Del.icio.us
Sunday, October 18, 2009
BP15_2009103_Web_2.0_Tools_Comments@Dave_Nelson
BP13_2009103_Web 2.0 Tools - TeacherTube
BP13_2009103_Web 2.0 Tools
TeacherTube
TeacherTube is a video hosting site, similar to YouTube. The videos and files art designed to be used for educational purposes. Creating an account was very easy and straightforward. Once created, there is some basic user information that needs to be added, and then you can begin uploading videos when ready.
Uploaded videos may also be stored in personal Video Albums, which would be very handy to categorize items uploaded at TeacherTube. The categories could be either by date, subject area, class, whatever you desire. Once you have selected or created a category, videos may be uploaded. TeacherTube allows a variety of video types, and states that there is no maximum length or file size. It does point out that if there is difficulty uploading a large file, that it may be better to split it and put it into two or more separate video files and then try the upload. When an attempt was made to upload, it did show a 100MB limit on file size.
I have used TeacherTube in the past as a viewer to present things at school, and decided to signup and try a download. For this testing purpose, I created a category, chose a one minute video that I had previously created that was a 5.5 MB mp4 video that was 60 seconds in length.
The file uploaded quite quickly and without any problem. When the video had finished uploading, a message popped up stating that it had completed and would be available shortly. The video did not show up on my site for quite some time. Two hours later it was still not showing that it was available. So I tried a .mov file for upload. The Estimated Time Left had little meaning as it show less than one minute for at least three minues, and the seconds could not be read as they flashed around. It took about 3-4 minutes to upload a 32 MB video. The message is “Successfully uploaded! Your video will be reviewed by the TeacherTube staff and displayed within a couple of minutes.”
I had the file set as private. There is a section to invite people to view videos, and to save trusted users for the private videos. I tried viewing the files after it had processed the video, and did a search to find the video.
TeacherTube may also be followed in Twitter, Facebook, RSS feeds, and by email.
Overall, the process worked quite well, the website did seem just a little sluggish in terms of speed, but not bad enough to prevent one from using the site.
Posted by Dave Nelson at 3:08 PM
1 comments:
Billy Goins said...
Dave,
I really like this resource. From what I can tell, it has all the functionality of Youtube.com with content specifically for students and teachers.
My students and I are developing a school news report along with video based projects. Within just a matter of minutes, I was able to find several sample videos to show my classes.
It will be nice to have a site that my students can view and contribute to with a reasonable amount of safety and confidence.
I also noticed a banner ad for a media program at some college in Florida, Full Sail University. I may check that out as well.
BP13_2009103_Web 2.0 Tools
TeacherTube
TeacherTube is a video hosting site, similar to YouTube. The videos and files art designed to be used for educational purposes. Creating an account was very easy and straightforward. Once created, there is some basic user information that needs to be added, and then you can begin uploading videos when ready.
Uploaded videos may also be stored in personal Video Albums, which would be very handy to categorize items uploaded at TeacherTube. The categories could be either by date, subject area, class, whatever you desire. Once you have selected or created a category, videos may be uploaded. TeacherTube allows a variety of video types, and states that there is no maximum length or file size. It does point out that if there is difficulty uploading a large file, that it may be better to split it and put it into two or more separate video files and then try the upload. When an attempt was made to upload, it did show a 100MB limit on file size.
I have used TeacherTube in the past as a viewer to present things at school, and decided to signup and try a download. For this testing purpose, I created a category, chose a one minute video that I had previously created that was a 5.5 MB mp4 video that was 60 seconds in length.
The file uploaded quite quickly and without any problem. When the video had finished uploading, a message popped up stating that it had completed and would be available shortly. The video did not show up on my site for quite some time. Two hours later it was still not showing that it was available. So I tried a .mov file for upload. The Estimated Time Left had little meaning as it show less than one minute for at least three minues, and the seconds could not be read as they flashed around. It took about 3-4 minutes to upload a 32 MB video. The message is “Successfully uploaded! Your video will be reviewed by the TeacherTube staff and displayed within a couple of minutes.”
