ChitChat

This week I was assigned chapter 2 from the book “Literature Circles through Technology” by Terence Cavanaugh. The author describes a literature circle as “a student-centered, cooperative-learning reading activity for a group of four to six students at any grade level or subject area”. Through literature circles, students guide their own learning and consequently, learn from one another. Open discussion amongst students becomes a key component of the learning process. The section I found most intriguing was relative to the fact that in standard literature circles the student activities usually do not involve the use of technology.

As an adult learner, I have participated in many group discussions and have usually found them to be some of the most enriching lessons I’ve experienced. I personally feel that group discussion is central to all aspects of teaching. It is a powerful tool that engages learners of all ages and helps develop important communication and social skills.

As I was reading chapter 2, from this book, noted above, I thought of a course I took a few years ago – Humanities: Religion and Philosophy. This class was very diverse in the observance towards all types of religion. The professor structured the course around open group discussions of specific textbook readings and personal life experiences. I believe the success of this class was the professor and the structure of a cooperative learning environment. His classroom and student activities conveyed respect to each individual. He believed that everyone had something valuable to share and that their ideas and feelings were important. It was a fascinating class and one I looked forward to being a part of each week.

Despite all the benefits of literature circles, this style of learning would not meet the standards set forth by the National Educational Technology Standards for Students (NETS). Ironically, students meet the first four standards; creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving and decision-making. However, the students meet these standards without the use of technology. According to NETS, the standards are “what students should know and be able to do to learn effectively and live productively in an increasingly digital world …” And yet, skills acquired from cooperative learning; collaboration, cooperation, and social responsibility last a life-time, and instill the values of accomplishment that carry forward into all avenues leading to adulthood. Moreover, students engaged in literature circles will have had experience at all levels of Bloom’s Taxonomy.

Although literature circles are obviously a successful approach of teaching, I also recognize the benefit of adding technology to enhance the learning process. Adding technology would allow the students the opportunity to present their material through a different medium and engage them in creative activities, which may develop higher level thinking skills. Specifically, software such as Inspiration could enhance the roles of the Vocabulary Elaborator, Graphic Illustrator, and Mapper/Tracker. In addition, Mapmaker’s Toolkit could assist the Mapper/Tracker with the illustration of specific locations relating to events featured in the reading material. Furthermore, the Internet would be a helpful research tool and to bump the learning up a level, a Wiki could be added as a collaborative tool.

I thought Larry Lessig’s perspective on how creativity is being strangled by the law was interesting, but honestly at times I had a hard time following his argument. His powerpoint was engaging, but again I sometimes had difficulty absorbing/processing everything he was saying. Working both sides of the brain wasn’t happening at the moment. The video clips were such a great example of the creativity that abounds and frankly, I’m not seeing where that creativity is being stifled. I’m certainly not an expert, but is seems that this type of creative work is more abundant now than ever before. I believe we all need boundaries and limitations – our society would be shoddier without them.

I found this interview to be very thought provoking and a bit disheartening. As I listened to the interview, I continually asked myself; can this be – can the U.S. be this far behind the curve? In our daily lives we witness so many technological advances and in this class have been exposed to educators in the U.S .that are teaching and incorporating global communication and citizenship in their classrooms. I find it hard to believe that the U.S. is not globally competitive. Many of November’s comments are pointed and certainly valid. I agree completely with his remarks on global work ethic. However, I wouldn’t necessarily add “global” to it, but just straight up work ethic. I have witnessed the lack of good work ethics first hand with the younger generation and recently saw a story on the evening news about this same subject!

On the flip side…recently I was having a discussion with my 22 year old daughter about the media and how there is so much negativity reported versus the positive things that are happening each and every day. Surely, there are many students in the U.S. who are moving ahead in this new global environment and it would be encouraging to hear how they are making a difference.

