Teaching in the Now

I was perusing the site, Slideshare.net, the other day and I came across this slideshow. I thought it was very well put together. The images that coincided with the teaching and technology quotes created a powerful message. Take a moment to watch this presentation. I don't think you'll regret it!

Education & Technology Quotes

View more presentations from Tony Vincent.

What's Best For You???

Blogs, websites, and wikis…what is so great about them, and when should I use one or the other? This question has surfaced within my head numerous times. After spending an entire semester learning about blogs, and creating my own, learning about websites, and creating my own, AND learning about wikis and creating my own, I realize that there is a time and place to use each; at least from my view point.

Blogs are a wonderful way to get personal on the web. They provide individuals with a place to share personal thoughts, opinions, and ideas. Basically, a blog is a hassle free (and money free!) way to express your personal beliefs. I’ve seen blogs be used as a forum for literature discussions. Individuals can write book reviews and other people can add their comments without detracting from the original post. Personally, I greatly enjoy being able to post my thoughts and opinions to my blog. People are free to read what I write, or they can pass right by. I have also participated in a blog that was used as a literary tool. As a class, we would post reviews of books being read and then we would have the opportunity to comment on others’ posts. I really enjoyed it!

I view websites, such as Google sites, or Weebly, as being much more “business like”; professional, if you will, in comparison to blogs.

Actually, before I continue…let me make myself clear. A blog IS a website, just a different form. Remember, a blog is short for web-log.

Anyway…a website is a great tool to be used in a professional way. I enjoy having my website as a professional portfolio. Employers can view this and be free from reading irrelevant information; such as, my feelings regarding Twitter, or my thoughts on some celebrity. I can have numerous pages on a website that contain a wide range of information; such as work experiences, sample work, resumes, etc. Schools often have websites that provide individuals with information about their standards, their curriculum and their philosophy statements. I will continue to use my website at Weebly.com as a tool for professionals to use when interested in learning more about me, in the “teaching” world.

Now, let’s talk about wikis. I consider wikis to be an interesting mix between blogs and websites (such as Weebly.com). Wikis provide members with a resource to be used in both a professional and personal way. On the surface, a wiki appears to be a simple website. There are pages with different information. There is a “home” page, a navigation page, and there are tabs to be used to help navigate the site. However, when looked at more closely, a wiki is also very similar to a blog. Why? Because a wiki allows users to collaborate with one another…individuals can edit the pages, they can post their thoughts and opinions regarding the information available and they can add any sort of media they would like. This is very similar to a blog, because on a blog, people can post their thoughts and opinions regarding your post. Wikis are a wonderful tool to be used in a classroom. I think students would be eager to use a wiki due to its capabilities for interaction and collaboration, and yet it still looks professional due to its appearance (it looks very much like a simple website).

I believe these three tools (blogs, wikis, and websites) are very similar to one another; however, they also have very distinct differences that enable them to be better suited for different tasks. It is really up to you, how you’ like to use them. As I said before…I believe a blog to be a great tool to use as a personal sound board, websites are wonderful to be used in a more professional setting, and wikis are a great tool to be used in a collaborative community. Try them out, experiment! It’s the only way to figure it out for yourself.

Flickr Image Accessed From: kid.mercury

What Are They Good For?

Wikis are excellent tools to be integrated into a classroom and into a child’s daily life. As I worked on creating my own wiki (to be, hopefully, introduced into my classroom either next semester or next year), I have really come to understand just how useful and beneficial they can be for students. In order for children to develop a significant relationship with the information they are being presented during their regular school day, it is important that they are able to intimately interact with that information. A wiki is an excellent way to do that. Through the process of collaboration and communication, students can acquire the ability to participate meaningfully in an academic environment.

Perhaps you are unfamiliar with the concept of using a wiki…maybe you’re wondering “Why would I want to use a wiki for my classroom? Well, I have a few ideas for you:

1. Wikis are a GREAT way to assess student learning.
2. Wikis are a wonderful way for you to integrate writing into ANY subject.
3. Wikis are excellent resources for students to peruse when trying to study for a test.
4. Wikis are INSTANTLY collaborative…people are editing, commenting, etc. at all times, and everyone has a say.
5. Wikis can be accessed anywhere there is an internet connection!

In a previous post, I also mentioned some key reasons why Wikis are an awesome resource for students...you may want to take a look. The post was entitled: "Wikis and Blogs and Online Journals (Oh My!)"

Wikis allow students to take control of what they are leaning and to become empowered by it. A wiki can be used as an online journal and resource for a class as they make their way through their different school subjects. I think wikis could be a resource children can use to find information on the topics they are learning. Students can post audio files, images and videos; it could be kept up to date with the most recent information; ranging from PowerPoint slides, photos, educational links, games, assignments, and articles. Students could edit the pages themselves and add anything they find relevant and informational. They can also add photographs of themselves and information about who they are and why they are interested in science. That could even be a journal post they make.

There are hundreds of ways to utilize wikis in schools. I would suggest searching for educational wikis online as a way to form ideas as to how you want to utilize one in your class. Here is a link that offers TONS of educational wikis to view and analyze. Now go forth and create your wiki!

OH! And here is a funny picture for you. Whenever I discuss wikis, I ALWAYS think of wookies and ewoks...lol. Don't ask me why!

Image accessed from: online movie database

Let it Snow!

Here's a little tune to get everyone in the Holiday spirit :)

A Classroom Economy

I just finished reading the article Teaching and Practice: Elementary School Curricula and Urban Transformation; written by Paul Sylvester, and elementary school teacher in an urban school, located in Pennsylvania. When I set aside the text, I sat on my couch for a moment and allowed myself time to experience the emotion that this article generated within me. I felt inspired; truly inspired.