I had the file set as private. There is a section to invite people to view videos, and to save trusted users for the private videos. I tried viewing the files after it had processed the video, and did a search to find the video.
TeacherTube may also be followed in Twitter, Facebook, RSS feeds, and by email.
Overall, the process worked quite well, the website did seem just a little sluggish in terms of speed, but not bad enough to prevent one from using the site.
Posted by Dave Nelson at 3:08 PM
1 comments:
Billy Goins said...
Dave,
I really like this resource. From what I can tell, it has all the functionality of Youtube.com with content specifically for students and teachers.
My students and I are developing a school news report along with video based projects. Within just a matter of minutes, I was able to find several sample videos to show my classes.
It will be nice to have a site that my students can view and contribute to with a reasonable amount of safety and confidence.
I also noticed a banner ad for a media program at some college in Florida, Full Sail University. I may check that out as well.
BP14_2009103_Web_2.0_Tools_Screenr
Screenr.com
If you’re familiar with Screenflow or Camtasia, then you’ll appreciate the value of screenr.com. Screenr is a free online tool for video capturing your computer screen and creating or sharable video files called screen casts.
Screenr is an extension of Twitter and requires users to create and/or access Twitter accounts. Users can also add an access button to their browsers toolbar to make future recordings quicker and easier.
Once inside the account, the process of video capturing the on screen contents is very simple. First begin recording up to five minutes of video and audio by simply clicking the Record your screencast now button, accepting the script and adjusting the capture window to the desired size, if desired select audio on and source, then click record. A countdown will appear briefly then recording will begin. Once the capture is complete, click stop and be returned to the Screenr.com account. Users may then add a description and post, Tweet, or delete the video. The video will be processed for the web and available for download to your local computer or mobile device as an mp4 file. It can also be shared or embedded into other social sites such as Facebook or Youtube.
Users can share screencasts with other Screenr members and leave comments when viewing screencasts created by others as well as subscribe to rss feeds for their favorite content creators. Although screencast authors can enter description, searchable tags would be a great addition for finding and organizing content.
In the classroom, the obvious use is creating step by step visual demonstrations for students. This would be very useful for visual learners or catching up homebound or absent students. Another, possibly less obvious, use is for student assessment. As students are completing a project, teachers could record and evaluate the processes or steps students used to create for example an edited photo. After completion teachers could see if students followed the procedures correctly or discover areas that were difficult for the student.
Screenr.com is a free and useful tool with the ability to create customized screencasts that can be used to create how to demonstrations for students.
BP13_2009103_Web_2.0_Tools_GoAnimate
GoAnimate.com
GoAnimate.com
GoAnimate.com is a fun and lively resource that allows users to create and share animated stories. More than just a tool for creating animations, GoAnimate.com is a community of users similar to Youtube.com or Flickr.com, where members can share their work and view, rate, and provide feedback to others about their animations. Projects can also be shared or embedded into other social sites such as Youtube.com, Ning,Com, or Twitter.Com.
The website provides a variety of ways of creating animated videos. There are easy to use background templates and characters that feature many well know personalities and TV shows such as President Obama, Willie Nelson, and the cast of Star Trek. Users simply choose a theme then drop and drag characters into a scene. At that point, select and apply characters’ actions, movements, and expression. The classic cartoon dialog bubbles can be added along with props, music, sound effects, and voice-overs. Once completed repeat the steps for each scene until the story is completed.
Instead of templates, more advanced or adventurous users have the ability to create their own character and template sets. The interface is similar to creating an avatar, users start with stock images then shape, tone, and color character attributes. The process is intuitive and most students will adapt quickly.
In the classroom, this tool provides a personal and interactive way for students to express their creativity. It could be easily integrated into language arts allowing students to develop characters and storylines. Another approach might require students to develop stories and animations that demonstrate understanding. For example their story lines could talk about a moment in history of discuss how to be safe on the internet.
GoAnimate.com has other advantages as well. It is an online program meaning students can access and work on it at home without having to buy or install software. Projects can be shared and along with students, teachers can collaborate and add comments. Completed projects can be saved and shared or embedded.
