In University I learned about self-fullfilling prophesies and how harmful labelling children can be. As I continue to be in the school environment I continue to hear statements that label children including:
"Make sure you keep your eye on ___"
"Watch out for____"
"He/she is challenging or difficult"
"Make sure you are firm with___"
The list goes on.
At the same time, I am constantly being challenged because there are certain students who are usually the ones off task, causing problems, or not listening. One cannot help but direct extra attention to these students because they demand it. So what to do?
Here are some ideas I can think of...
Avoid negatively labelling students and talking about them in negative ways.
If students are purposely seeking attention we need to find out why this is as a first step in solving the problem.
Using statements like I know you are smart, I know you are a good child etc. are important for these students to hear.
Finding something these students are good at and celebrate it.
Image from: http://www.flickr.com/photos/7200854@N05/2498329699/
ECMP 455 has gone by so fast, I cannot believe it is over already. In this short time I have learned a lot. Some valuable points from this class include:
- Developing a PLN can provide resources, insight, and support.
- Don't be afraid to try new things!
- Make sure to address online safety with students and parents.
- We all have a digital footprint and that is not a bad thing. We can determine our digital footprint by posting appropriate information. Here is mine.
- Skype can connect anyone to the classroom including classes in other countries or experts on specific topics such as a geologist.
- Technology is always advancing so it is important to keep researching and connecting.
6 things I want to do in my internship...
- Introduce students to voicethread and give them the opportunity to make their own.
- Use either a wiki, blog, or website to communicate with parents, share students work, and post valuable resources.
- Use an interactive game (possibly with a Smartboard) to teach a concept more effectively.
- Integrate podcasting or Skype into the classroom.
- Use video documentation.
- Stay connected to twitter for support and resources!
I chose to use voice thread for my digital story. I started using iMovie, because it is a program I am very familiar with, but found that it was challenging to get the timing of images to line up with my voice recording. So I decided to switch to using voice thread.
I had never made a voice thread before but found it very user friendly. All I had to do was upload pictures, choose the order, and add audio or text comments. There is also the option to add video comments but my web cam didn't seem to work with the program for some reason.
Although the program is extremely easy to use, I still spent quite a bit of time working on it because I had trouble making my voice sound natural. Whenever I know I am being recorded I have trouble sounding conversational and turn into a robot (I also have had a cold the last few days, which didn't help). However, after doing about a million or possibly a billion recordings, thank goodness it is easy to edit, I am more or less happy with the results.
I am not sure how long my story should be, so Dean or anyone else in the class, feel free to leave some comments if you think it needs something more... I can still go back and make revisions. Also, any other general suggestions are welcome.
So now here it is... (Use the arrows to go through the pages).
I recently discovered a post on Langwitches blog called Infographics - What? Why? How?. She provides a number of definitions from various sources but to sum it all up, an infographic is information displayed visually and could include charts, mind-maps, graphs, and timelines.
Why the tendency to use text as the default for conveying information?
I personally am a visual learner so I can understand how visuals would be beneficial. However, I was reminded of a recent lecture for this class, titled "Lets get Visual" where Dean talked about our tendency to choose text as the default for providing information. Even though I prefer visuals, I have often chose to convey information using text or oral language. Why do I and so many others do this? Here are some possible reasons:
- It's the way we were taught.
- It may seem more efficient.
- We want to be explicit and avoid having students read between the lines.
- Our society emphasizes high value on the ability to read and write.
- It could take more work on the teacher's part to incorporate visuals.
However, when compared to the benefits of using visuals such as infographics, these reasons are weak...
Highlight Important Facts
Television broadcasts, websites and newspapers use infographics to direct audiences to main topics and stories. Eyetrac III research—released by The Poynter Institute, the Estlow Center for Journalism & New Media and Eyetools—revealed that users scan web pages, stopping to read dominant and well-positioned headlines. Research also confirmed that larger images hold viewers’ attention longer than smaller images. Organize Detailed Information
Illustration and strong visual organization allow readers to grasp key themes while viewing detailed facts and figures in an infographic. This is especially useful in conveying scientific data and financial statistics. Grouping related data makes it easier to remember the information. Visualize Product Benefits
Companies use infographics to illustrate and compare product benefits. Interactive, animated and 3D infographics can be used to simulate user experience or product preferences. For example, a car manufacturer’s interactive website lets users choose car color and features. It dynamically assembles them, letting the user view and refine their “dream” car. Understand Complex Concepts
Images may be simplified so that people focus on information essential to understanding the main concept. For instance, medical publications may use drawings to explain anatomical systems and medical procedures. Illustrations in infographics are simplified so that readers' attention is drawn to the main idea. Infographics Increase Visual Appeal
With the enormous amount of news and information available, it is increasingly important to verify, organize, edit and display content so that the reader’s experience is enriched. Infographics can help acheive these goals.
