrieved February 4, 2014, from http://www.youtube.com
Not a Game: Inside Virtual Iraq. (2008, May 22). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=R6kl2BuhKmM
Sims vs. Games: The Difference Defined. (n.d.). Edutopia. Retrieved February 5, 2014, from http://www.edutopia.org/sims-vs-games
Soldiers Get Virtual Reality Therapy for Burn Pain. (2008, November 10). YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?v=jNIqyyypojg
Virtual Reality/Simulations | National Center on Accessible Instructional Materials. (n.d.). Virtual Reality/Simulations | National
Center on Accessible Instructional Materials. Retrieved February 5, 2014, from http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simulations#.UvKOJ5WPLIU
Friday, January 31, 2014
Open Content & Ethics
So, what is Open Content?
Open = Available
Content = Stuff
That's right. Available stuff. Who doesn't love that?? Especially teachers. We are always looking for stuff. Stuff for lessons. Stuff for lesson planning. Stuff to make lessons awesome. Stuff to help with assessments. Stuff for subs. Stuff for OTES. I could go on and on and on...
Stuff is pretty important. For teachers, it's especially important if it's free. So what is this (often) free "stuff" anyway? Open Content is only limited to the imagination of the creator. According to Wikipedia, Open Content is a creative work that others can copy or modify. After reading this, I realized I've been using Open Content for a few years. For example, I go to Teachers Pay Teachers and peruse the FREE downloads. I find a math game I like, but I need to tweak it. I change it up and voila! I have something I need and I didn't have to, as the saying goes, reinvent the wheel.
Open Content is a teacher's answered prayer. Information is shared, as well as instructional practices, techniques and experiences. Educational content can be customized. Even better? Open Content can be a cost-effective alternative to textbooks. According to the 2011 Horizon Report (Johnson, Adams, & Haywood, 2011, p. 22), information is everywhere; the challenge is to make effective use of it. Content is available for many subjects and at various levels, kindergarten-college. As a teacher in a large urban district, this could be a solution to never-ending textbook problems. What problems, you ask? Where to begin. Okay. Sometimes, there aren't enough books. Students can't take them home when there aren't enough. As a math teacher, this stinks. I want the kids to practice at home. When I send worksheets, there aren't references for parents. Also, worksheets tend to disappear. Aside from this, there's the whole inventory thing. I check books out; students don't bring them back; the office holds the grade card; parents get mad; there's no money to replace the lost books. Ugh. Annoying. If textbooks are online and can be accessed freely from any computer, tablet, or smart phone, the whole book debacle ends. I like it.
I decided to check out the site www.flatworldknowledge.com. Flat World Knowledge (FWK) is a publisher of college-level textbooks and educational supplements. Textbooks are either extremely cheap for students or free. College professors have control in what they need; students choose the format they prefer; authors earn rapid market shares. So how does FWK do this? They use Creative Commons licensing.
Creative Commons (CC) is a non-profit organization that enables the sharing/use of creativity/knowledge through free legal tools. According to their website, www.creativecommons.org, they provide free, easy-to-use copyright licenses. These are not an alternative to copyright--they work alongside copyright. There are six different licenses that give the creator the choice to have their work be commercial or non-commercial, changeable or not, and may require a "tweaker" to license their changed version of the original. In the video Creative Commons: Saving the World from Failed Sharing, the big picture was that Creative Commons is method to marry access and control.
My wish in all of this is for e-books to become more accessible to my students. That being said, there is also a need for more academic titles. I can go to Google Books and search for anything--it's just like Kindle or Nook. The problem is that a lot of the free stuff, is, well, junk. I said it. Sorry to the authors of those titles. As an educator, I'm looking for features that support scholarly work. In the 2011 Horizon Report, it is stated that the problems I mentioned are fading. As an avid user of e-books, I say Prove It! A big PLUS, however, is that e-books are being joined with cloud computing. I love that I can access my ENTIRE Kindle library on my iPhone or my Surface. Better yet, my page is ALWAYS marked, no matter what device I used last. This would be awesome for students. I imagine them having a cloud library with all of their books, accessible from any device, anywhere, any time. This is what intrigues me the most as I reflect upon the week's readings. I know our future lies in this technology because it will be most cost-effective--yet contains many benefits for students beyond what a dollar amount could possibly convey.