Tagging is also available to keep projects organized or to search throughout the GoAnimate community for projects or ideas.
GoAnimate.com
GoAnimate.com is a fun and lively resource that allows users to create and share animated stories. More than just a tool for creating animations, GoAnimate.com is a community of users similar to Youtube.com or Flickr.com, where members can share their work and view, rate, and provide feedback to others about their animations. Projects can also be shared or embedded into other social sites such as Youtube.com, Ning,Com, or Twitter.Com.
The website provides a variety of ways of creating animated videos. There are easy to use background templates and characters that feature many well know personalities and TV shows such as President Obama, Willie Nelson, and the cast of Star Trek. Users simply choose a theme then drop and drag characters into a scene. At that point, select and apply characters’ actions, movements, and expression. The classic cartoon dialog bubbles can be added along with props, music, sound effects, and voice-overs. Once completed repeat the steps for each scene until the story is completed.
Instead of templates, more advanced or adventurous users have the ability to create their own character and template sets. The interface is similar to creating an avatar, users start with stock images then shape, tone, and color character attributes. The process is intuitive and most students will adapt quickly.
In the classroom, this tool provides a personal and interactive way for students to express their creativity. It could be easily integrated into language arts allowing students to develop characters and storylines. Another approach might require students to develop stories and animations that demonstrate understanding. For example their story lines could talk about a moment in history of discuss how to be safe on the internet.
GoAnimate.com has other advantages as well. It is an online program meaning students can access and work on it at home without having to buy or install software. Projects can be shared and along with students, teachers can collaborate and add comments. Completed projects can be saved and shared or embedded.
Tagging is also available to keep projects organized or to search throughout the GoAnimate community for projects or ideas.
BP12_2009103_Web_2.0_Tools_Evernote
Evernote
What if the personalization and functionality of a blog, the organizational flexibility of tags such as those used in flickr, and the ability to copy or link to internet text, audio, video, and images were combined into one resource. That’s Evernote.com.
Evernote.com is a website that hosts an online notebook and related tools that allows users to capture and store entire web pages or selected text, articles and images. Similar to tagging images using flickr.com, Evernote entries can be tagged, sorted, and retrieved using categories or keywords. Using browser plug-ins or optional software, Evernote notebooks can be downloaded and synced between an online account, desktop computer, or mobile device. Online, individuals can share through networks, email, or embed or forward notebooks to other services such as blogs or tweets. At every level, students and teachers can use this tool to organize their day to day work, events, and activities. Like a digital version of a spiral notebook, users can create to do lists, add and organize notes, enter assignments, or anything else thing else that would traditionally be written in a binder or notebook. Lost assignments or illegible notes could potentially be things of the past and it can be accessed at school, home, or anywhere in between with any internet enabled device. While working on projects, lesson plans, or research papers, users can copy, store, tag, sort, and filter, sort images, text, link videos, and entire web pages for later use. Everything you in one location easily organized and quickly retrievable by user defined tags.Tags provide an effective way of organizing and retrieving information. As items are collected and pasted into notebooks, users can tag items descriptively, by project name, author, website, essentially any keywords that relate to the resource. Unlike folders, which are organized typically in a hierarchical manner, tags are multi-dimensional and canned be linked to multiple notebooks and multiple projects with ease and without searching through layers of folders.
The combination of resources, organization, and accessibility make Evernote.com a very powerful tool for the classroom, the home, and the business place.
What if the personalization and functionality of a blog, the organizational flexibility of tags such as those used in flickr, and the ability to copy or link to internet text, audio, video, and images were combined into one resource. That’s Evernote.com.