Over the years, I have worked diligently to do what needs to be done in order to become a “good” teacher, and throughout this process, there have been numerous times, no…thousands of times, that I have felt completely overwhelmed, stressed, anxious, nervous, and entirely apathetic in regards to my future career as an elementary school teacher. I know that may sound awful to some of you, but, honestly, it is HARD. However, there are moments throughout my days, weeks, and months, in which I feel like “hey…I can do this, and I can be GOOD at this!” While those moments may be few and far between, they are so consuming and all encompassing, that it makes up for those times where I feel terrified! Well…after reading Sylvester’s article, I had one of those feel good moments.

For the hour or so it took me to read Sylvester’s article, I was able to visualize a teacher…a man…a mentor, who cared so much about his students, that he travelled the extra mile that teachers don’t often travel. He challenged himself and his students to question and voice their thoughts and opinions through the execution of a classroom economy: “Sweet Cakes Town”. But this wasn’t just some week long project he implemented and then discarded. “Sweet Cakes Town” was a year-long process of observing, analyzing, questioning, and experiencing. Sylvester’s students had the opportunity to learn important school subjects, such as: economics, social studies, geography, and math, through the utilization of “Sweet Cakes Town”. Those subjects were transformed from being static and boring, to being applicable, meaningful, and relatable.

Take a look at some of these pictures I had a friend of mine send me. She implimented a mini-classroom economy for her fifth grade class and, while her's may not be as in depth as Sylvesters...she's off to a great start! The students love it :)

This is a picture of two students interacting as a banker and the customer.

These two consumers are shopping for goods.

One specific aspect of Sylvester’s “Sweet Cakes Town” that I found particularly moving was the level of involvement between the outside community and the classroom. The students were able to communicate and collaborate with the members of their community; such as; Ziggie (the owner of “Ziggie’s Barbeque Pit”), the town major, lawyers, etc. I thought that was so AWESOME. Specifically, on page 315 of Sylvester’s article, he states “After a few months of learning from people in the neighborhood, students wrote nominations for neighborhood citizenship awards…We invited those people, as well as all those whom we had interviewed in our study, to come to the classroom and receive awards for their contributions.” That brought tears to my eyes…just imagine how PROUD those children and community members must have felt that day.

As I said before, this article sincerely inspired me. I would love to put Sylvester’s idea into practice. As a student myself, I can read that article and be inspired, motivated, and excited…but also, as a future teacher, I can read this article and understand and appreciate the amount of hard work, energy, and time, that goes into implementing this into a classroom curriculum. My goal as a teacher is to not shy away from that hard work and time…

PREPARING our future LEADERS to NAVIGATE the world = PLN

So, I’ve gotten behind some in my blogging this past week, due to my week-long sojourn into South Carolina. But, here I am, once again. After a week long stint of turkey, mashed potatoes, leftovers and shopping, looks like its back to reality! I’d like to recommence by discussing my Personal Learning Network (PLN), or, as my title states, Preparing our future Leaders to Navigate the world (PLN). I like to look at Personal Learning Networks as a window into who we are as people, professionals and students. Our PLNs provide a look into who we are, what we enjoy, what are passions are, and what we care about. For me, my PLN would tell you that I care about my career as a teacher; that I care enough about my future students to work hard and diligently to provide them with the technological tools and resources necessary to succeed in an ever changing world.

Currently, my PLN is expanding at an astonishing rate. As I progress through my fall semester, I have had, and will continue to have, many opportunities to learn about different technologies (in my TE 401 class, CEP 416, conferences, etc.) and I have also had numerous opportunities to observe, experiment, and analyze the different resources I’ve come across; my PLN is beginning to reflect the wide array of experiences I have had. My delicious account is brimming with URLs to educational websites, teacher blogs, and an abundant amount of start-up tutorials, web application introductions, and many other resources to help teachers integrate technology into their daily lessons.

Obviously, my blog is up and running; allowing me the opportunity to openly discuss topics of interest to me and providing me with the opportunity to easily communicate with others in regards to the teaching profession. I have my online digital portfolio that is quickly (and amazingly) coming together. I’ve also gotten over my earlier Twitter aversion and can see the definite value in utilizing this tool in schools. I have to say, my Google Reader is, by far, the handiest application I’ve come across for organizing the massive amount of information I find on the web. This application makes it possible for me to sort through my delicious bookmarks, educational blogs, and technology resources, as well as other websites, that I want to keep track of.

All in all, my PLN is getting a pretty good work out. I believe it is helping me PREPARE the future LEADERS to NAVIGATE the world! :) As I said before…your PLN tells me a lot about you. What do you want yours to say?

Flickr Image Accessed from: caridgewell

Twitter in Education

First of all…I’d just like to say that I am having a change of heart, in regards to Twitter, that is. My change of heart officially began this past Saturday at the Technology Conference I attended at Erickson Hall. When the conference began, Twitter was quickly highlighted as a way for individuals to “backchannel” during the day. (In case you’re confused, the term “backchannel” refers to the practice of using networked computers to maintain a real-time online conversation alongside live spoken remarks.)

Anyway, I was immediately reminded that I do, in fact, have a Twitter account! This is something that I had completely forgotten about. Earlier in the year, when I first began using Twitter, I was not impressed and commenced to setting it aside for a long period of time. Well, to make a long story short…I realized, after spending time reconnecting with my Twitter account during the conference, that Twitter can be VERY beneficial when used in a way that promotes learning and education. So, I would like to discuss a few ways in which an educator can utilize Twitter in a valuable way.

