Monday, May 11, 2009
Excel Data Spreadsheet (NETS 3)
This is a data graph and spreadsheet I created using Microsoft Excel and based on a tutorial called Media Matters (http://movies.atomiclearning.com/k12/la_mmnts_ex07) on Atomic Learning, which is linked here on my blog in my Interesting Links to Check Out.
GoogleDocs - Copyright Bay (NETS 4)
This is a document that I created collaboratively with two of my peers using GoogleDocs. This document looks at copyright laws as they pertain to education.
Saturday, May 9, 2009
Journal 10 - "Is Blogging Worth the Risk?"
Maxlow, J. & Nielsen, L. (2009, May). Is blogging worth the risk?. Learning & Leading with Technology, 36, Retrieved May 7, 2009, from http://www.learningandleading-digital.com/learning_leading/200905/
This Point/Counterpoint article in ISTE’s L&L covers the important topic of blog-related risks. In today’s technology-driven world, it’s easy to get pulled into all of the innovative techie tools available to us as people and as educators. In our excitement, we sometimes forget to consider the risks that may come with these innovative technologies – especially those tools that are web-based. Blogging is no exception. So are the advantages of becoming a member of the blogosphere worth the risks that online exposure can bring about? Although I thought both authors of this article’s argument brought up great points, I still believe that blogging is an important technology that educators should use to their advantage.
Question 1 – What are some of the risks involved with blogging?
As Lisa Nielsen mentioned in this Point/Counterpoint article, a teacher who blogs is going to be under much more of a microscope than a teacher who doesn’t, and is therefore subject to much more scrutiny. Then there are risks involved in introducing students to the blogosphere. Privacy issues may arise and letting students publish blogs is going to require monitoring on the teacher’s part. All of these risks to mean more work for teachers who are often already suffering from work overload, but there are some serious benefits to be gained from the extra work that these risks present educators with – which leads me to my next question.
Question 2 – How can educators use the risks involved with the technology of blogging to their advantage?
Although it is unfortunate that with great technology can also come great risk, this doesn’t necessarily have to be negative thing for teachers. In fact, educators can actually use the risks involved in blogging to their advantage. How, you ask? Simple, it’s all about modeling responsibility. The inherent risks involved in blogging present teachers with an opportunity to model for their students how to practice digital-age citizenship and responsibility!
This Point/Counterpoint article in ISTE’s L&L covers the important topic of blog-related risks. In today’s technology-driven world, it’s easy to get pulled into all of the innovative techie tools available to us as people and as educators. In our excitement, we sometimes forget to consider the risks that may come with these innovative technologies – especially those tools that are web-based. Blogging is no exception. So are the advantages of becoming a member of the blogosphere worth the risks that online exposure can bring about? Although I thought both authors of this article’s argument brought up great points, I still believe that blogging is an important technology that educators should use to their advantage.
Question 1 – What are some of the risks involved with blogging?
As Lisa Nielsen mentioned in this Point/Counterpoint article, a teacher who blogs is going to be under much more of a microscope than a teacher who doesn’t, and is therefore subject to much more scrutiny. Then there are risks involved in introducing students to the blogosphere. Privacy issues may arise and letting students publish blogs is going to require monitoring on the teacher’s part. All of these risks to mean more work for teachers who are often already suffering from work overload, but there are some serious benefits to be gained from the extra work that these risks present educators with – which leads me to my next question.
Question 2 – How can educators use the risks involved with the technology of blogging to their advantage?
Although it is unfortunate that with great technology can also come great risk, this doesn’t necessarily have to be negative thing for teachers. In fact, educators can actually use the risks involved in blogging to their advantage. How, you ask? Simple, it’s all about modeling responsibility. The inherent risks involved in blogging present teachers with an opportunity to model for their students how to practice digital-age citizenship and responsibility!
Journal 9 - "The Kids Are All Right"
Waters, John K. (March 2009). The Kids Are All Right. T-H-E Journal, Retrieved April 10, 2009, from http://www.thejournal.com/articles/24104
A recent study found that certain technological activities that students are engaging in should not be disregarded as unusable in education. Many of the friendship-driven, interest-driven, social-driven, “messing around” technologies that students use have some serious potential as educational tools. Such technologies can be very valuable educational tools and a great way to engage students and make education more relevant to them. The idea behind using these technologies in education is the concept of self-directed learning (Waters 2009).