Evernote.com is a website that hosts an online notebook and related tools that allows users to capture and store entire web pages or selected text, articles and images. Similar to tagging images using flickr.com, Evernote entries can be tagged, sorted, and retrieved using categories or keywords. Using browser plug-ins or optional software, Evernote notebooks can be downloaded and synced between an online account, desktop computer, or mobile device. Online, individuals can share through networks, email, or embed or forward notebooks to other services such as blogs or tweets. At every level, students and teachers can use this tool to organize their day to day work, events, and activities. Like a digital version of a spiral notebook, users can create to do lists, add and organize notes, enter assignments, or anything else thing else that would traditionally be written in a binder or notebook. Lost assignments or illegible notes could potentially be things of the past and it can be accessed at school, home, or anywhere in between with any internet enabled device. While working on projects, lesson plans, or research papers, users can copy, store, tag, sort, and filter, sort images, text, link videos, and entire web pages for later use. Everything you in one location easily organized and quickly retrievable by user defined tags.Tags provide an effective way of organizing and retrieving information. As items are collected and pasted into notebooks, users can tag items descriptively, by project name, author, website, essentially any keywords that relate to the resource. Unlike folders, which are organized typically in a hierarchical manner, tags are multi-dimensional and canned be linked to multiple notebooks and multiple projects with ease and without searching through layers of folders.
The combination of resources, organization, and accessibility make Evernote.com a very powerful tool for the classroom, the home, and the business place.
Wednesday, October 14, 2009
BP10_2009102_Flickr
Flatbobby
When I discovered this activity, I’m not certain which rush came first, being excited about the potential project or impressed by the simplicity of the idea. Flatbobby (http://flatbobby.blogspot.com/) combines two web 2.0 tools, blogger.com and flickr.com.
Flatbobby is reminiscent of “Where’s Waldo?” in that there is a character, Flatbobby, who is found in a variety of scenes and places. The genius and twist of the project is made possible by the interactive nature of web 2.0 tools. Flatbobby, originally mailed from place to place and host to host can now be “cloned” or printed and posed for pictures complete with stories of adventures and comments from around the globe. The pictures are posted on flickr.com by Flatbobby’s hosts and are collectively brought together into a blogger account so that everyone can see, share, and comment on the travels and adventures of Flatbobby. Did I mention this project was done by a K-8 student?
Sunday, October 11, 2009
BP09_2009102_Web_2.0_Tools_Dabbleboard
Don't Doddle bored, Dabbleboard!
Dabbleboard Screenshot
I discovered Dabbleboard.com during the EDE course and really appreciated it’s easy to learn and easy to use functionality. Dabbleboard.com offers online collaboration tools for individuals and businesses. Like many online tools there is a free basic version and a more advanced licensed version. For most classrooms, the free version is sufficient.
The primary tool on Dabbleboard.com is an interactive whiteboard with drawing, text, and line tools. The most impressive aspect of the program is how easy it is to use, within five to ten minutes you and your students will be able to create custom graphic organizers, import and share media, and host group planning and discussions.
In my classroom, I can use Dabbleboard to create project outlines, discussion templates, timelines, or types of visual maps. As your drawing, the interface can detect and complete most shapes. The shapes can then be moved, resized, color filled, and copied. Menus and operations are in plain site and most tasks can be accomplished by just clicking on the object you’ve created.
You can create custom urls and invite students, who in turn can in real time join and edit the project. With multiple drawings and urls, teachers can monitor student progress, offer suggestions, and facilitate various groups working within the same or different projects.
Once the project is complete it can be stored for future edits or templates. There is also the option to download your work to your local computer or removable drive. Projects on Dabbleboard are secure and private, however, you may want to import from or share drawings with a community of users by making work public.
Like Google Docs and other tools, Dabbleboard is hosted online meaning students have access anywhere and internet connection is available. Dabbleboard is free and easy too use, and provides a tool for engage students that are visual and artistic learners.
Reference
Dabbleboard . (Producer). (n.d.) Dabbleboard tour. Available from http://www.dabbleboard.com/tour
Goins, B., (Image creator). (2009). Dabbleboard screenshot. Retreived October 09, 2009, from: http://www.dabbleboard.com/draw/bgoins/greenhealing
BP08_2009102_Web_2.0_Tools_Del.icio.us
That's Del.icio.us
Delicious.com or Del.icio.us is an online social bookmarking resources meaning I can share my favorite online resource links with others and likewise gain access to their bookmarks. If I have a personal webpage or other resource that I don’t want to share, I can choose to protect that bookmark by making it private.