Although I found this presentation to be a reiteration of the information presented by others in the conference and those shared in our class discussions, I thought this was a very creative way to explain how Web 2.0 tools can change and empower teachers and students in today’s classrooms.  As others, John points out the positive aspects, but also emphasizes that rules and protocols must be in place to ensure safe use.  He also stresses that parents must be proactive; establishing rules and maintaining an ongoing dialogue with their children from an early age about internet safety.

John truly brings to light how Web 2.0 tools have changed the literary process.  He points out that if teachers fail to recognize the changes, they will become “teachers of literacy history.”  As we’ve all discussed, our tech savvy youth of today are accustomed to processing communication quickly and Web 2.0 tools provide that speed.  He goes on the say that using Blogs and Wikis allows for more authentic writing and heightens the student’s awareness of content, safety and copyright.

I’m definitely feeling more in tune to Web 2.0 and am glad that I can now at least talk intelligently (well somewhat) about what’s out there and how it can be used!  I’m on the slow and steady, but am anxious to take a closer look at many of the tools that I’ve learned of over the past few weeks.

Kevin Hodgson and Bonnie Kaplan, two Technology Liaisons from different areas in the U.S. join together in this presentation for a collaborative digital storytelling project.  I’ve heard so much about digital storytelling and so, chose to listen to this presentation.  I thought the ABC project was very creative and highlighted the richness of the lives of the individuals involved.  Also, it showcased the power of networking that is currently available through the web and once again, illustrated that it really doesn’t matter where you live.  Being a hands-on learner, I was intrigued with this process and thought what a great way for facilitators to become more familiar with these new tools so they could then translate them into a project that could be used in the classroom with a younger audience.

The basic concept was to create an ABC book using short digital stories and piece them together using Web 2.0 tools.  Kevin and Bonnie decided that they need at least 12-13 people to launch this project.  A letter was sent out to educators nationwide describing the project and specifics necessary to put it all together.  This would be a new experience for many of them and in the end they agreed the risk was well worth it.

All in all, I thought this project was an innovative way to emphasize the possibilities of Web 2.0 tools. I was impressed with the creativity of all involved and their desire to share and collaborate.  And to think their only form of communication was through email and the internet!

New Tools: Alan Levine, Brian Lamb and D’arcy Norman

I found this to be a great follow-up to the Classroom 2.0 presentation.  Although a bit long, it was full of great information and explained things in layman’s terms.  I was surprised to find that the authors were able to find fifty different tools available online to embed content!  Thirty-six or 2/3rds of which allow you to create things on their sites and then copy and use that information/project on other web sites!  I learned about some new tools and useful resources, particularly Picnic and Google Docs, that I hope to use personally and in the classroom.

Web 2.0 and the concept of connecting applications and content evolved and with it came:

• Embedding content
• Connecting people and content
• Socializing between people
• Collaboration with people around the world
• Remixing
• Liberating
• Filtering
• Sharing
• Disrupting

Key Points:

• Allowing media to be pulled and used in other web sites is extremely powerful
• The cascading effect that we get with tools such as Flickr and Del.icio.us allows users to connect to a wider network
• Open content and the remixing of it provide educators with the ability to link to specific pieces of information.
• Search tools such as Google and Flickr include filters that search by license, allowing instructors to find new resources relevant to the educational context.
• Flickr has many powerful educational capabilities
• RSS Feed is not only useful to keep up to date on web logs and current events, but also is a very effective and dynamic re-mixable format for any content.  “RSS is a must in the educational domain.”
• Again, am hearing that attitudes must change in education.

How this pertains to education:

• Social software is liberating.  Provides users with the freedom to control the software and content that they create and use – “Power to the People” concept.
• Free Learning Management Systems available.  No need for costly commercial software-with minimal money one can effectively do what traditionally has taken a lot of money and resources.
• Portable – content can be moved when and where the user needs it.
• Individuals have ownership as opposed to institutions or companies.
• The importance lies in learning not in purchasing more software.

Disruption – the good and the bad:

The Bad:

• As the presenters called them “SPAM Roaches,” take advantage of open publishing
• Combating SPAM takes time and money
• Publishing online is enormous and can be difficult at times to make sense of it all
• Trust is a major factor when using open source software.