Ethics-wise, I understand people are worried about copyright, copyleft, copyfree, and good, old-fashioned plagiarism. To me, these concerns speak to the value of the services provided by Creative Commons and Flat World Knowledge. Another concern that piqued my interest was the topic of an e-book Google Monopoly. According to the Open Content Alliance, despite repeated requests, Google has declined to give any details about what privacy controls it would put in place on its Book Search product. Will Google track the books that we are reading and make this information available to sell advertising against it? Will Google refuse to share information with the government about what books people are reading, as libraries routinely do? Will Google even publish a robust privacy policy on its Book Search product before the settlement issue is resolved? These are questions I look forward to learning the answers to as this quiet controversy continues.
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011
Horizon Report. Austin Texas: The New Media Consortium.
Open Content. (n.d.). In Wikipedia. Retrieved January, 25, 2014, from
http://en.widipedia.or/wiki/Open_content#Major_open_content_repositories_and_directories
Creative Commons. (n.d.). Creative Commons. Retrieved January 28, 2014, from http://creativecommons.org/
A Shared Culture | Creative Commons Episodes | Learning Videos | Blip. (n.d.). RSS. Retrieved January 31, 2014, from http://blip.tv/creative-commons/a-shared-culture-1198493
Introducing Google eBooks. (2010, November 29). YouTube. Retrieved January 31, 2014, from http://www.youtube.com/watch?v=ZKEaypYJbb4
Developed by experts. Personalized by you. Affordable for students.. (n.d.). Flat World Knowledge. Retrieved January 28, 2014, from http://www.flatworldknowledge.com
"Open Content Alliance (OCA)." Open Content Alliance OCA RSS. N.p., n.d. Web. 28 Jan. 2014.
Open = Available
Content = Stuff
That's right. Available stuff. Who doesn't love that?? Especially teachers. We are always looking for stuff. Stuff for lessons. Stuff for lesson planning. Stuff to make lessons awesome. Stuff to help with assessments. Stuff for subs. Stuff for OTES. I could go on and on and on...
Stuff is pretty important. For teachers, it's especially important if it's free. So what is this (often) free "stuff" anyway? Open Content is only limited to the imagination of the creator. According to Wikipedia, Open Content is a creative work that others can copy or modify. After reading this, I realized I've been using Open Content for a few years. For example, I go to Teachers Pay Teachers and peruse the FREE downloads. I find a math game I like, but I need to tweak it. I change it up and voila! I have something I need and I didn't have to, as the saying goes, reinvent the wheel.
Open Content is a teacher's answered prayer. Information is shared, as well as instructional practices, techniques and experiences. Educational content can be customized. Even better? Open Content can be a cost-effective alternative to textbooks. According to the 2011 Horizon Report (Johnson, Adams, & Haywood, 2011, p. 22), information is everywhere; the challenge is to make effective use of it. Content is available for many subjects and at various levels, kindergarten-college. As a teacher in a large urban district, this could be a solution to never-ending textbook problems. What problems, you ask? Where to begin. Okay. Sometimes, there aren't enough books. Students can't take them home when there aren't enough. As a math teacher, this stinks. I want the kids to practice at home. When I send worksheets, there aren't references for parents. Also, worksheets tend to disappear. Aside from this, there's the whole inventory thing. I check books out; students don't bring them back; the office holds the grade card; parents get mad; there's no money to replace the lost books. Ugh. Annoying. If textbooks are online and can be accessed freely from any computer, tablet, or smart phone, the whole book debacle ends. I like it.
I decided to check out the site www.flatworldknowledge.com. Flat World Knowledge (FWK) is a publisher of college-level textbooks and educational supplements. Textbooks are either extremely cheap for students or free. College professors have control in what they need; students choose the format they prefer; authors earn rapid market shares. So how does FWK do this? They use Creative Commons licensing.
Creative Commons (CC) is a non-profit organization that enables the sharing/use of creativity/knowledge through free legal tools. According to their website, www.creativecommons.org, they provide free, easy-to-use copyright licenses. These are not an alternative to copyright--they work alongside copyright. There are six different licenses that give the creator the choice to have their work be commercial or non-commercial, changeable or not, and may require a "tweaker" to license their changed version of the original. In the video Creative Commons: Saving the World from Failed Sharing, the big picture was that Creative Commons is method to marry access and control.
My wish in all of this is for e-books to become more accessible to my students. That being said, there is also a need for more academic titles. I can go to Google Books and search for anything--it's just like Kindle or Nook. The problem is that a lot of the free stuff, is, well, junk. I said it. Sorry to the authors of those titles. As an educator, I'm looking for features that support scholarly work. In the 2011 Horizon Report, it is stated that the problems I mentioned are fading. As an avid user of e-books, I say Prove It! A big PLUS, however, is that e-books are being joined with cloud computing. I love that I can access my ENTIRE Kindle library on my iPhone or my Surface. Better yet, my page is ALWAYS marked, no matter what device I used last. This would be awesome for students. I imagine them having a cloud library with all of their books, accessible from any device, anywhere, any time. This is what intrigues me the most as I reflect upon the week's readings. I know our future lies in this technology because it will be most cost-effective--yet contains many benefits for students beyond what a dollar amount could possibly convey.
