I chose Chapter 10 Tutorials because I was hoping the authors might have an insight to these tutorials the students and I in Raven About Web 2.0 haven't already learned.
I must be in a negative mood but I find some of the web 2.0 offerings limiting. Zoho Writer is close to Microsoft Word but doesn't necessarily offer all the features I have grown accustomed too.
I will say in its defense the nature of a group of people working on a single document rather than copies of one is time consuming and highly productive. I have as yet used google docs.
Same goes for the web-based spreadsheet Num Sum. One question I have for all web based products is how secure are they really?
Tux Paint was exciting. I love working on Kid Pix. I took a Kid Pix class at summer academy last year and wanted to delve deeper into this very kid friendly product. Tux Paint is a simpler version of Kid Pix.
I knew nothing about Audacity. I have had friends send me WAV sound files in my email and could not open it up. Audacity may do the trick. Quicktime has not. I plan to fool around this website and make a podcast.
RSS feeds. LIke others before me, I have an account with google and so my RSS feeds go to their.
I love delicious. The one area I have had trouble with is following the directions and putting the logo on every computer I use. When Ann showed this site to me several years ago, I thought I had died and gone to heaven. It is wonderful having all my bookmarks in one easy location and accessible from anywhere. Due to Raven about Web 2.0, I learned about looking at others delicious bookmarks. It is cool people in the class have given their delicious account names.
Photo Story 3 for Windows is a little more cumbersome than IMovies is. it works.
I have been using Wikispaces for Educators for some time.
Class blogmeister is a new tool for me. I plan to use this with my sixth graders this year. Sixth graders have several book reports to do. Students are to post to the blog. I feel with Class blogmeister I will have more control of the students in this. My principal is always talking about safety and monitoring. I think this will fit her bill.
Google Earth is something I know very little about. I have used it to have my military students show me where they came from, places they have lived and Alaska now. There is more to Google Earth than this, but will need to hear from others and read more posts about their usage of Google Earth.
I am fascinated with Google SketchUp. I plan to take more time and learn about this neat tool from google.
Friday, July 10, 2009
Thursday, July 9, 2009
IMPLEMENTATION PLAN
From January to May, I taught some of the things I had learned from Raven 2.0 to my sixth grade students and sometimes to a 3rd/4th grade class.
The sixth graders made a trading card on the inventor they were doing a class project on.
I showed students other interesting ideas such as Flickr Color Pickr. Trip Planner was also fun to show to students.
This coming year, I plan to do a space unit with all grades until end of second quarter.
I will again have students make a trading card about a part of space they are interested in.
I will have students working with voice threads to produce something about space. This is still to be thought out and collaborated with teacher. I am very impressed with Voice Threads and want to use this extensively this year.
I want students to blog about their experience. In the book Web 2.0, the authors give a blogging site in which the teacher can control the blog.The website is classblogmeister.com
The other part of my initiation plan is to branch out to other grades through more time in the computer lab. I think my principal saw the educational tools I was using (due to this class)and would like to see more usage of the computer lab besides a thrill and drill tool.
In March I will have Idita-Read again. I would like students to make motivational posters about the original serum run runners or other area of the Iditarod that facinates students.
The sixth graders made a trading card on the inventor they were doing a class project on.
I showed students other interesting ideas such as Flickr Color Pickr. Trip Planner was also fun to show to students.
This coming year, I plan to do a space unit with all grades until end of second quarter.
I will again have students make a trading card about a part of space they are interested in.
I will have students working with voice threads to produce something about space. This is still to be thought out and collaborated with teacher. I am very impressed with Voice Threads and want to use this extensively this year.
I want students to blog about their experience. In the book Web 2.0, the authors give a blogging site in which the teacher can control the blog.The website is classblogmeister.com
The other part of my initiation plan is to branch out to other grades through more time in the computer lab. I think my principal saw the educational tools I was using (due to this class)and would like to see more usage of the computer lab besides a thrill and drill tool.