Google Image accessed from: watblog.com

As a pre-service and future teacher, I want to engage my students. Twitter is a relatively new and highly proficient form of communication that can do just that. The use of Twitter in a classroom can increase the amount of chatter that occurs. This is a GOOD thing because, before long, the students will begin using Twitter to have conversations both inside and OUTSIDE of the class. I believe this can help develop a sense of "classroom community" as students begin to build an understanding of who their peers are in school and outside the classroom space. Twitter can also be used as a way for students to backchannel during class; that is, if your school has the resources to provided their students with laptops/computers. Talk about open communication! Obviously, there are things to consider when allowing students to Tweet during class. Twitter may enhance students’ abilities to talk to inappropriate people or to discuss inappropriate topics; but, sites such as Youth Twitter or Today’s Meet allow teachers to monitor who and what students are discussing. Opening your classroom to back-channeling can promote metacognitive thinking. (Metacognitive thinking refers to the practice of thinking about and reflecting on your learning.) What I mean is that Twitter, if used as a classroom tool, can enhance students’ abilities to think about HOW they are thinking and learning.

I think Twitter could also be used as a way to remind students about homework, trips and other classroom things, especially since they can enter their mobile phone number to be alerted when a peer or teacher “tweets” such information.

There are so many technological innovations popping up everywhere that, as educators, we have many opportunities to use sites, such as Twitter, and other social media tools in a way that can cater to 21st century students.

26th Annual Technology Conference at Michigan State University

This past weekend, on Saturday (Nov. 14th), I had the wonderful opportunity to attend the 26^th annual, 2009 Technology Conference. It was held at Erickson Hall on Michigan State University’s campus, and it was an all day affair for those individuals interested in attending the sessions and workshops. I found the conference to be very well planned out. It consisted of morning sessions and workshops and afternoon sessions and workshops (The sessions were free while the workshops cost extra money). If you’d like, you can take a look at the conference agenda. This may provide you an understanding of the day’s events.

Oh! Another very cool thing about this conference…it was easily followed on Twitter, via #coetc09! I had almost completely forgotten about my Twitter account until that morning. I was able to follow conversations and ask questions and receive answers on a variety of topics relating to information being conveyed during the conference.

I had the chance to arrive early enough for the continental breakfast which led right into the key note speaker’s presentation. Andy Losik, the 2009 MACUL educator of the year, did a fantastic job of garnering everyone’s attention and admiration for the amount of hard work and energy he puts forth in the area of teaching and technology. Once his presentation was complete, I attended the morning session, “I Have a SMART Board…Now What?” This session was extremely informational. I have not had the opportunity to work with SMART Boards, sadly. The schools I have been placed in have not had such high-tech resources at their disposal. After attending this session, I realized how AWESOME they are! I REALLY hope that my future classroom has a SMART Board. However, I also left the session feeling extremely overwhelmed with just how lacking I am in the area of understanding how to USE SMART Boards. Hopefully, in the weeks/months to come, I will have the opportunity to practice using a SMART Board and, with any luck, feel comfortable utilizing one with students in a classroom.

I had debated with myself, at an earlier time, with whether or not I should sign up for a workshop. I decided to go ahead and I’m glad I did. For the afternoon I attended the workshop “Unlocking the Collaborative Power of Your Classroom: Creating Classroom Wikis Using Wikispaces.com” presented by Erik Byker. First of all, Erik Byker is my TE 401 Social Studies course instructor and I think he is an awesome teacher. Not only am I interested in creating classroom wikis (I want to create one for my fourth grade class as my final extension project) but I also wanted to show support to a great instructor. I’m glad I did. I had a wonderful time investigating the “behind the scenes” of creating classroom wikis, and I’m excited to begin making my own. If you are interested; I was given a handout during this workshop with quick tips, and useful suggestions to contemplate while creating your wiki and I would be happy to forward it along.

Finally, I want to throw a thank you out there to everyone responsible for putting the conference together and ensuring that all those in attendance would have a meaningful experience. Not only did I enjoy myself, but I also learned a great deal. Thank you!

The Wonder of it All

This week, I’ve decided to focus on one specific educational technology resource that, I feel, could be found extremely beneficial to many. During the early weeks of this semester, my TE 401 class took a fieldtrip to the Michigan State Children’s Garden. While we were there, Dr. Norm, took time out of his day to walk us future teachers through the process of creating a meaningful field trip. It was an extraordinarily informational day and I greatly enjoyed the tie spent outdoors walking through the 4-H garden. However, what I found most enlightening, was the time we spent as a class inside, explicitly discussing the ways in which to prepare for and initiate an awesome learning experience for my future students.

During the class discussion we had with Dr. Norm, we were introduced to an interactive online tool that facilitated student participation, assisted students in the process of learning, and established a high level of motivation. This tool is called…Wonder Walls.

To put it simply, a Wonder Wall is a virtual bulletin board with a built in chat that kids can add questions (including images) to or chat with one another and/or an educator. A “Wonder Wall” is a way in which students, group members, faculty, peers, etc. can connect, with the help of a moderator (the teacher, perhaps?) and work together in a colorful, playful, exciting, visual, and stimulating way space. Wonder Walls promote synchronous and asynchronous communication…meaning; individuals can interact with one another simultaneously, or at separate times, at whatever times work best for them. When users (students) are logged on at the same time, they are aware of each other, see new posts as soon as they are posted, AND can live chat with each other. All posts are permanent unless the poster or moderator (teacher) deletes them, so users and moderators can log in later to read and add to the posts.

Dr. Norm is the original creator of the MSU Wonder Wall. The original was simply an 8 foot by 3 foot large piece of blank white paper and magic markers. Children, students, teachers…any visitor to the Children's Garden were encouraged to write anything they wondered about throughout the day.

The Original Wonder Wall accessed from wonderwall.msu.edu

The new and improved electronic Wonder Wall began with the same principle in mind. Digital, online Wonder Walls are specialized and stimulating environments that facilitate within students a sense of curiosity, fun, excitement, and importance…they also support inquiry, reflection, and cooperation; three very important elements of a child’s education.