Ethics-wise, I understand people are worried about copyright, copyleft, copyfree, and good, old-fashioned plagiarism. To me, these concerns speak to the value of the services provided by Creative Commons and Flat World Knowledge. Another concern that piqued my interest was the topic of an e-book Google Monopoly. According to the Open Content Alliance, despite repeated requests, Google has declined to give any details about what privacy controls it would put in place on its Book Search product. Will Google track the books that we are reading and make this information available to sell advertising against it? Will Google refuse to share information with the government about what books people are reading, as libraries routinely do? Will Google even publish a robust privacy policy on its Book Search product before the settlement issue is resolved? These are questions I look forward to learning the answers to as this quiet controversy continues.
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011
Horizon Report. Austin Texas: The New Media Consortium.
Open Content. (n.d.). In Wikipedia. Retrieved January, 25, 2014, from
http://en.widipedia.or/wiki/Open_content#Major_open_content_repositories_and_directories
Creative Commons. (n.d.). Creative Commons. Retrieved January 28, 2014, from http://creativecommons.org/
A Shared Culture | Creative Commons Episodes | Learning Videos | Blip. (n.d.). RSS. Retrieved January 31, 2014, from http://blip.tv/creative-commons/a-shared-culture-1198493
Introducing Google eBooks. (2010, November 29). YouTube. Retrieved January 31, 2014, from http://www.youtube.com/watch?v=ZKEaypYJbb4
Developed by experts. Personalized by you. Affordable for students.. (n.d.). Flat World Knowledge. Retrieved January 28, 2014, from http://www.flatworldknowledge.com
"Open Content Alliance (OCA)." Open Content Alliance OCA RSS. N.p., n.d. Web. 28 Jan. 2014.
Tuesday, January 21, 2014
In the Clouds
I learned so much this week while exploring cloud-computing websites. Before I go further, I have to say that I felt like a fool for not being more knowledgeable about cloud computing. This summer, I was at a national conference. One of the presenters wanted to send some resources to our dropboxes. Drop what? I received a quick-and-dirty explanation from someone at my table. I got the gist that it was file-sharing, so I loaded DropBox onto my iPhone--and haven't used it since. That will all be changing.
The first cloud-computing site I explored was, in fact, DropBox. So, what is Dropbox? I'll give you their words:
"Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!"
How awesome is that? What I discovered about Dropbox is that you don't need a flashdrive to hork information from a colleague. I used to go to professional development sessions ALL the time. We were ALWAYS instructed to bring a flashdrive to get the resources presented. NOT. NECESSARY. This summer, via Dropbox, I acquired Smart Notebook presentations/activities, PowerPoint presentations, and ready-to-use printables by simply providing the e-mail address for my Dropbox account--ALL files were shared!
Check it out: https://www.dropbox.com/home
The second cloud-computing site I visited was box.net. I love it. It's easy to use and, in my opinion, geared toward sharing and collaboration of ANYTHING from Microsoft Office. All you have to do is drag-and-drop from your desktop. There's also a file-browsing feature for those of you who aren't into tactile file sharing. I can't wait to use this with my fellow math instructional facilitators. We provide professional development and spend many hours collaborating for various grade levels. With box.net, it will be so easy to prepare a document as a team. Box.net would be a great lesson planning resource for those teaching the same grade and content who are at different schools.
Check it out: www.box.net
The last site I found was cloudtrip.com. I didn't realize that cloudtrip was an umbrella site for many, many apps that are help within the cloud. There are a plethora of educational apps. I discovered this by clicking the "tags" heading in the menu bar. Wow. I clicked on "math" and immediately had access to a ton of, well, math stuff! To me, it was like finding the pot at the end of the rainbow. Can't find what you need for a lesson? Need something a little more concrete for your students? Looking for something different? Go to cloudtrip before you beat your head against a wall.
Check it out: www.cloudtrip.com
Alright. Diigo. What? Yeah, I never heard of this before THIS assignment, and I feel pretty awesome that my mom didn't know what it was, either. Why? She's the Director of Student Services at a nearby college. She always seems to be one step ahead of me on technology. I actually heard about "the cloud" from her. So, Diigo is awesome. I chose to follow a few different groups, but the one I will focus on for your reading enjoyment is Math Links. As a long-time math teacher and a math instructional facilitator, this was a fab find. It's a group of educators sharing interesting resources around the teaching and learning of mathematics. I'm always looking for new, innovative--and free--resources on the internet for my teachers. This is a whole COLLECTION of those very resources. Awesome.
