Our last class was mostly an opportunity to share some of the projects we have been working on. We shared our group project on using ComicLife to build community by creating fractured fairy tales. The other group presented on using inDesign to create newsletters. I liked their project. I think inDesign is a great tool and I'm sure students really enjoy using it to interview and share information about each other.
The individual projects were impressive as well. The use of tools like Scratch, ComicLife, video, photo editing software, web design software, etc... were really well thought out. As a technology teacher, these are all tools I feel comfortable with and I use them with students. The challenge for me is how to help teachers feel comfortable with them and see how they fit into their classroom. Sometimes it fits into the curriculum as it looks right now, but sometimes, I feel we need to throw out the curriculum and rebuild it based on new skills, new tools, and new expectations for students coming out of our schools. This is a difficult change to bring about. We are developing a core of teachers who are excited about it, but we also have a group of people who are tentative, suspicious, or resentful about it.
I am excited to see that our students are getting the opportunities presented in class today, but I am interested in finding ways to replicate projects like these to be developed in all of our classrooms.
Friday, January 11, 2008
Thursday, December 27, 2007
Journal Entry for Class on Dec. 19th, 2007
Steve and I spent some time in class researching web 2.0 tools. I have been encouraging teachers to explore these tools for some time. I believe that there is a real power in using many of these tools since they are collaborative by nature. Students can easily extend discussions and assignments beyond the school day through the use of many web 2.0 tools like blogs, wikis, google docs (and similar tools), Voicethread, and many others.
Steve and I chose to explore online mapping sites. I have been using these tools with elementary students. I have been trying to convince our third grade teachers in particular that teaching mapping with these tools rather than foldup paper maps is far more relevant to students. I don't know anyone who uses paper maps to tell them where they are going or to determine directions before they leave. With GPS tools in cars and on phones, they are obsolete. Fast forward 10 years when third graders graduate and they will be completely forgotten. Yet, we insist on keeping them in our curriculum.
Even first graders used Google maps and Google Earth to explore the world as part of their world tour unit they do in class. They were able to follow directions to find key places around the world. I particularly like Live Maps because they use the USGS photography so the "Satellite" images are much higher quality and from a less extreme angle than the other sites. One concern about these sites is how often the images are updated. We have found that students who have homes that are less than 2-3 years old couldn't find their houses. The photos are too old. They are still probably more updated than many of the maps found in classrooms, but they need to be updated more often.
My group worked on its group project. In spite of all the silly interactions, we are quite productive when we need to be. We also complement each others' skills very well. I am sort of excited about our project. While technology can build community through online experiences, it can also build it through desktop applications. Comic Life is a fun, powerful software that allows students to develop creative, communication, and media skills. I have long argued with colleagues about the power of computers to bring kids together and learn how to collaborate. They see computers as they see traditional video games- kids with headphones zoning out by themselves. I see computers as David Jonassen describes them- mindtools that allow students to create, organize, access, communicate, analyze, and collaborate. This project does that.
Steve and I chose to explore online mapping sites. I have been using these tools with elementary students. I have been trying to convince our third grade teachers in particular that teaching mapping with these tools rather than foldup paper maps is far more relevant to students. I don't know anyone who uses paper maps to tell them where they are going or to determine directions before they leave. With GPS tools in cars and on phones, they are obsolete. Fast forward 10 years when third graders graduate and they will be completely forgotten. Yet, we insist on keeping them in our curriculum.
Even first graders used Google maps and Google Earth to explore the world as part of their world tour unit they do in class. They were able to follow directions to find key places around the world. I particularly like Live Maps because they use the USGS photography so the "Satellite" images are much higher quality and from a less extreme angle than the other sites. One concern about these sites is how often the images are updated. We have found that students who have homes that are less than 2-3 years old couldn't find their houses. The photos are too old. They are still probably more updated than many of the maps found in classrooms, but they need to be updated more often.
My group worked on its group project. In spite of all the silly interactions, we are quite productive when we need to be. We also complement each others' skills very well. I am sort of excited about our project. While technology can build community through online experiences, it can also build it through desktop applications. Comic Life is a fun, powerful software that allows students to develop creative, communication, and media skills. I have long argued with colleagues about the power of computers to bring kids together and learn how to collaborate. They see computers as they see traditional video games- kids with headphones zoning out by themselves. I see computers as David Jonassen describes them- mindtools that allow students to create, organize, access, communicate, analyze, and collaborate. This project does that.
Tuesday, December 18, 2007
Journal Entry for Online Chat Session 12/18/07
This evening we held an online chat. We were able to have a live discussion about topics relating to building communities online. Many in the group seemed to feel that chats are disorienting, especially when there are many people chatting simultaneously. I can't disagree. I have to concentrate much harder to have a simple discussion than I would if I were having the discussion face to face. Between the reading of everyone's thoughts, processing your own thoughts, and typing, it is way more work than other forms of communication. However, I recognize that kids love it. They find it more natural and motivating.
I have had pretty good success with it in the past. Once I figured out to break the kids up into small groups, things went well. I monitored the chats by flipping between them. I would give prompts to let them know I was watching and to keep them on topic. I also tend to keep the sessions short for elementary students. After about 20 minutes, they lose focus. This might not be the case for older students.
Another concern brought up by the group was that while shy students may be more willing to come out of their shell online, others may feel overwhelmed by this form of communication. I agree with this concern. To me it is something to monitor rather than a reason not to use it. This problem would occur with any form of communication. There are always dominant people in every conversation. If I notice this happening, I prompt the less dominant people to share something.