The Good:

• Individuals become creators of information and their viewpoints gain value
• Individuals acquire an effective voice
• Individuals are able to communicate quickly and effectively
• Grass roots movement takes place – People work together creating change

Presentation ends with a revealing comment: “This is a constant work in progress – like living in a construction zone.”

Clarence Fisher an elementary school teacher in his rural town of Snow Lake shows his audience that in today’s networked world, “geography is irrelevant.” An incredible thought, isn’t it? With the new Web 2.0 tools Fisher’s students from a town of 1,000 are becoming global citizens; connected to their world through Blogs, RSS Feeds, Podcasting, and Voice Thread. Needless to say, following this presentation I was feeling a bit behind the curve – a creative and thought-provoking presentation.

Key Points:
Classroom 2.0 is about:
• Redefining what happens in today’s classrooms
• US and CHANGE
• Educational facilitators preparing kids for the future
• Changing possibilities in the classroom

For a “new classroom:”
• Pedagogy, the way we teach must change
• Collaboration is imperative between students, between students and teachers, between students and their school and ultimately, between students and others around the world.
• Relationships to information and to students is essential
• Curriculum is mandated and important, but it must undergo constant change.

Tools in the Classroom:
• Classrooms interested in the world around them rely on internet based tools
• Tools change relationships for students locally and internationally
• Students become “Prosumers,” as well as Consumers
• Networks are vital

Fisher stresses that for Classroom 2.0 to be successful, attitudes must change. Attitudes about classrooms and education, and societies’ attitude about what a classroom should look like. Lastly, he says we need what he calls “Technology Informatics.” A way to track students’ activity in the classroom – a way to follow their blogging, who/where they are commenting and their network to truly understand where they are going and how we can facilitate them to become good citizens and creative thinkers.

My thoughts…

Prior to our class discussion regarding Web 2.0 tools, I must admit, that although I had heard many of the terms, I hadn’t absorbed the dynamics of these tools or the full value of using them in today’s classroom.  I wholeheartedly agree with many of you that we need to recognize and embrace our rapidly moving world of technology and jump on the bandwagon before we’re left in the dust. 

Initially, I thought these tools would be better suited for older students, but I’m not sure that’s necessarily true.  I do feel that security and safety for our students is a huge issue and one that needs serious consideration as we consider the implementation of these tools in the classroom.  My concern as both an educator and a parent is that these are “Open Source” tools – leaving us wide open to vulnerabilities.

In addition, and this is solely based on my experience as an SBTS, I am somewhat overwhelmed with the implementation curve.  Let’s face it; many of us still have staff members that have difficulty using technology tools that are currently in place.  I find myself somewhat overwhelmed with the speed at which technology has progressed and the abundance of these new tools.  As I continue through this class, I go back to my initial thought that the educational system must be revamped, so that society will accept and be able to stay abreast of the changes that are inevitable and necessary to educate the tech-savvy youth of our ever changing world.

I look forward to listening to the Web 2.0 presentations within the K-12 Online Conference to hear the views and opinions on the subject, and learn more about the many tools that are available.

Can I use this image (from a website, book, etc) in my project?

According to the Copyright and Fair Use Guidelines for Teachers, using images is allowed as long as you follow the 10% rule.  For single works, no more than 5 images by a single artist or photographer and from a collection, no more than 15 images or 10% (whichever is less).  In addition, it’s important to recognize that some older illustrations may be part of a copyright collection.  Copyright ownership information can be found at www.loc.gov or www.mpa.org

Students will investigate and demonstate an understanding of the functions of major organs and body systems.  Students will collect information and graphics relating to the particular body system they are researching.  Students will then compile their research into a PowerPoint presentation and present it as an oral report.  Students will create a total of 7 slides consisting of a title slide, major organs of their system, functions, problems and diseases, staying healthy, why their system should be kept, and resources.  Each slide must contain graphics and text, music and sounds are optional.  Project will be graded on slide design, factual basis, originality and creativity, multi-media approach to graphics and oral presentation.