In the 2011 Horizon Report, it was implied that cloud-computing and social bookmarking is IN (Johnson, Adams, & Haywood, 2011). Words that stood out to me in the reading (and in the video clips) included instant, economical, and easy. I definitely discovered this, and so much more, as I was picking apart the sites I visited. The big take-away for me is that these "new" technologies support collaboration. I am witness to the validity of collaboration as a major foundational skill in mathematics comprehension every day. When students are allowed to collaborate, more learning happens. Aside from collaboration, these sites can save schools time and money with TONS of free storage. Students can access their work from a computer, tablet, or smart phone, whether they're at home or school or wherever! There are many exciting free services, such as photo-editing and slide show creation. To touch briefly on folksonomies, the Wikipedia description didn't quite get me THERE (Folksonomy, 2014). I'm a visual learner at times, so I did a Google Image search of "folksonomy" and WOW! Now, I really get it. So much more than a Wordle! I think teachers have been doing this type of concept mapping for YEARS, but not incorporating technology (tagging!). Again, it's seemingly easy. I'm going to start teaching my teachers how to use many of the discoveries I've made this week.
Johnson, L., Adams, S., & Haywood, K. (2011). The NMC Horizon Report: 2011 K-12
Edition. Austin, Texas: The New Media Consortium.
Folksonomy. (2014, January 15). In Wikipedia, The Free Encyclopedia. Retrieved 12:26, January 18, 2014,
from http://en.wikipedia.org/w/index.php?title=Folksonomy&oldid=590863602
Sunday, January 12, 2014
Blogging and Twittering
THIS is a homework assignment. I repeat, this is a homework assignment. You may not be interested in what follows. Or you might be-if you're in my class. Or you happen to be the professor. Continue.
So, I'm taking a grad-level course called Internet in the Classroom. So far, I had to create my own Wiki and this blog. I already had a Skype account and a Twitter account. I actually had a blog, also, but it was WAY old. So, yeah. Anywhoosey, the focus this week is blogs and Twitter. Time for me to go into student mode.
1. What you have learned about blogging and twittering?
I am actually quite experienced in both. They turn the user into the news source. Of course, the user may not be reporting your everyday average news stories. That's what is quite fabulous about blogs and Twitter. The reader chooses who to follow based on their own personal interests. So, what's the difference between the two? Blogs are like the newspaper and Twitter is like a ticker on the bottom of a television screen. Blogs are seemingly static while Twitter is alive and ever-moving.
2. What do you now believe about the value and relevance of blogging and twittering for educational purposes. Be sure to reference some of this week's readings in this section.
Blogging and Twitter are unbelievably relevant, which is a problem. Why? Neither are accessible to the students I teach, in the context of MY class. I have begged to have a class blog. It is a means to engage students, which, with junior high students, is EVERYTHING. Twitter? My older students all have smart phones, so why not? Unfortunately, what I view as possibility, the board views as problematic. Bullying, cheating, and whatever else you can imagine. The Tweets for Education slideshows clearly show how Twitter is a landscape for collaboration and an opportunity to get a new perspective on, well, anything! Upon reading the link to Online Collaborative Environments, it is clear that students would have a means to communicate with each other. They could even critique and analyze each other--something they are too afraid to do in person. Perhaps it is time to give our students the benefit of the doubt?
3. What network you are going to follow on Twitter and why you chose that one.
I follow many news organizations, including local, state, national, and global. I am a news junkie--I like to know what is happening. I also follow many education-related people, including teachers, administrators, policy makers, and union people. Again, I feel the need to be informed on the issues. Finally, you'll find I'm a foodie, simply by observing all of the chefs I follow. This network of chefs and fellow foodies is, well, just for fun!
Type one paragraph on Blogging (at least 5-7 sentences) and one on Twittering (at least 5-7 sentences).
Blogging: Not for the Lazy
This blog, 4orks, is my fourth blog. All of the other blogs were related to, ironically, fitness. Go ahead. Laugh. I am. The thing is, blogs are a great space for collaboration. I've known this for years. In my mind, I would blog about my exercise adventure for the day. Maybe, a nutritional tidbit or two. Absolutely, I would include struggles or missteps. Of course, I would expect my friends to respond. I would start a conversation. Conversation NEVER happened. It was always just me. All three blogs turned into a diary of sorts. I love to write, but never if the reader would only be me. Eventually, I would quite posting. I'm sure you've guessed what happened. That's right. I deleted those other blogs. I'm hoping this blog actually starts conversations--even if you're forced to read my posts and comment for a grade!