Another big piece of using chats in school is etiquette. I always notice how students online don't know how to spell, don't provide enough information to be understood, don't understand how others might misinterpret their comments, etc... We do a chat where everyone is together in the lab. I project the chat onto a SmartBoard. Then I can lock their screens and show them specific examples of how their posts can be improved. It works pretty well. It also is a great reminder that I am watching.
One of the most important uses of chats has nothing to do with the teacher. I think the best use of a chat is for students to collaborate on homework. They can discuss math problems, share links to relevant information, provide support, and answer questions. Moodle is a great source for those who don't use IM.
I have had pretty good success with it in the past. Once I figured out to break the kids up into small groups, things went well. I monitored the chats by flipping between them. I would give prompts to let them know I was watching and to keep them on topic. I also tend to keep the sessions short for elementary students. After about 20 minutes, they lose focus. This might not be the case for older students.
Another concern brought up by the group was that while shy students may be more willing to come out of their shell online, others may feel overwhelmed by this form of communication. I agree with this concern. To me it is something to monitor rather than a reason not to use it. This problem would occur with any form of communication. There are always dominant people in every conversation. If I notice this happening, I prompt the less dominant people to share something.
Another big piece of using chats in school is etiquette. I always notice how students online don't know how to spell, don't provide enough information to be understood, don't understand how others might misinterpret their comments, etc... We do a chat where everyone is together in the lab. I project the chat onto a SmartBoard. Then I can lock their screens and show them specific examples of how their posts can be improved. It works pretty well. It also is a great reminder that I am watching.
One of the most important uses of chats has nothing to do with the teacher. I think the best use of a chat is for students to collaborate on homework. They can discuss math problems, share links to relevant information, provide support, and answer questions. Moodle is a great source for those who don't use IM.
Tuesday, December 11, 2007
Journal entry for class on 12/5/07
In class, we were asked to work with our base group to create a metaphor for our group. We landed on the fact that everyone in our group has taken on personality traits of the characters in Winnie the Pooh. While at first look, this may appear to be just a silly analogy (especially given the amount of giggling coming from our group), but I think it was actually an important analysis of how we work together as a group. For example, Kellie is new to technology education. She often feels that her lack of experience is a detriment to her, but her energy and excitement often get the rest of us going. Steve may appear at times to be a bit of a curmudgeon, but he brings up excellent counterpoints that make us question whether we are doing things for the right reasons. For my part, I am Pooh. I am the dreamer. I wonder about the possibilities and perhaps I'm not smart enough to realize that they aren't possible so I just keep plugging away until they happen.
As we talk about building communities, I think it is really important to think about how everyone in your community plays an important part. If we all thought the same way or had the same personality, we would never think of all the questions that need to be asked or try the things that only some of us think are possible. It is important to help our students see how everyone has an important role. It can often help them work through difficult conflicts if they understand that the conflict can lead them to learn or try something new.
As we talk about building communities, I think it is really important to think about how everyone in your community plays an important part. If we all thought the same way or had the same personality, we would never think of all the questions that need to be asked or try the things that only some of us think are possible. It is important to help our students see how everyone has an important role. It can often help them work through difficult conflicts if they understand that the conflict can lead them to learn or try something new.
Tuesday, December 4, 2007
Journal Entry for Class on 11/28
At our first class, we discussed the importance of building community in our classrooms. I think this is an essential part of teaching. Without it, you really limit your students' willingness to make mistakes, express opinions, and take chances. In my job, I talk to many teachers about using technology in their classrooms. Often, teachers are concerned that computers depersonalize their classrooms so they don't believe they are good for kids. They have images of kids in the lab with headphones on zoning out to video games. My image that I try to paint for them is very different. Computers allow us to connect to each other regardless of time or place. Through email, chat, forums, blogs, wikis, and many other tools, we can communicate with each other even over large distances. Other tools allow us to create and share ideas. Tools like Voicethread, Flickr, Google docs, and many others allow us to collaborate and author to the world. This isn't isolating, it is connecting.
Still, we need to keep the goal of building community central in our endeavors. We must ensure that students feel safe, connected, and empowered as they use these tools.
We also discussed constructivism in our first class. I am a huge proponent of constructivism, in large part because that is how I learn best. In my classroom, both regular and lab, I used project based learning as a key part of my classroom. Students researched, organized, and communicated their learning about many topics. They were the experts. They felt empowered by this, and they enjoyed learning. There is a challenge here. It can take a lot of time to help students find a path to the learning you want them to arrive at. However, they often learn other very important skills and concepts along the way. Moreover, they are more likely to remember what they learned because they are constructing meaning out of their activities, not just hearing you tell them something.
Still, we need to keep the goal of building community central in our endeavors. We must ensure that students feel safe, connected, and empowered as they use these tools.
We also discussed constructivism in our first class. I am a huge proponent of constructivism, in large part because that is how I learn best. In my classroom, both regular and lab, I used project based learning as a key part of my classroom. Students researched, organized, and communicated their learning about many topics. They were the experts. They felt empowered by this, and they enjoyed learning. There is a challenge here. It can take a lot of time to help students find a path to the learning you want them to arrive at. However, they often learn other very important skills and concepts along the way. Moreover, they are more likely to remember what they learned because they are constructing meaning out of their activities, not just hearing you tell them something.
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