Because it’s live and on the web and not on stored locally within a browser it can be accessed from any computer or device with Internet access. This makes sharing resources with students exceptionally easy without having to write long urls on a whiteboard. The only downside of course is missing the entertaining parade of students traveling back and forth from the board to the computer in an effort to remember and enter the website address correctly.
With the resources shared and available online, students can also access them from home making the project easier. Students can simply click on the link without worry or excuse of entering an incorrect web address.
Another import feature of Del.icio.us is the ability to tag bookmarks. Tags are single word descriptors that are assigned to bookmarks by users. It is much like coding or using keywords in database or web pages. The use of tags eliminates the need for hierarchical system of folders within folders, where bookmarks become lost or forgotten. Tags can be searched and sorted for easy recovery and the customization allows you additional flexibility, for example you could tag bookmarks with a specific project, class, or even school name.
The social aspect of Del.icio.us provides an element of social action between yourself, students, and other teachers or field experts. This expansion provides the opportunity to serendipitously discover resources that your or your students may have never located using traditional search methods. Social bookmarking provides an exponential amount of resources and often the number of individuals sharing the same bookmark provides a clue about the websites popularity and related value.
Del.icio.us also provides a tool for creating communities or networks. You have the ability of viewing and tracking bookmarks from your peers or students.
References
Goins, B., (Image creator). (2009). Delicious screenshot. Retreived October 09, 2009, from: http://www.delicious.com/billygoins
BP07_2009102_Web_2.0_Tools_Comment_@Beckie_Lamborn
Lamborn_Beckie_BP3_2009102_web 2.0_tools_Open-Source_iGoogleDocs
As an elementary teacher I may not be able to use iGoogle with my students, but iGoogle is a wonderful web 2.0 tool that could help me as a teacher to organize and pull together ideas. The iGoogle page is a platform that allows me as a teacher to put things that interest me and things that apply to my teaching all in one location. After I set up a free account on the Google site, I am given a free Gmail account, so I can receive or send emails.
The iGoogle account can be accessed and set up through my Google account. This iGoogle account gives me opportunities to create pages that I title according to my personal needs. For the FSO program I have designated more that four pages with page names that can be opened to reveal related information. The page that I am most comfortable navigating during this early stage of getting my feet wet with web 2.0 tools is the Google Docs page. When Google docs page is opened up I can click on documents that have been created by my teammates and me at FullSail. The idea that documents can be created online by a group of people is new and exciting, and having been assigned projects has further allowed me to understand the potential of this collaborative tool. To this point I did not invite teammates to the documents in my file, I was just a collaborator. I think I could use this iGoogle doc tool with fellow teachers, if we were going to create a lesson plan from our homes during our after school hours, free time at school, or at our convenience. I would have to help my teachers set up iGoogle accounts, and I would then have to create a document and invite them to work with me on lessons or other collaborative writings.
Communications through Internet are taking new directions as people are not only receiving information, but now they are responding and creating the information to share with others. According to Dan Woods, a chief technology officer, this “open-source” communication where software tools are provided for people to collaborate and create on the Internet is available due to…“a community of people who are dedicated to working together in a highly collaborative and evolutionary way” (Schrum, p. 50). Programmers are providing source codes “for the sheer enjoyment of seeing their creation used” (p. 13).
Resources:
Schrum, L. & Solomon, G. (2007). Web 2.0: New Tools, New Schools. Washington D. C.: ISTE.
Image is free power point clipart adjusted by Beckie Lamborn (2009)
As an elementary teacher I may not be able to use iGoogle with my students, but iGoogle is a wonderful web 2.0 tool that could help me as a teacher to organize and pull together ideas. The iGoogle page is a platform that allows me as a teacher to put things that interest me and things that apply to my teaching all in one location. After I set up a free account on the Google site, I am given a free Gmail account, so I can receive or send emails.