One of the best sites I have found is called Cool Infographics. This site features a variety of interesting infographics, links to sites with more infographics, and links to infographic creators.
There are some interesting infograhics created by the School of Journalism at the University of North Carolina.
How to incorporate Infographics into the classroom?
- Use infographics already created
- Create your own infographics
- Have students create infographics
Where to look for infographics to use in the classroom?
Infographics Sites: - Online schools is an excellent site featuring a variety of infographics categorized into topics including arts and culture, life and health, science, and athletics.
-Tools for Visualization from My Technology Toolbox. Keep checking for updates in the visualization category. -Tableau Public - create diagrams for visualizing data with this free software. -You could also use free software such as Paintbrush. -...Or you could simply draw one!
I used questions to organize my thoughts about my project for this class: My Technology Toolbox.
What Do I want to Learn?
For my class project I decided to continue a blog of web 2.0 tools that I started a while ago as a reference for teaching.
Why a blog?
I thought of creating a website but I thought I might run out of pages. I also considered simply using my delicious account but I wanted something more visual. I ended up choosing a blog because I have the freedom to include pictures, videos, and other embedded content, I can use categories to organize my posts, and it is easy to continue.
Why Web 2.0 when there are other blogs like this?
Although there are many great resources out there with web 2.0 tools, I wanted to create my own resource because the process of organizing and finding sites helps me remember and understand what is out there. Also, because I use many sources to find my sites I hope to create a unique resource.
How is my resource organized?
The main page features all my blog posts on different tools. All of my posts are organized into categories or feature a specific site that did not fit into a category. The page on my site titled Web 2.0 Stuff features an organized list of all the posts I have written; it is essentially a site map. I also have general categories on the sidebar of my blog. There is also a post rss feed and a comment rss feed for those who want to subscribe to posts or comments.
How did I find my resources?
I have found resources from many different sources. I subscribe to a growing number of technology blogs which I have featured on the left side of my web 2.0 blog. Sometimes I find resources directly from these blogs and sometimes they lead me to other technology blogs or sites where I find resources. I also find resources through other peoples posts on twitter or by asking if anyone knows of specific tools (ex. timeline creators). Other ways include searching Google, using SimilarSites, and browsing through Go 2 Web 20.
What is the process?
I have been finding tons of sites and sometimes it is overwhelming because I want to keep my posts organized. So I come up with headings and list the resources I find under various headings. Then when a list gets long enough I can make it into a post. I have about 10 lists that I have yet to write about. Also, sometimes I go back into posts I already created and add new resources.
When will I be finished?
There are always be new web 2.0 sites being developed so my project can continue forever! Although I probably will not post as often as I have been during this class, I intend to continue working on this project because I am excited about using technology in my future classroom.
So now you have the inside scoop for my ECMP 455 project.... if you want to check out my actual project here is the link to My Technology Toolbox.
I think that one of the most important things teachers need to remember when integrating technology into the classroom is that it is about the learning not the technology. Whether blogging, creating a wiki, recording a podcast, or using the SmartBoard, there must be a purpose.
I have come up with a brief list things to avoid when using technology in the classroom: (Many which I have seen either in university or in classrooms).
-Using the Smartboard primarily as a projector. -Using the Smartboard primarily as a chalkboard. -Having a computer centre. (Instead have a math centre with a laptop). -Having a computer class. (Instead integrate technology into all subjects). -Learning how to create a wiki, website, or blog etc. just to learn how to make a wiki, website or blog. (Instead have purposeful content). -Learning how to use a web 2.0 tool just to learn how to use it. (Instead have purposeful content to be presented or learned by using the tool).
I think that the best way to integrate technology in a purposeful way is to make sure that learning activities are connected to the curriculum. This could mean discovering various technologies and then incorporating them to enhance curriculum content, or starting with the curriculum and finding appropriate technology to enhance learning of the content.
I have been thinking a lot about this weeks lecture "Lets get visual" and how I respond to visuals in comparison to text. I find that large amounts of isolated text can be overwhelming, but when images are added I find the information much more accessible.
Throughout my university experiences I have witnessed PowerPoint presentations where tiny bullet points are read off of slides with standard backgrounds. I do not understand why so many people resort to these kinds of presentations. It is not effective by any means; I find myself struggling to stay engaged and awake. Yet these presentations have become the standard.