In March I will have Idita-Read again. I would like students to make motivational posters about the original serum run runners or other area of the Iditarod that facinates students.
Chapter 9 from WEB 2.0 New Tools, New Schools
Chapter 9
New schools, the title of this school has some interesting ideas about where schools can go technologically.
I really liked this chapter. I liked most of the ideas it presented but it also made me wonder how much any of this is feasible as long as most of the teachers in my school and I have heard in the district are dragging their feet where technology is concerned. In all fairness, teachers feel they have too much to do, the technology lab is difficult to get into and on and on.
This past year I have become a firm believer that a student should work at their developmental level and not at their age level.
This chapter addresses this. Different software programs fit the different learning needs of the student. Does a technology committee need to be formed to address the various software and websites out there which are conducive to the developmental needs of the individual child? One of the goals of a non technology montessori education addresses this need.
After reading this chapter, I feel a little hopeful towards technology and present day teachers in our school. If teachers have not bought into technology, then most of this book has been written for the up and coming teacher, not the teacher who has been in the trenches for the past ? Years. Teachers in our district have not embraced technology as a viable means of educating.
Would inviting teachers to participating in an ASTEs conference be a stepping stone for teachers to embrace technology? If not a week of professional development would be wonderful. University of Ohio at Kent, library program has some collaborative classes that the librarian and the classroom teacher take together. Could this not be an aim at the library summer class we have?
Second, schools have to buy into the technology aspect. This is some what contingent on the principals comfortableness with technology too.
Finally the school district has to buy into it.
Often educators have a set idea of what program will work, where it wants to go and it then becomes their “pet” project.
Textbook less schools seem like a great idea but what would replace them may not be very practical in the classroom. As discussed on page 182, Warlick stated, “..... use the money to provide every teacher and learner with access to the world of digital networked content.” This feels a lot like big brother. Who is pushing the digital networked content? For what purpose? Political gain, Educational Power? Student Achievement?
One idea this chapter discusses is the ability to hone in on the child's individual educational development. Can technology really work with the teacher to individualize a students learning?
I found this chapter filled with interesting if not conflicting ideas with how I want technology used in the future. I am not sure how global I am ready to take education. This is truly food for thought.
New schools, the title of this school has some interesting ideas about where schools can go technologically.
I really liked this chapter. I liked most of the ideas it presented but it also made me wonder how much any of this is feasible as long as most of the teachers in my school and I have heard in the district are dragging their feet where technology is concerned. In all fairness, teachers feel they have too much to do, the technology lab is difficult to get into and on and on.
This past year I have become a firm believer that a student should work at their developmental level and not at their age level.
This chapter addresses this. Different software programs fit the different learning needs of the student. Does a technology committee need to be formed to address the various software and websites out there which are conducive to the developmental needs of the individual child? One of the goals of a non technology montessori education addresses this need.
After reading this chapter, I feel a little hopeful towards technology and present day teachers in our school. If teachers have not bought into technology, then most of this book has been written for the up and coming teacher, not the teacher who has been in the trenches for the past ? Years. Teachers in our district have not embraced technology as a viable means of educating.
Would inviting teachers to participating in an ASTEs conference be a stepping stone for teachers to embrace technology? If not a week of professional development would be wonderful. University of Ohio at Kent, library program has some collaborative classes that the librarian and the classroom teacher take together. Could this not be an aim at the library summer class we have?
Second, schools have to buy into the technology aspect. This is some what contingent on the principals comfortableness with technology too.
Finally the school district has to buy into it.
Often educators have a set idea of what program will work, where it wants to go and it then becomes their “pet” project.
Textbook less schools seem like a great idea but what would replace them may not be very practical in the classroom. As discussed on page 182, Warlick stated, “..... use the money to provide every teacher and learner with access to the world of digital networked content.” This feels a lot like big brother. Who is pushing the digital networked content? For what purpose? Political gain, Educational Power? Student Achievement?
One idea this chapter discusses is the ability to hone in on the child's individual educational development. Can technology really work with the teacher to individualize a students learning?