The New and Improved Online Wonder Wall accessed from wonderwall.msu.edu

There are so many different things Wonder Walls can do and be used for…here are a few:

1. Connect museums, gardens, other educational locations with school children beyond the field trip.

2. Connect children and students with each other between class-times and meetings.

3. Connect entire classrooms with distant scientists, educators, and enthusiasts.

4. Engage learners with each other and encourage a sense of wonder.

5. Wonder Walls provide both synchronous and asynchronous connectivity.

During the time I spent with Dr. Norm, I was able to see how enthusiastic students are about the Wonder Wall, especially upper elementary students. It appeared that, the more comfortable students become using the online Wonder Wall, the more complex and thoughtful their questions and posts grew to be.

I would love to create one for my future classroom. It would be such a great tool that my students could use outside of the classroom. I would use it as a way to promote extended learning. I could have my class ask questions and I could facilitate discussions relating to topics being discussed that week. It would be very beneficial in a science unit, or ANY unit.

To learn more about using Wonder Walls and how to create your own Wonder Wall, follow this link!

Inspirational Video

I attended a workshop last week put on by Michigan State's SMEA. This workshop covered the how to's and why's of digitial storytelling and I really enjoyed it. There was a really inspirational video that was shown at the beginning of the workshop and I felt I HAD to share it with all of you...please watch. I hope you all feel as inspired as I did :)

Taking the Initiative

It is my belief that in order to improve education and bring it to the level it NEEDS to be at; technology is an essential element that should no longer be ignored. Schools are quickly taking the initiative to integrate technology into their daily habits. It is an initiative that I believe will make it possible for more students to excel in school and in the real world. It will prepare students with skills and knowledge that are essential foundations for life-long learning. It is important to remember that integrating technology into classroom instruction means MUCH more than teaching basic computer skills and software programs in a separate computer class. Effective technology integration must occur across the curriculum in numerous ways; ways that enhance rather than impede the learning process. Technology integration needs to support active engagement, participation, interaction, feedback, and real-world connections. This can be achieved when technology use is routine and coincides with our curricular goals.

It is important, that we, as teachers, support one another in this process; a process that can be intimidating to so many. In order to build a base…a foundation…that allows for the integration and application of high-quality, challenging, high-motivating, and effective technology resources, we need to become aware of what these tools and resources are…we need to learn how to use them (by attending workshops, professional development conferences, research, online tutorials, etc.) AND we need to take that scary step that propels us into a world where students are no longer passive receptors of information…a world where students can do so much more.

When students are using technology as a tool or a support system for learning and communicating with others, they are in an ACTIVE role rather than the passive role of recipient of information that has been traditionally transmitted by a teacher and/or textbook. Once we provide students with the opportunity to use technology they are able to actively make choices about how to generate, obtain, manipulate, or display information. Technology use allows students to be actively and critically thinking about information and about making choices, more so than in a typical teacher-led lesson.

But like I said previously, this can be a scary step. Why? Because it means that our roles as teachers must change. Rather than simply dispensing information, we fulfill the role of facilitator. We set project goals, provide guidelines and resources, and offer support and suggestions. But students are taking the driver’s seat.

The realm of teaching is changing and evolving at an extraordinary rate. Pretty crazy.

The following picture was taken in a classroom in Ethiopia. They have began an initiative called One Laptop Per Child (OLPC). Very cool.

Image from wiki.laptop.org

Digital Stories

Take a look! This is a digital story I created to coincide with a sixth grade language arts lesson plan entitled: This Is Me!

I've also published a previous post that discusses the use of digital storytelling in classrooms, entitled: "An Alternative to Traditional Storytelling". You may be interested in taking a look.

Also...If you take a look at my online portfolio, you can preview the lesson outline that coincides with this digital story. Enjoy!

Personal Learning Network (PLN)

So, my Personal Learning Network (PLN) is constantly being modified, added to, and adjusted to fit my needs as a future educator and current learner…well, really life-long learner is more accurate. For those of you who are unaware, a PLN is an acronym for Personal Learning Network. The acronym is moderately new; however, the idea is not. Teachers have always had learning networks—people we learn from and share with. We’re education and information junkies and we’re very social creatures. Put these together you have Personal Learning Networks!

Anyway, my PLN. For me, so far, my PLN provides access to information of interest to me as a pre-service teacher and future educator. I join the Nings they suggest (such as The Educators’ PLN), click on the links they recommend, read their blogs and wikis, checkout bookmarks suggested on Delicious, and I follow all of the above through the use of my RSS feed, Google Reader. I’ve recently added tools such as Google Docs, Slideshare.net, and Microsoft Photo Story to my repertoire.

Just last week, my experiences in relation to my PLN were particularly varied and rich. I collaborated on a group project with fellow peers using Google Docs, I created a slideshow on Slideshare.net to use in my field placement, I found some great ideas for my lesson plan by following bookmarks recommended on Delicious, AND I communicated with fellow educators through the use of Twitter on the pros and cons of PowerPoint presentations! Whew, talk about a busy week huh? Throughout all of these experiences, I sensed a feeling of camaraderie. How cool is that? Here we are, people separated by time and space and yet we are still able to make connections with individuals who share the same interests as we do. THAT is what I find so undeniably awesome about PLNs.

I believe that PLNs have unlimited potential. The amount of information, resources and technology available is rising exponentially and as educators we benefit from this, I think, more than anyone. Like I said above…my PLN allows me to make connections with fellow educators that I would not be able to make any other way.

BUT!

At least for me, I believe less is more. What I mean is, if I am keeping track of thousands of education resources to look through in Google Reader, do you think I’m really paying attention to any ONE in particular? That’s nearly impossible! I’ve realized this…I have to keep it short and sweet, just follow what I find necessary and if there is something in my RSS feed that I may not be paying as much attention to, I DELETE it!