I may not have learned a whole lot from the presentations themselves, but there is one thing I do know... I will not repeat what has been modelled to me. Instead I will create slides using interesting images with short summary statements. Any additional information can be organized in a handout.
I recently heard of something called Html5. I am still somewhat puzzled but here are some of the bits and pieces I am gathering:
-We used to need Adobe flash or Java to view rich content, however with Html5 we can view rich content in a web browser.
-Safari and Google Chrome and Firefox are so far the most compatible browsers with Html5
-With Html 5 you do not need plugins for embedding images and videos
- Web applications or documents can be viewed offline.
- It does not have to replace flash technology but can be used in addition to it. Html5 could change the way we view the web. It will make accessing information a lot more easy, and it could also enhance the potential for online games.
This Sribd document also provides an excellent example and explanation of HTML5.
Google Wave is one of the tools that has brings together components of HTML5. Below is a video that summarizes Google Wave:
According to Ruth Reynard's article HTML5: The Web Beyond Web 2.0 the potential Educational outcomes for Google wave include:
Group Projects
Collaboratively work in real time to draft content, discuss, and solicit feedback all in one place rather than sending e-mail attachments and creating multiple copies that get out of sync.
Photo Sharing
Drag and drop photos from your desktop into a wave. Share with others. Use the slideshow viewer. Everyone on the wave can add their photos, too. It's easy to make a group photo album in Google Wave.
Brainstorming
Bring lots of people into a wave to brainstorm; live concurrent editing makes the quantity of ideas grow quickly! It's easy to add rich content like videos, images, URLs, or links to other waves. Discuss and then work together to distill down to the good ideas.
Ruth, Reynard, 2009
And yes, there are a lot of tools that are already great for collaboration but Google wave brings it to the next level making the exchange of information easier (drag and drop) and immediate (in real-time).
I am still not fully sure I understand all of the implications HTML5 has for the future of technology and education. However, it is nice to know that there is still potential for technological advancement and improvements. I also believe that with advancements in technology there will be advancements in our ability to collaborate and ultimately in our ability to learn.
A number of months ago I invested in and iPod touch and still find it mind boggling how many apps there are available. The best thing is that so much of it is free. I have found tons of fun games, easy ways to view my flickr, facebook, and twitter accounts, I can talk on Skype using the microphone that comes with the headphones, I can send texts over the internet with an ipod to ipod messenger, I can read classic books for free, can talk into my ipod and send it as a text email, and soooo much more. I have noticed there are many great educational apps in the iTunes u section and I think it would be amazing to have a class set of iPods or iPads. These devices have so much potential as a learning tool!
I recently wrote a posting about using technology in a student-centered way. I described how teachers should move away from focusing on showing a video, creating a class blog, or presenting a Powerpoint and instead should have their students find and create videos on a topic, blog their ideas, and present information to their peers.
Gillian challenged me with her question "Do you feel any stress giving up that control over technology?" This reminded me of a day I was in the classroom when a student asked me if they could see my camera and I said no. Looking back I don't see why I couldn't have taken the time to show the child my camera. I have decided to look at some of fears/reasons that could possibly prevent teachers from giving students control over technology, so I can overcome possible fears/reasons for not wanting to give students control over technology in my internship.
Having students create the class wiki, website, or blog
Fears: It won't look "right", I won't be organized properly, students will get stuck or confused, it will take to much time.
Having students present information to their peers using a Powerpoint, Prezi, Digital story
Fears: They won't cover all the important concepts, they won't explain it clearly enough, it will take to much time, they will get confused or frustrated with the technology.
Having students set up a projector, Smartboard etc.
Fear: They will wreck expensive equipment, if they press the wrong thing it could be impossible to figure out how to undo it, it will take more time.
Having students find videos to illustrate a concept.
Fears: They will come across inappropriate material, they wont find the most beneficial video.
Letting students use video cameras and cameras.
Fears: It will get broken, the pictures won't look "right", they will use it inappropriately.
....I could keep going but I'm sure you get the picture.
And yes, the most natural instinct for solving these kinds of fears is to keep all these tools to ourselves. However, students will never benefit and gain skills needed in todays technological world. Also, what happens once we are gone. If our ultimate goal is to foster life-long learning we need to give students the opportunities to learn without us holding their hand every step of the way.
So instead I suggest that we provide guidance on how to use the technology, expect them to be responsible with expensive equipment, and work with them instead of taking over if they get stuck. If something does go wrong and the formatting on the class website is all wacky, so what? I know that I have messed up the formatting on my blog before but that means that I had to research how to fix it. We would never learn if we didn't dig in, play, and make mistakes; and our students are the same way. So it's time to let go of the reins.
Here is a video with some additional ways to foster student-centered learning.