Twittering/Tweeting--Live Info in 140 or Less
I can only tell you what I like about Twitter by telling you what I don't like about Facebook (FB). On FB, people are always rambling on. I just want to read posts by people following the KISS method--Keep It Short and Simple. On Twitter, posts can only be KISS posts. I love that about Twitter. On FB, people have stopped sharing their own words altogether. It is so annoying to search through all of the FB posters and e-cards and advertisements, simply to find a person's own thoughts and feelings. On Twitter, I never have to see anything but the concise message a person wants to convey. Again, a huge positive for me, as the reader. I also love how quick Twitter is. I also love hashtags. To me, they are like the card catalog at the library. Except fast, and way more accurate that I ever could be. How great that I just searched #DowntonAbbey and quickly saw all of the other people who were enraged as I was? I love it.
THIS is a homework assignment. I repeat, this is a homework assignment. You may not be interested in what follows. Or you might be-if you're in my class. Or you happen to be the professor. Continue.
So, I'm taking a grad-level course called Internet in the Classroom. So far, I had to create my own Wiki and this blog. I already had a Skype account and a Twitter account. I actually had a blog, also, but it was WAY old. So, yeah. Anywhoosey, the focus this week is blogs and Twitter. Time for me to go into student mode.
1. What you have learned about blogging and twittering?
I am actually quite experienced in both. They turn the user into the news source. Of course, the user may not be reporting your everyday average news stories. That's what is quite fabulous about blogs and Twitter. The reader chooses who to follow based on their own personal interests. So, what's the difference between the two? Blogs are like the newspaper and Twitter is like a ticker on the bottom of a television screen. Blogs are seemingly static while Twitter is alive and ever-moving.
2. What do you now believe about the value and relevance of blogging and twittering for educational purposes. Be sure to reference some of this week's readings in this section.
Blogging and Twitter are unbelievably relevant, which is a problem. Why? Neither are accessible to the students I teach, in the context of MY class. I have begged to have a class blog. It is a means to engage students, which, with junior high students, is EVERYTHING. Twitter? My older students all have smart phones, so why not? Unfortunately, what I view as possibility, the board views as problematic. Bullying, cheating, and whatever else you can imagine. The Tweets for Education slideshows clearly show how Twitter is a landscape for collaboration and an opportunity to get a new perspective on, well, anything! Upon reading the link to Online Collaborative Environments, it is clear that students would have a means to communicate with each other. They could even critique and analyze each other--something they are too afraid to do in person. Perhaps it is time to give our students the benefit of the doubt?
3. What network you are going to follow on Twitter and why you chose that one.
I follow many news organizations, including local, state, national, and global. I am a news junkie--I like to know what is happening. I also follow many education-related people, including teachers, administrators, policy makers, and union people. Again, I feel the need to be informed on the issues. Finally, you'll find I'm a foodie, simply by observing all of the chefs I follow. This network of chefs and fellow foodies is, well, just for fun!
Type one paragraph on Blogging (at least 5-7 sentences) and one on Twittering (at least 5-7 sentences).
Blogging: Not for the Lazy
This blog, 4orks, is my fourth blog. All of the other blogs were related to, ironically, fitness. Go ahead. Laugh. I am. The thing is, blogs are a great space for collaboration. I've known this for years. In my mind, I would blog about my exercise adventure for the day. Maybe, a nutritional tidbit or two. Absolutely, I would include struggles or missteps. Of course, I would expect my friends to respond. I would start a conversation. Conversation NEVER happened. It was always just me. All three blogs turned into a diary of sorts. I love to write, but never if the reader would only be me. Eventually, I would quite posting. I'm sure you've guessed what happened. That's right. I deleted those other blogs. I'm hoping this blog actually starts conversations--even if you're forced to read my posts and comment for a grade!
Twittering/Tweeting--Live Info in 140 or Less
I can only tell you what I like about Twitter by telling you what I don't like about Facebook (FB). On FB, people are always rambling on. I just want to read posts by people following the KISS method--Keep It Short and Simple. On Twitter, posts can only be KISS posts. I love that about Twitter. On FB, people have stopped sharing their own words altogether. It is so annoying to search through all of the FB posters and e-cards and advertisements, simply to find a person's own thoughts and feelings. On Twitter, I never have to see anything but the concise message a person wants to convey. Again, a huge positive for me, as the reader. I also love how quick Twitter is. I also love hashtags. To me, they are like the card catalog at the library. Except fast, and way more accurate that I ever could be. How great that I just searched #DowntonAbbey and quickly saw all of the other people who were enraged as I was? I love it.
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