The iGoogle account can be accessed and set up through my Google account. This iGoogle account gives me opportunities to create pages that I title according to my personal needs. For the FSO program I have designated more that four pages with page names that can be opened to reveal related information. The page that I am most comfortable navigating during this early stage of getting my feet wet with web 2.0 tools is the Google Docs page. When Google docs page is opened up I can click on documents that have been created by my teammates and me at FullSail. The idea that documents can be created online by a group of people is new and exciting, and having been assigned projects has further allowed me to understand the potential of this collaborative tool. To this point I did not invite teammates to the documents in my file, I was just a collaborator. I think I could use this iGoogle doc tool with fellow teachers, if we were going to create a lesson plan from our homes during our after school hours, free time at school, or at our convenience. I would have to help my teachers set up iGoogle accounts, and I would then have to create a document and invite them to work with me on lessons or other collaborative writings.
Communications through Internet are taking new directions as people are not only receiving information, but now they are responding and creating the information to share with others. According to Dan Woods, a chief technology officer, this “open-source” communication where software tools are provided for people to collaborate and create on the Internet is available due to…“a community of people who are dedicated to working together in a highly collaborative and evolutionary way” (Schrum, p. 50). Programmers are providing source codes “for the sheer enjoyment of seeing their creation used” (p. 13).
Resources:
Schrum, L. & Solomon, G. (2007). Web 2.0: New Tools, New Schools. Washington D. C.: ISTE.
Image is free power point clipart adjusted by Beckie Lamborn (2009)
My Comment
1 comments:
BP06_2009102_Web_2.0_Tools_Google_Docs
What's Up, Google Docs!
Google Docs is a web based productivity suite similar to Microsoft Office or OpenOffice with some distinct features. The files can be accessed and edited from any device with an Internet connection. Not only can files be shared with or easily copied to others but can also be edited live by several users during a single session. Other advantages include safe online storage with an auto-save feature, there are several options for importing and exporting various file types that are highly compatible with other software programs, and files can be attached and emailed using Google’s Gmail application. Aside from easy access, another advantage of web-based software is that there isn’t any software to install or update on your local computers.
The best part is that all these resources are free. For me this means that most of my students will be able to access and work on projects at home eliminating many of the standard I left it on the table or my dog ate it excuses.
The other advantage is that my students are very active on social networking sites, such as MySpace, BeBo, and Facebook, I see the collaborative aspect of Google Docs as a way of tapping into that social nature. Students can work on assignments together at home or in the classroom and I can log in, monitor progress, make suggestions, and facilitate their efforts. As students make changes the revision is recorded and I can see what’s been changed, when it was changed, and who made the change. At any point files may be selectively shared or kept or made private.
Google Docs contains a word process, spreadsheet, presentation tool, and a forms tool with literally thousands of premade templates available for use. There are writing tools, calculators, calendars, cards, essentially something for every classroom.
Google provides great resources for getting started (http://www.google.com/educators/p_docs.html) and there are teacher communities for collaboration, sharing resources, and problem solving.
References
[Untitled photograph of Google Docs]. Retrieved Oct 10, 2009, from:
http://www.google.com/google-d-s/images/tour1.gif
BP05_2009102_Social_Bookmarking
Searching through folder after folder, reminiscent of the overstuffed filing cabinets of years past, Internet bookmarks become lost in hierarchical layers, misplaced, mislabeled, and often only found by re-searching the web from which they came. Like a set of cars keys, saved resource links are only useful if they can be found when needed.
The common method of saving and organizing web site addresses on a local computer’s hard drive is inadequate when compared to the potential offerings of the World Wide Web. Traditional bookmarks and favorites folders have limited capabilities for organizing, accessing, and sharing Internet resource links (Fryer, 2007).
Web-based social bookmarking tools simultaneously organize and categorize links by allowing users to add sortable, searchable, descriptive tags. For the individual, this equates to easy organization, quick retrieval, and expanded access from any Internet accessible device, and through websites such as Del.icio.us and Digg.com the ability to share and discover online resource treasures (Gordon-Murnane, 2006). For the educator, the social aspect provides a collection of resources, a means of collaboration, and access to a community of subject specific experts (Etches-Johnson, 2006).