“One of the most important things I think educators should take away from this study is that they need to find a way to be open and receptive to the things students are doing online on their own, “ says Heather Horst who was a researcher on the project. Students today are incredibly technologically savvy and are very interested in what the internet and technology have to offer them socially, so why not encourage students to use these technologies educationally as well? It could even create a positive bond between student and teacher. “One of the best things that teachers can do is to have their students teach them how to navigate the technology,” Boyd says. “When teachers are willing to change the power dynamics and learn from their students, trust is built” (Waters 2009).
Question 1 – What are some problems that could arise if “messing around” technologies were integrated into education?
There could be potential for problems when integrating “messing around” technologies into the classroom. Boundaries would have to be put in place and students would need to be monitored in some activities to insure that they stay on task and practice responsible digital-age citizenship. Even considering the need for these boundaries, I believe integrating such technologies into the classroom is a great idea. Anything to help make education relevant to my students and to help them take responsibility for their own education is a good idea in my book.
Question 2 – Why is it important for teachers to allow the power dynamics to change between them and their students?
I am a firm believer in the idea that everyone has something to offer in a learning environment. And I believe that I can learn just as much from my students as they can from me. In order to learn from my students, I have to be willing to break down barriers that may exist between us. In order to do this I must build trust with my students, and that may require a shift in power dynamics.
A recent study found that certain technological activities that students are engaging in should not be disregarded as unusable in education. Many of the friendship-driven, interest-driven, social-driven, “messing around” technologies that students use have some serious potential as educational tools. Such technologies can be very valuable educational tools and a great way to engage students and make education more relevant to them. The idea behind using these technologies in education is the concept of self-directed learning (Waters 2009).
“One of the most important things I think educators should take away from this study is that they need to find a way to be open and receptive to the things students are doing online on their own, “ says Heather Horst who was a researcher on the project. Students today are incredibly technologically savvy and are very interested in what the internet and technology have to offer them socially, so why not encourage students to use these technologies educationally as well? It could even create a positive bond between student and teacher. “One of the best things that teachers can do is to have their students teach them how to navigate the technology,” Boyd says. “When teachers are willing to change the power dynamics and learn from their students, trust is built” (Waters 2009).
Question 1 – What are some problems that could arise if “messing around” technologies were integrated into education?
There could be potential for problems when integrating “messing around” technologies into the classroom. Boundaries would have to be put in place and students would need to be monitored in some activities to insure that they stay on task and practice responsible digital-age citizenship. Even considering the need for these boundaries, I believe integrating such technologies into the classroom is a great idea. Anything to help make education relevant to my students and to help them take responsibility for their own education is a good idea in my book.
Question 2 – Why is it important for teachers to allow the power dynamics to change between them and their students?
I am a firm believer in the idea that everyone has something to offer in a learning environment. And I believe that I can learn just as much from my students as they can from me. In order to learn from my students, I have to be willing to break down barriers that may exist between us. In order to do this I must build trust with my students, and that may require a shift in power dynamics.
Journal 8 - Podcasting
Podcasting is a great technology that all educators should get on board with. A podcast is sort of like a web-based broadcast that can be accessed online or downloaded to be viewed or listened to on an iPod or MP3 player. This technology is a great resource for teachers. A teacher could record an audio file of a lecture for his or her students and podcast. As this technology has grown, more and more podcasts have been created. Students can download study guides, take virtual history tours, and listen to book reviews. Not only can teachers use this technology to provide materials for their students, but students can create podcasts for class assignments.
Podcasting is a very easy technology to use. First, create an audio or video recording of a lecture, book review, or whatever it is you want to podcast. Then use a program such as LoudBlog (http://www.loudblog.de) to upload the podcast to the internet. LoudBlog takes care of coding and uploading for you. Then have students subscribe to the podcast through an aggregator, or program, like iTunes. Using an aggregator like this allows students to download the podcast to their computer and their iPod automatically and allows them to access the podcast at any time, rather than having to “tune in” to a broadcast a set time. This automatic update system is a great way to insure that students are actually receiving the material. This is a great technology and one that I will definitely be looking into using in my classroom.