Wikis and Blogs and Online Journals (Oh My!)

As I’m sure a lot of you know…in TE 401 we have an extension assignment due as our final class project. The idea is simple: take an idea we have been discussing in science and EXTEND it. That’s it. We have been given the freedom to be creative, and I am really excited! The main guideline is this: you must incorporate technology as an innovative way to teach, assess and/or inspire students in the area of science teaching. There are so many different ways to run with this. As of right now, I have a few ideas. I’m thinking about possibly creating a class blog or a class wiki for my fourth grade students in my field placement. This class has done an excellent job preparing me for this assignment. I have had the opportunity to study exactly how blogging and online journaling can benefit students. For example:

1.Using technology is a motivator for many kids, especially those who otherwise might not become participants in classrooms.
2.Excellent opportunities for students to read and write.
3.Effective forums for collaboration and discussion.
4.Powerful tools to enable scaffold-ed learning or mentoring to occur.

These are just a few reasons why I would love to implement a blog or wiki in my fourth grade classroom.

Flickr Photo CC by Kristina B

To enable the use of an online science journal and resource for the class to utilize as they journey through their different science units would be so much fun for them! The fourth graders I work with are an incredibly enthusiastic group of children and I think they would be thrilled at the idea of having a class wiki or blog. I think it would create a strong sense of ownership for them. They can share their thoughts and ideas and opinions in regards to the science concepts they are learning and they will feel motivated thanks to the innovative concept of an online journal.

I would want this to be used as an online science journal and resource for the class as they make their way through their different science units. I thought this could be a resource they can use to find information on the topics they are learning. I would make sure to keep it up to date with the most recent information; ranging from videos, slides, photos, educational links, games, etc. They could edit the pages themselves and add anything they find relevant and informational. They can also add photographs of themselves and information about who they are and why they are interested in science. That could even be the first journal post they make. I’m not sure what would be more beneficial, a blog or a wiki? I’m familiar with blogging, especially after having the last couple of months to gain some experience in the area of blogs. However, wikis, I’m not so familiar with. I have wikis for a couple of classes, but I’m not sure they are being utilized to their full potential I would like to see some examples of wikis that are. Any suggestions? When I go to the Technology Conference on November 14th, I will be taking a workshop on creating classroom wikis, so I’m hoping that workshop will open my eyes and give me some great ideas on where to go from there. It sounds like a lot of my fellow peers in TE 401 have thought of creating a class blog, so I was hoping to do something a little different. We’ll see… Let me know if you have any suggestions!

Solar Dance PowerPoint

I added my voice audio....very cool :) Check out slideshare.net...they have a great tutorial that will walk you through the process. My next step? Adding Music :) Enjoy!

Solar Dance

View more presentations from forstatr.

Beyond Bullet Points

It really is amazing how after all these years of creating PowerPoints, I’ve never realized that I was doing it incorrectly. After reading the article, “Beyond Bullet Points” by Cliff Atkinson, I have a fresh outlook on the process; an outlook that will greatly benefit my future students, peers, co-workers, etc. Atkinson emphasized a specific structure for creating PowerPoints and that structure should directly relate to the workings of your audiences’ memories. I have always been under the impression that a “good” PowerPoint has text, visuals, and charts (if applicable), etc. I’ve also always assumed that if you have a good PowerPoint, then you (the presenter) simply has to read the slides and present the information. Was I ever wrong! Atkinson referred to this viewpoint in a “pipeline” metaphor. This is an incorrect way to look at PowerPoint Presentations. If you want to present a powerful and meaningful presentation, than you must keep in mind that you’re not there to simply present information and if your audience doesn’t get it then too bad…you need to present information in a way that allows your audience the OPPORTUNITY to “get it”. This means, that the research done in regards to an audience member’s memory, must be taken into account. As a presenter, you cannot shovel loads and loads of information and text at the audience; they won’t have the chance to process anything! You have to present information in bits and pieces; there should be a beginning, middle and end like in a story, there should be a header and a visual on each slide; however, it is NOT necessary to fill the slide with text. You simply have to SAY what corresponds to the slide; you do not need to have written text as well. That was my biggest surprise when reading this article. No text is needed?? But, after I read that…it makes sense! Why would it be necessary to write AND say the text to the audience? They already read what was up there, don’t need to listen to you repeat yourself.

Basically, when creating a PowerPoint…Less is more! If you follow the link above, you should be able to read the article, “Beyond Bullet Points” by Cliff Atkinson, and I’d recommend everyone checking it out! I’m also embedding the PowerPoint I created after reading this article as a reference point to anyone that’s interested. It is a PowerPoint on the motion of the sun, moon, and earth; prepared for a fourth grade lesson in the earth science unit. Enjoy!

An Alternative to Traditional Story Telling

I know I have previously posted some of my thoughts on Digital Storytelling, but I always have more...

Children love stories. You can quiet a classroom of precocious kindergartners in two seconds flat if you open a picture book. Fourth graders will stop with they are doing, in the midst of VERY interesting conversations ;), to turn and listen as their teacher opens the current chapter book they are reading. Even high school students, who are too cool to even acknowledge their teachers, will open their ears, and listen, as a story is being read.