In the classroom, teachers can easily share a collection of web links for course projects and allow students to collect and share resources with team members. Cannata (2009) noted that adapting the tagging/folksonomy approach found in social bookmarking and other web 2.0 strengthened essential elements such as collaboration, gratification, and ownership and take advantage of adaptability, connectivity, and pluralism.
Social bookmarking tools provide an efficient method for organizing web-based resources and making them widely accessible. The social aspect provides a large collection of resource gems and expertise that expedites lesson planning and student activities.
The common method of saving and organizing web site addresses on a local computer’s hard drive is inadequate when compared to the potential offerings of the World Wide Web. Traditional bookmarks and favorites folders have limited capabilities for organizing, accessing, and sharing Internet resource links (Fryer, 2007).
Web-based social bookmarking tools simultaneously organize and categorize links by allowing users to add sortable, searchable, descriptive tags. For the individual, this equates to easy organization, quick retrieval, and expanded access from any Internet accessible device, and through websites such as Del.icio.us and Digg.com the ability to share and discover online resource treasures (Gordon-Murnane, 2006). For the educator, the social aspect provides a collection of resources, a means of collaboration, and access to a community of subject specific experts (Etches-Johnson, 2006).
In the classroom, teachers can easily share a collection of web links for course projects and allow students to collect and share resources with team members. Cannata (2009) noted that adapting the tagging/folksonomy approach found in social bookmarking and other web 2.0 strengthened essential elements such as collaboration, gratification, and ownership and take advantage of adaptability, connectivity, and pluralism.
Social bookmarking tools provide an efficient method for organizing web-based resources and making them widely accessible. The social aspect provides a large collection of resource gems and expertise that expedites lesson planning and student activities.
Note: Could not remove spacing between lines in reference section.
References
Cannata, C. (2009). Folksonomy, tagging and taxonomy for effective learning: Perspectives of learning 2.0 in the XXI century. International Journal of Emerging Technologies in Learning, 4(2), 26-32.
Etches-Johnson, A. (2006). The brave new world of social bookmarking: Everything you always wanted to know but were too afraid to ask. Feliciter, 52(2), 56-58.
Fryer, W. (2007). Social bookmarks 101. TechEdge, 27(1), 22-23.
Gordon-Murnane, L. (2006). Social bookmarking, folksonomies, and web 2.0 tools. Searcher, 14(6), 26-38.
Saturday, October 10, 2009
Sunday, October 4, 2009
BP03_2009101_Response_to_Anti-Teaching
Based on the assumption that the educational systems as we know them do not work for the vast majority of the students moving through them, what would work?
At the end of each school, I look back and reflect on a similar series of questions, what worked well, what didn’t work, and what changes are necessary for tomorrow? The answers are as varied and numerous as the 100 plus students that will have pass in and out of my classroom during the course of the day.
Each student will enter possessing a personalized set of talents, challenges, wants, and values. Regardless of the curriculum, delivery method, and available resources, as demonstrated and back by Howard Gardner’s Multiple Intelligence Theory and Eric Jensen’s discussion on Brain-Based Learning, teaching begins with knowing and understanding your students.
Through knowledge, time, and experience, teachers are keenly aware of relevance of the material being taught and the challenge becomes sharing that relevancy to unaware and unconnected students.
This challenge is made more difficult within the confines of an educational system that defines success and channels resources based on a single annual institutional test.
For many teachers, this is where technology integration plays vital role and provides the means to individualize curriculum, engage students, and create connections for learning and meaningful understanding.
Web-based tools and collaborative communities provide a variety of mediums for creating, presenting, and discussing material and go beyond the typical classroom curriculum. With minimal effort, content can be easily adapted to accommodate multiple learning styles and skill levels.
With these tools students can progress at their own pace and review specific instructions or material as often as needed. With proper guidance and instructions, students have the opportunity to facilitate and take ownership of the learning process creating excitement and fueling a life long appreciation for learning.
BP02_2009101_Educational_RSS_feeds
The following rss feeds provide resources, ideas, and a community of experiences that enable me to further integrate web 2.0 tools into my classroom.