Podcasting is a very easy technology to use. First, create an audio or video recording of a lecture, book review, or whatever it is you want to podcast. Then use a program such as LoudBlog (http://www.loudblog.de) to upload the podcast to the internet. LoudBlog takes care of coding and uploading for you. Then have students subscribe to the podcast through an aggregator, or program, like iTunes. Using an aggregator like this allows students to download the podcast to their computer and their iPod automatically and allows them to access the podcast at any time, rather than having to “tune in” to a broadcast a set time. This automatic update system is a great way to insure that students are actually receiving the material. This is a great technology and one that I will definitely be looking into using in my classroom.
Journal 7 - "Mining for Gold"
Bigenho, C. (March 2009). Mining for Gold. Leading & Learning with Technology, Retrieved April 8, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
What is this RSS button icon that keeps showing up on sites all over the internet? Is it important for educators? Yes it is. RSS stands for rich site summary, or real simple syndication. RSS feeds are a great way to keep all of our online subscription information organized. “A program known as an aggregator collects new information posted on the internet. Users can then visit a single page to view all the new information in their aggregators” (Bigenho 2009).
There are two different kinds of aggregators: internet-hosted and client-based. Internet-hosted aggregators are convenient because they allow you to access RSS feeds from any computer with internet access, so you can view your feeds from virtually anywhere. Client-based aggregators are part of a computer’s operating system, and are therefore only accessible from that computer system. So how can educators use RSS feeds? Teachers can use RSS feeds to subscribe to student blogs, subscribe to social bookmarks, and feed content to HTML pages, just to name a few classroom uses. RSS feeds are new (and to some a bit scary) but this is a great tool for educators, and we should all be excited to learn to use this resource to our advantage in the classroom.
Question #1 – How can I use this new technology to my advantage as a future teacher?
I love the idea of subscribing to student blogs and having my computer alert me when there is new content to be viewed is an incredible concept. Teachers have so many responsibilities, writing lesson plans, grading homework assignments, keeping in contact with parents, fellow teachers, and administrators, and so much more. Knowing that there is a technology out there that can help save teachers even a little bit of time in their busy schedules is a great relief.
Question #2 – How can this technology help my students?
Many students have trouble keeping school things organized. With more and more educational tools coming up online, things are becoming even more difficult to keep organized. RSS aggregators can help with this. The ability to visit only one page to see all information gathered online rather than having to remember each individual site that a student visited. RSS aggregators are an incredible organizational tool that can help students become much more effective in school.
What is this RSS button icon that keeps showing up on sites all over the internet? Is it important for educators? Yes it is. RSS stands for rich site summary, or real simple syndication. RSS feeds are a great way to keep all of our online subscription information organized. “A program known as an aggregator collects new information posted on the internet. Users can then visit a single page to view all the new information in their aggregators” (Bigenho 2009).
There are two different kinds of aggregators: internet-hosted and client-based. Internet-hosted aggregators are convenient because they allow you to access RSS feeds from any computer with internet access, so you can view your feeds from virtually anywhere. Client-based aggregators are part of a computer’s operating system, and are therefore only accessible from that computer system. So how can educators use RSS feeds? Teachers can use RSS feeds to subscribe to student blogs, subscribe to social bookmarks, and feed content to HTML pages, just to name a few classroom uses. RSS feeds are new (and to some a bit scary) but this is a great tool for educators, and we should all be excited to learn to use this resource to our advantage in the classroom.
Question #1 – How can I use this new technology to my advantage as a future teacher?
I love the idea of subscribing to student blogs and having my computer alert me when there is new content to be viewed is an incredible concept. Teachers have so many responsibilities, writing lesson plans, grading homework assignments, keeping in contact with parents, fellow teachers, and administrators, and so much more. Knowing that there is a technology out there that can help save teachers even a little bit of time in their busy schedules is a great relief.
Question #2 – How can this technology help my students?