Why are stories important? Stories help children in so many different ways, it’s astonishing! They can help children cope with their internal issues; such as fear or stress. Stories help children handle their feelings and the feelings of others. When you read or tell a story which contains feelings and emotions, children learn to accept their feelings and to understand how others feel. So, in a way, stories can help children develop empathy. They learn that other children may feel the same as they do, and this helps them realize that their feelings are normal. Children can use stories as a way to find information and learn facts and history. Stories can help develop a child’s imagination; they offer children an escape from reality that is all too often neglected. I find stories to be a wonderful tool for teaching lessons that students can relate to. The historical fiction chapter book, Fever 1793, depicts a young girl’s journey through the Yellow Fever epidemic in Philadelphia Pennsylvania; set in 1793. This story would be an awesome supplementary text to a Social Studies lesson...this story provides children with a relatable young female character, and this can add a whole new level of meaning to an upper elementary history lesson.

So, here I am telling you how important stories are. Well, Digital Storytelling is simply a different approach, yet it’s still addresses the issues and concepts that “regular” stories address. Digital Storytelling has just added a new twist to traditional storytelling. We all have stories about the events, people, and places in our lives. In a group process, the sharing of these stories connects people in special ways. And the integration of digital images, sounds, narration, and music can pique interest in a variety of students with a story to tell! It can add excitement to a normally dull activity. However, it is important to remember and make sure that the content remains the driving force behind any project. Digital stories are great, because they highlight WHAT our students are saying, which should always be more important than HOW they are saying it.

With all that being said, the use of technology for Digital storytelling (using the available tools such as the computer and Internet) may be difficult in a lot of classrooms that lack the resources due to financial issues. Honestly, at this point, I’m not sure how to combat those problems besides spending time in a computer lab or creating group projects to be created outside of the classroom. Either way, the final outcome of a Digital Story will bring an interesting multi-media mix of images and voice to your classroom. And, the fact is, new and innovative technologies are "popping" up at the speed of light! And with these incredible resources at our fingertips, teachers need to adapt! We have this opportunity that would be so unfair to our students if we didn’t take advantage of it.

Just to give you an idea….my TE 401 group made a Digital Story as a companion to our Michigan Historical Museum Field Trip. I’m posting it here, please take a look!

Tell Me What You Think!

I'm working on the introduction to a short story and I'm interested in some feedback/constructive critisism. Please feel free to tell me what you think....here it is....

Father is a geologist. He finds rocks, polishes them, looks at them, and puts them on a shelf in his den down the hall from my room. He has a lot of shelves. When one gets crowded, he builds another. He clunks down to the basement where his tool bench is and begins the process. And it’s a long process. I can’t decide what he enjoys more…polishing rocks or building shelves? Years ago, when I was far too small to be paid attention to, I used to follow him and peer through the open staircase; hoping for a glimpse of the table saw that amazed me. And yet, once that awful noise began, the fear of seeing fingers soar through the air, never failed to send me into a dead sprint up the basement stairs.

Mother tended to ignore the whole routine; the relentless polishing, and building seemed rather silly to her. He’d show off a new “specimen” and she’d oo and ahh like he wanted, but when his back was turned, she’d wink at me. Our little secret…“we don’t want to make Daddy feel bad!” As Father played with his rocks and built an excessive amount of shelves, my mother put on pretty dresses, checked her hair in the hall mirror and slipped out the back door, on her way to see the clients. I didn’t care about clients. They were simply voices on the telephone, mysterious callers taking up too much of mother’s attention. Now the polishing, that I was enthralled by. I couldn’t get enough of those rocks…what began as boring, gray, chunks of who-knows-what, transformed into shiny and exciting treasures. Petoskey stones emerged from beneath his diligent hands and Geodes were cracked open to reveal dazzling masterpieces. For hours on end, Father would sit in his den, books covering his desk, cascading over his legs onto the floor, and I would watch; waiting, hoping for that discreet invitation…the heavy groan and stretch, a slight tilt of the head, or even better an acknowledgment. Whenever it came, no matter what appearance it took, I was always ready. I’d peak in, delighted with the chance to explore his private chamber. On tip-toes I’d slowly allow my fingers to roam the shelves, tenderly holding and touching the precious stones.

Some days the signal never came. On those long and dreary afternoons I would sit cross-legged just outside the den door and imagine I was one of his rocks. Dull, gray, uninteresting…just waiting for my moment. Waiting for that instant when I would get picked up, when I would be examined. And then, under the attentive eyes and gentle hands of my father, be transformed into a shiny treasure…an exciting masterpiece.

It was during one of those long, dreary afternoons, that it happened.



Thoughts????

And so it goes...

4.0 on my micro-teaching assignment! woo woo! great way to start the day.....hope everyone has a good Tuesday :)

Making Connections: Talking and Learning in a Fourth Grade Classroom

On Wednesday, I spent the first two hours of my morning at Midway Elementary School in Holt, Michigan. My Collaborating Teacher (Mr. CT) is a fourth grade teacher and he has been teaching for six years, two of those years at Midway. He graduated from Michigan State University and he does a wonderful job with his students...(I think it's because he's an MSU grad!) On Wednesday morning, I arrived at the school at 8:20, ready and raring to go! I had just enough time to discuss my objectives for the day (observing a classroom discussion) with Mr. CT before the students filed in from the playground. I was in luck! He was teaching a science lesson called, "Let's Think About Night and Day" and the lesson would begin AND end with a whole class discussion. I took a seat in the back of the room to avoid catching the wandering eyes of fourth graders, and set to work making my observations.

Before even beginning the lesson, Mr. CT quieted the class down by using a hand signal. He then spoke directly to the students and asked for quiet and he also explained the need for respectful classroom behavior while participating in the discussion. He told the students that this was a "brainstorming activity" then he said, "Are we allowed to make mistakes?" and the entire class yelled, "YES!" He went on to explain that no answers or opinions were wrong, and he wanted everyone to take a stab at participating. The lesson began with a "Science Talk". Mr. CT stood at the front of the room and asked the class leading questions that would prompt critical thinking. Obviously, the main question/bid idea for the lesson was: "What causes day and night?" However, rather than begin the class discussion by immediately addressing the big idea, Mr. CT actually asked questions that would lead the students in that direction. For example, his first questions was, "Who can tell me something about the motion of the earth?" As the discussion got rolling, Mr. CT took a less active/participating role. He allowed the students to step up and lead the class by allowing them to freely talk with one another and he simply observed and wrote notes on the board when students made good points. The whole discussion lasted about ten to fifteen minutes and the atmosphere in the room was very respectful...quiet when students were talking, children were raising their hands, and telling one another "good job...good answer!"