1. ISTE Connects: The International Society for Technology Education (ISTE) is the governing agency for the National Education Technology Standards. As a technology teacher, this organizing is the guiding entity for my classroom curriculum and it is important that I?m aware of new trends and events that will shape and directly impact my classroom.
2. Illinois Computing Educators (ICE): Is an organization for Illinois technology teachers. This feed will hopefully provide state and local information and resources as well as opportunities for collaboration and updates for our annual organizational conference.
3. Education Technology: edited by Professor Ray Schroeder of the University of Illinois, this rss provides news, techniques and theories of effective technology use in education.
4. eLearn Magazine: provides a collaborative environment for educators utilizing web-based tools for teaching. The post and feeds provided a variety of topics and information that will be very helpful as I further integrate web 2.0 tools.
5. PBS Resources for the classroom: PBS?s Learning.now discusses the relationships between new technologies and the resulting impact on how teachers teach and students learn.
1. ISTE Connects: The International Society for Technology Education (ISTE) is the governing agency for the National Education Technology Standards. As a technology teacher, this organizing is the guiding entity for my classroom curriculum and it is important that I?m aware of new trends and events that will shape and directly impact my classroom.
2. Illinois Computing Educators (ICE): Is an organization for Illinois technology teachers. This feed will hopefully provide state and local information and resources as well as opportunities for collaboration and updates for our annual organizational conference.
3. Education Technology: edited by Professor Ray Schroeder of the University of Illinois, this rss provides news, techniques and theories of effective technology use in education.
4. eLearn Magazine: provides a collaborative environment for educators utilizing web-based tools for teaching. The post and feeds provided a variety of topics and information that will be very helpful as I further integrate web 2.0 tools.
5. PBS Resources for the classroom: PBS?s Learning.now discusses the relationships between new technologies and the resulting impact on how teachers teach and students learn.
BP01_2009101_Educational_uses_for_blogs
There I was, years ago, dialing into company bulletin boards, searching through indexes, sifting through articles, and reading the text on my monochrome monitor. Blogs are better.
In the classroom, blogs are convenient and powerful tools. Sites such as Blogger.com, Edublogs.org, and EPals.com, provide necessary resources and offer curriculum ideas to get things started. Blogs can be easily created, archived, and provide a communication and lively discussion.
After looking through a variety of websites and resources, I’ve created a condensed list of 5 ways blogs are commonly used in classrooms.
1. Post assignments and resource links
2. Course collaboration, debate, and discussions
3. Research, read comments, or post questions on blogs created by content experts
4. Create and showcase student portfolios, journals, or reflections
5. Project or event management/coordination tool
A good general description and how-to resources can be found using these links:
http://www.flickr.com/photos/jrhode/371116534/in/photostream/
http://tep.uoregon.edu/shared/blogswikispodcasts/BlogsInEducation.pdf
http://halfanhour.blogspot.com/2009/04/blogs-in-education.html
In the classroom, blogs are convenient and powerful tools. Sites such as Blogger.com, Edublogs.org, and EPals.com, provide necessary resources and offer curriculum ideas to get things started. Blogs can be easily created, archived, and provide a communication and lively discussion.
After looking through a variety of websites and resources, I’ve created a condensed list of 5 ways blogs are commonly used in classrooms.
1. Post assignments and resource links
2. Course collaboration, debate, and discussions
3. Research, read comments, or post questions on blogs created by content experts
4. Create and showcase student portfolios, journals, or reflections
5. Project or event management/coordination tool
A good general description and how-to resources can be found using these links:
http://www.flickr.com/photos/jrhode/371116534/in/photostream/
http://tep.uoregon.edu/shared/blogswikispodcasts/BlogsInEducation.pdf
http://halfanhour.blogspot.com/2009/04/blogs-in-education.html
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Hi Becky,
I chose Google Docs as a web 2.0 tool as well. I know that most of my students have Internet access but don't have access to programs such as Microsoft Offices. This is a great way to allow students to work on projects at home and even collaborate together. Many of them spend hours on websites such as MySpace or Facebook. I see Google Docs as a way to apply that social experience to classroom projects. I can also log in myself and monitor the documents and offer suggestions or just get involved in the process.