I found this chapter filled with interesting if not conflicting ideas with how I want technology used in the future. I am not sure how global I am ready to take education. This is truly food for thought.
Wednesday, July 8, 2009
Chapter 1 from Web 2.0 new tools, new schools
Chapter 1
The web has changed to an interactive tool. We used to view materials without the ability to comment or add to them. Now, we are able to interact with the web in ways that we used to dream about. Today the sky is the limit in what Web 2.0 can do for the computer learner;i interaction includes multiple users editing, commenting and polishing an end product ready for market. In other words, single users have gone to collaborative users.
Web 2.0 allows for more freedom for the user. The user chooses the content to be seen rather than someone else choosing it.
Bloggers can make or break a business. If a blogger is not happy with a company, she/he can state this on their blog.
Web 2.0 gives business an opportunity to spread across the world. This allows for more money to be made, to pay a lesser wage and times not purchase health care for their employees outside the United States.
The West is losing the technology race to third world and developing countries because students are not being trained on technology which will allow them to be prepared in the workplace of the future.
School approach to the internet is being transformed. Students can now more than ever collaborate together to produce a joint project which is well defined, deep subject knowledge in a flexible manner.
This last paragraph scared me a little. In teaching students to collaborate are we not also teaching them to think as one or be part of the machine?
The web has changed to an interactive tool. We used to view materials without the ability to comment or add to them. Now, we are able to interact with the web in ways that we used to dream about. Today the sky is the limit in what Web 2.0 can do for the computer learner;i interaction includes multiple users editing, commenting and polishing an end product ready for market. In other words, single users have gone to collaborative users.
Web 2.0 allows for more freedom for the user. The user chooses the content to be seen rather than someone else choosing it.
Bloggers can make or break a business. If a blogger is not happy with a company, she/he can state this on their blog.
Web 2.0 gives business an opportunity to spread across the world. This allows for more money to be made, to pay a lesser wage and times not purchase health care for their employees outside the United States.
The West is losing the technology race to third world and developing countries because students are not being trained on technology which will allow them to be prepared in the workplace of the future.
School approach to the internet is being transformed. Students can now more than ever collaborate together to produce a joint project which is well defined, deep subject knowledge in a flexible manner.
This last paragraph scared me a little. In teaching students to collaborate are we not also teaching them to think as one or be part of the machine?
Chapter 7 from WEB 2.0 New Tools, New Schools
CHAPTER 7
This chapter discusses the nature of student's safety as well as copyright awarenes. This chapter is very important to any member who is in the school setting- student, parent, all teachers,aides, administrators and others who are part of the school district.
A survey done by Cable in the Classroom showed 79% of the parents feel it is the responsibility of the school to teach Internet Safety and over half that amount felt government agencies shoud be involved in protecting children on the Internet.
Ethical behavior on the part of a student is fuzzy at best. Students do not always understand copyright/copyright infridgement.So often, students feel that due to the fact it is available on line it must be acceptable to copy off the internet.
Ethical policies to best represent the web and protect the teacher/ school and child need to be gone over yearly. David Warlick stated old policies need to be revisited.
Due to the fact that our school district as well as others taking federal monies, they are required to have certain filters in place to protect the student.
This chapter discusses the nature of student's safety as well as copyright awarenes. This chapter is very important to any member who is in the school setting- student, parent, all teachers,aides, administrators and others who are part of the school district.
A survey done by Cable in the Classroom showed 79% of the parents feel it is the responsibility of the school to teach Internet Safety and over half that amount felt government agencies shoud be involved in protecting children on the Internet.
Ethical behavior on the part of a student is fuzzy at best. Students do not always understand copyright/copyright infridgement.So often, students feel that due to the fact it is available on line it must be acceptable to copy off the internet.
Ethical policies to best represent the web and protect the teacher/ school and child need to be gone over yearly. David Warlick stated old policies need to be revisited.
Due to the fact that our school district as well as others taking federal monies, they are required to have certain filters in place to protect the student.
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