As I was observing the classroom discussion, I was surprised at just how engaged the entire class was in the activity and at how well Mr. CT was able to propel the discussion while keeping the entire class eager, and excited. Everyone was listening quietly with their eyes on the speaker, students were raising their hands, waiting their turn to speak, and everyone had the opportunity to talk. I was very impressed at Mr. CT's ability to create a safe classroom/learning environment, and at his knack for relating to the students. He spoke to them as equals, and he had very high expectations of them, which I feel they deserved.

As I observed Mr. CT's ability to create a safe learning environment through great classroom management, as well as his discussion techniques, I was reminded of the article I read called, "Collaborative Conversations: Strategies for Engaging Students in Productive Dialogues" written by Dorothy Simpson. Simpson's article discussed how important open dialogue and classroom discussions are in creating meaningful lessons for students. On the third page of Simpson's article, she listed eleven different strategies for teachers to use during a dialogue. A few of the strategies included in Simpson's list are:

1. Are you inviting all students to speak without judging their comments?
2. Are you listing the ideas on a board or projector during the discussion?
3. Are you asking for supporting evidence after each comment?
4. Are you paraphrasing each comment?
5. Do you provide "wait time" after each comment?
(Simpson, 1997, p.3)

Those are just a few; however, I witnessed Mr. CT utilize ALL of those strategies and more.

Simpson, D. (1997). Collaborative conversations: strategies for engaging students in productive dialogues. The Science Teacher. P. 1-8 (Accessed from angel.msu.edu)

A Fading Generation

Many students are unaware of Google Docs' existence. I was one of those students just last week. For those of you located somewhere in left-field, Google Docs is a free, Web-based word processor, spreadsheet, presentation and form application offered by Google. Google Docs introduces a unique and new educational sphere for students. Thanks to Google Docs, students are now able to collaborated online, in REAL-TIME, with teachers, their peers, with friends, family, etc. Google Documents can be edited in REAL-TIME with a person thousands of miles away. Google Spreadsheets has a chat screen that opens whenever another collaborator logs in, so they can chat in real time while they edit! Cool, huh? The academic advantages of being able to collaborate on a document in real time with some one in a different building on campus, half way across the world are invaluable. Two people could co-author an article, or entire classes could brainstorm for an activity.


I have to say, some of the tools available through Google Docs may not be as refined as Microsoft Office's solutions (I have been getting frustrated with the formatting on a resume I'm working on); however, Google seems to do an excellent job implementing desired features and continually developing their products to exceed the highest of expectation. In the world of education, I wouldn't be surprised if Google Docs soon replaced pencil and paper in classrooms.


One thing is for sure, Microsoft Office is only one generation away from extinction if they don't create free collaboration tools of their own, SOON.

Personally, I think I was an easy win over. I love the ease with which Google Docs enables me to work on papers and documents, presentations, etc. at any time, in any plcae. I even converted my group members from my TE 401 class and we now have our group project online, enabling us to collaborate, work together, and get our project done on a time frame that works for us...without even having to meet at the library! That, in itself, is an amazing benefit. As a BUSY college student, I NEVER have the time to meet with a group for a project. Google Docs has the solution, I'm definitely going to do some more research on ways to utilize this app in the classroom. I'll update soon :)

One of those days...

Overslept this morning...

Late to school...

Left ALL of my lesson materials in the classroom...

Missed a meeting at work...

Realized the lesson materials I left in class were necessary to complete an assignment tonight, ie. cannot complete assignment...

The weather is crappy..

(need I say more?)

Well, as I'm driving home from work this evening, thinking to myself..."what a terrible, horrible, no good, very bad day" an amazing thing happened. My ALL TIME FAVORITE song decided to make an appearance on the radio (an occurance that RARELY, I almost want to say never, happens). Any ideas what that song may have been?? It was Michael Jackson's "Man in the Mirror". This song never fails to lift my spirits and perk me up. You can't help but sing along and smile. So, seeing as how it did the trick in lifting my spirits tonight, I thought I would try and return the favor to so many of you who are having bad days as well. Listen up :)

Innovation

What’s all the buzz about iClickers? What ARE iClickers? There are those of you who are unfamiliar with this relatively new technology. Personally, I have had the opportunity to utilize this resource while enrolled in my Chemistry, Astronomy, and Biomedical Science courses at Michigan State University.

An iClicker is an Audience Response System (ARS), or sometimes called a Personal Response System (PRS). For the purpose of simplicity, I’m going to simply refer to it as an iClicker. An iClicker is a remote control that functions as a technological interaction tool. Individuals in a large group or audience have their own iClicker/remote control which communicates with a computer via receivers that are located around the room. What happens is this…a professor, teacher, speaker, etc. poses a mulitple-choice question/poll which is posted for the entire audience to view. The audience is then responsible for answering that question via their iClickers. The audience chooses their answer, either A, B, C, etc., points their iClicker at a receiver located at around the room, pushes a button (A, B, C, etc.), and their answer is then sent to a main computer. After a certain amount of time, the poll/question is closed and the computer then tabulates the audience members’ answers and displays the results, often, instantaneously via a bar graph or percentages. In many situations, a professor or teacher will utilize this technology as a means to track participation in their classroom. In settings such as those, each audience member should have submitted their iClicker’s serial number into the control computer’s database. This enables the individuals’ answers to be identified and evaluated at a later date. There are many different uses for iClickers; however, it typically appears to to be utilized as a way for students to instantaneously provide feedback, and answer questions posed by their instructors.