Many students have trouble keeping school things organized. With more and more educational tools coming up online, things are becoming even more difficult to keep organized. RSS aggregators can help with this. The ability to visit only one page to see all information gathered online rather than having to remember each individual site that a student visited. RSS aggregators are an incredible organizational tool that can help students become much more effective in school.
Journal 6 - "Grow Your Personal Learning Network"
Warlick, D. (March 2009). Grow Your Personal Learning Network. Leading & Learning with Technology, Retrieved April 8, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/MarchAprilNo6/36612w.pdf
Personal learning networks, or PLNs, are not a new concept. However, the use of technology to grow our personal learning networks is constantly changing as the technology we use changes. Using technology to grow your personal network can be very successful, but with all of the information out there things can quickly get out of control. Although technology is the source of this problem, it can also be the solution. New technologies can help us collect, store, and organize all of that information as well.
There are three different types of PLNs: personally maintained synchronous connections, personally and socially maintained semi-synchronous connections, and dynamically maintained asynchronous connections. The first of these types is the traditional network of people and places you’ve always had, but can be enhanced with technologies like chat, instant and text messaging, teleconferencing (such as Skype), Twitter, and virtual worlds (such as Second Life). “Semi-synchronous refers to the idea that collaboration doesn’t have to happen in real time” and can involve such technological tools as mailing lists, wikis, GoogleDocs, Twitter, group discussion boards and comment walls on Facebook, and commenting on blogs (Warlick 2009). Dynamically maintained asynchronous connections differ slightly from the other two types in that they connect us with content sources rather than with other people. These connections use tools like RSS aggregators and social bookmarking sites (like del.icio.us).
Question #1 – How can technological PLNs support learning in and out of the classroom?
Technological personal learning networks are great for learning in and out of the classroom because technology is everywhere. These PLNs give students and educators a great opportunity to branch out and really expand their personal learning networks. These tools are also a great way for students and teachers to connect with each other in and out of the classroom for a richer learning experience.
Question #2 – How can semi-synchronous connections encourage collaborative learning?
The ability to collaborate without having to meet face to face or in real time opens the door for so many collaborative learning opportunities. For example, students from and English class could collaborate with students from a History class using GoogleDocs without having to worry about being in the same classroom at the same time. Technological PLNs are a great resource for collaborative learning.
Personal learning networks, or PLNs, are not a new concept. However, the use of technology to grow our personal learning networks is constantly changing as the technology we use changes. Using technology to grow your personal network can be very successful, but with all of the information out there things can quickly get out of control. Although technology is the source of this problem, it can also be the solution. New technologies can help us collect, store, and organize all of that information as well.
There are three different types of PLNs: personally maintained synchronous connections, personally and socially maintained semi-synchronous connections, and dynamically maintained asynchronous connections. The first of these types is the traditional network of people and places you’ve always had, but can be enhanced with technologies like chat, instant and text messaging, teleconferencing (such as Skype), Twitter, and virtual worlds (such as Second Life). “Semi-synchronous refers to the idea that collaboration doesn’t have to happen in real time” and can involve such technological tools as mailing lists, wikis, GoogleDocs, Twitter, group discussion boards and comment walls on Facebook, and commenting on blogs (Warlick 2009). Dynamically maintained asynchronous connections differ slightly from the other two types in that they connect us with content sources rather than with other people. These connections use tools like RSS aggregators and social bookmarking sites (like del.icio.us).
Question #1 – How can technological PLNs support learning in and out of the classroom?
Technological personal learning networks are great for learning in and out of the classroom because technology is everywhere. These PLNs give students and educators a great opportunity to branch out and really expand their personal learning networks. These tools are also a great way for students and teachers to connect with each other in and out of the classroom for a richer learning experience.
Question #2 – How can semi-synchronous connections encourage collaborative learning?
The ability to collaborate without having to meet face to face or in real time opens the door for so many collaborative learning opportunities. For example, students from and English class could collaborate with students from a History class using GoogleDocs without having to worry about being in the same classroom at the same time. Technological PLNs are a great resource for collaborative learning.
Subscribe to:
Posts (Atom)