As I’ve said before, in a previous post, there are positives and negatives of virtually ALL aspects of innovative technologies, and iClickers have pros and cons too.

Pros:
1. Instant access to student knowledge
2. Provides immediate feedback to students
3. Encourages participation in ALL students, including the shy ones
4. Keeps students’ attention
5. Provides anonymity

Cons:
1. Students may forget to bring them to class
2. Costly
3. Not necessarily useful in small classes
4. May be difficult to grasp by the non-technological savvy individual

As a future teacher, I would unquestionably enjoy the opportunity to utilize iClickers in my classroom; however, I do believe the issue of cost would be a detriment. If there were a way to provide this technology to my class at a minimal cost, I would! Incorporating iClickers into a daily lesson plan could be very beneficial. For example, if I were teaching a social studies lesson on a controversial topic, the class would be more apt to participate in a discussion if their opinions remained anonymous.

I have one last comment to add. After reading the TPACK article for CEP 416, I realized how important it is to consider the fact that true technology integration requires the understanding and negotiating of the relationships between a teacher’s knowledge of teaching, of their lesson content, and of the advantages and disadvantes of technology in a classroom. When considering these three componants and iClickers, I realized how teaching a lesson would change with the addition of a new technology. iClickers would obviously cause a shift in your teaching methods as well as significantly alter the way in which you and your students interact. Just something to consider…

I'm So Proud...

A heartfelt congratulations goes out to President Obama!! Winner of the 2009 Nobel Peace Prize for giving the world hope for a better future. He really is a remarkable and inspirational individual and I am proud to call him my president.

According to NPR's website...Obama won the prize "for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples."

The Best Part of Waking Up, is Foldgers in Your Cup...

As I drift out of obscurity, my dreams fade away, and I slowly drag myself out of my cozy bed. What is that barbaric noise?? And must I start my day before the sun??? As I scramble to turn off my alarm, the need for caffeine slams into me. Thank goodness for my sleek and dependable Mr. Coffee Automatic Coffee Maker...ohh what would I do without you?

It's 7:00 am. I am currently sitting at my dining room table, clutching my cub of coffee. The days are getting shorter...I no longer wake up to sunshine pouring through my bedroom window. Before the events of my day unfold infinitely before me, I need to take a moment to collect myself. Why am I up so early, you ask? Well, I am preparing myself for an 8:00 am arrival at Midway Elementary School, to spend the morning with a wonderful fourth grade class. I'm excited, the kids are great, my Collaborating Teacher is helpful and kind...yet, I'm still nervous. It seems that no matter how often I am in these situations, I still feel slightly apprehensive. I know the old saying..."everyone is in the same boat...you're not alone" but why doesn't anyone else ever talk about it? It seems as though every other COE senior is excited and can't wait to start their careers...and I am too, don't get me wrong....but I'm nervous! I'm nervous every time I walk into my classroom! Hmmm.....

But what can you do? I'm sure the nerves will fade. I just wish more people expressed their true feelings. They can't ALL be THAT excited? really?

The Mitten

"A country without memory is a country of madmen." Quote by: George Santayana

I just spent my morning at the Michigan Historical Museum in downtown Lansing and I am feeling quite contemplative at the moment. I had the pleasure of visiting this museum at an earlier time; specifically, in fourth grade as a segment of a social studies field trip that also included a visit to the state capital. Sadly, I have a feeling I appreciated my second trip to the museum more than my first. As a child, it is difficult to fully comprehend the magnitude and importance of what it is you are seeing, observing and learning while wandering the halls and galleries of a historical museum. To examine and study the vast amount of artifacts in the Michigan Historical Museum is a daunting task; there are thousands of artifacts that fill that majestic building and just imagine being a small child in the midst of all that history. Overwhelming, indeed.

Flickr photo CC by greaterlansingcvb

As I wandered the museum today, I kept thinking, "what a wonderful resource we, as Michigan citizens, have at our fingertips...right here in downtown Lansing, my backyard!" I imagined myself as a fourth grade teacher, herding my class into the buidling and watching their jaws drop in awe as they stood and stared up at a White Pine Tree (our state tree), standing three stories high in the center of the building. Talk about capturing some rambunctious kids' attentions! But the awesomeness doesn't stop there. The Michigan Historical Museum consists of five levels of galleries and exhibits that tell the story of Michigan's past from pre-contact through the late twentieth century. The museum tells a narrative...OUR narrative, as Michiganders. The exhibits include interactive computers, audio-visual presentations and hands-on elelments; the entire foundation this museum rests on is interaction. Yes, interaction! You are expected, as soon as you walk through that front door, to utilize all of your senses...well, they may not want you to EAT their artifacts, but you get my drift. Basically, it is an inviting and exciting environment where children can really learn the history of their state in a meaningful way. And isn't that what's most important...that children are able to find meaning inthe subjects we are teaching them?

I can't wait for the opportunity to enlighten my future students. I want my classes to have those experiences in historical museums, where they can envelop themselves in the past and learn about themselves in meaningful ways. History is an essentail element of learning who you are, of becoming good, kind citizens.

What would happen if we were to lose our sense of historical perspective? What do you think??? Is it dangerous? Ignorant? WRONG? Do not hamper yourself in the present and limit you future by ignoring the past. READ history, LEARN, travel, investigate! Explore your personal and family history. But don't stop there...probe and study your communities, towns, states, etc. Grab life by the horns...take EVERY opportunity that comes your way to expand your life, your knoweldge. Develope you historical perspective.