I spent some time exploring Classroom 2.0 and other Educational Ning networks this afternoon. My overall impression is that there is A LOT out there! I found some discussions and resources of value. One that caught my eye for my own professional learning is Special Ed in the 21st Century. One idea for using social network for classroom learning has been to launch our 8th grade Creative Scholars Project on a ning this year. While I have learned more than I expected about nings by jumping right in, I still wonder how to most effectively use social networking in a learning environment. As the site changes, how can we ensure students can always find what they need? How can we ensure they continue to connect with one another and keep conversations on the curriculum? As more social networking opportunities are introduced in the classroom, how can students (and teachers!) effectively manage all the conversations in a thoughtful and reflective way?
Thing 21: Pageflakes
I could spend a lot more time playing with Pageflakes. I like the idea of tailoring a “custom start page” on the web that allows me to have all the key web resources for my professional practice appear right in front of me. Some of my ideas for using such a tool to support classroom learning include creating a Pageflake that is tailored to support student research projects. Instead of reminding students to have tabs or windows open when working on research projects, I could create a Pageflake that includes all that they need to have readily available. Links could include noodletools.com, library wikispaces, awesomehighlighter.com, an online dictionary, and/or an online encyclopedia. RSS feeds, podcasts, and videos on the research topic or that provide mini-lessons on a range of research strategies could be added as flakes. Additionally, search tools, to-do lists, and calendars will help students find what they need and keep track of work to be completed.
Thing 20: Google Docs
I was first introduced to Google Docs at the start of the school year, even before I began this online course. I have found it to be an incredibly useful tool. I have used it to share all sorts of documents that are produced in “collaboration” with colleagues. Examples include Powerpoint presentations, tracking student privileges, logging notes on students for roll call conversations, keeping tutoring list updated, etc. I do wish I could figure out how to sort an excel spreadsheet by more than one column at a time. For example, when sorting from my computer, I can sort by “grade, last name, and first name” on the tutoring list. However, when I try to sort an excel document from the Google Docs page, I can only sort by one criteria at a time. At some point, I will email this question to Google Help. I do plan to use Google Docs for Writer’s Workshop feedback in my classes. I also would like to teach my students how to use Google Docs as this will be useful for them as they work on projects and papers collaboratively.
YouTube and TeacherTube have all sorts of videos for both educational and entertainment purposes. I enjoyed seeing some of the student produced videos as these gave me some specific ideas for possible class projects as well as models for quality of work produced. I also found a few videos to share with my 8th grade class as they work together to create a presentation connecting lessons learned from reading Lorraine Hansberry’s A Raisin in the Sun to the work of MLK.
Additionally, I spent time watching Teacher Tube videos highlighting the important changes (thanks to Web 2.0) in today’s education world. We Think is one that captured my attention for 3:54.
Obviously, I could find plenty more videos of interest, but I warned myself to not lose track of (too much) time when doing this Thing.
I also embedded an entertaining “how to” video that offers a lesson on How NOT to Use Powerpoint. I think this video could be posted on the 8th grade Creative Scholars Project ning in an attempt to prevent students from reading directly from their Powerpoint slides!
Podcasting, which has countless possibilities in education, can be used to enhance both instruction and assessment and the “on demand” nature easily allows learning to extend outside the classroom. To complete this task, I previewed a range of podcasts, including those on iTunes, Education Podcast Network, and Learn Out Loud. Before starting the 23 Things, with the help of a friend, I had subscribed to some NPR and PBS podcasts on my personal Mac with my iTunes. Today, I downloaded iTunes (on my own!) to my Dell laptop for work and also added a couple of podcasts to my Google Reader.
As I expected, I spent A LOT of time listening to podcasts this weekend. I found some podcasts to add to my reader/iTunes for personal enjoyment and others were added to help me keep up with what’s happening on the professional front. I did find some terrific podcasts that will allow students to listen — in the classroom or at home for a homework assignment — to author interviews or famous speeches and even watch videos of current or historical events that are connected to the curriculum.
Imagine students using their prized iPods for more than enjoying music! The Online Education Database (OEDb) offers some terrific suggestions for using the iPod as an effective study tool. They can use their iPods to listen to podcasts; create flashcards to study for tests; access study guides, such as Spark Notes and Cliff Notes, to preview and review reading assignments in order to deepen understanding; and listen to books on tape as they read along with text to develop fluency skills.
The directories offered SO MANY podcasts that can be used in education. I am looking forward to learning how to create podcasts. I can envision creating podcasts for instructional purposes as well as teaching students how to create their own podcasts that can then be used for assessment.
Thing 16: Library Thing
I enjoyed wandering around Library Thing. While I don’t think I will take the time to add all of my books to Library Thing, I will use it to gather ideas of what I can read next — professionally and personally. I’ll use it as an easy way to find local book events as well. (I just marked my calendar to hear Malcolm Gladwell read from Outliers next week!) I’d like to figure out how to set up groups as I can see this could be an easy tool for sharing book ideas with colleagues as well as create a system for students to share book recommendations with one another.
Thing 15: Delicious
When I logged on to complete Thing 15 this evening, I made a conscious decision to complete the Light task as my goal was to get “things” done and not lose track of time. Of course, my plan did not go exactly as….planned (prepare yourself for poor word choice and sentence fluency this evening) I got carried away exploring all the tags recommended by total strangers. I also got carried away playing with some of the features on delicious. I like the idea of “sharing” bookmark recommendations and found some interesting and useful websites to add to my collection. However, I did have to sift through many sites that were less relevant to my search as the tagging styles on delicious range from too specific to too general. That definitely impacts what gets sent back. One way I can use delicious in my professional practice is to teach students and colleagues to use this as a tool to easily share sites for group/collaborative work. Delicious is sort of like “google docs” for bookmarks. Admittedly, I lost track of how many sites I bookmarked because I made the mistake of importing all my bookmarks before figuring out exactly how to use delicious. I know I need to return to http://del.icio.us/tflan123 to clean up my tag system. I will need TIME to do that!!! (Perhaps over my winter break…)
Thing 7b: Brightstorm
Brightstorm: Expanding the Reach of Great Teachers is an interesting Infinite Thinking Machine blog posted by Lucie deLaBruere that appeared in my Google Reader. It described how Brightstorm, a new online learning network, “aims to match the interest and learning styles of today’s high school students with their digital consumptions habits.” Chris Walsh, star of the original Infinite Thinking Videos, has been actively involved in enlisting talented teachers to create video-based courses that will be available for high school students. Brightstorm’s philosophy of learning is based on the concept of student choice. Brightstorm provides choice in a myriad of ways – choose your topic, choose your teacher, choose the time and location for your class (any time, anywhere in this Digital Age). Although Brightstorm markets directly to parents and students, I agree with deLaBruere that Brightstorm can offer something to teachers as well. Think about how Brightstorm could be used to differentiate curriculum and increase student engagement by helping teachers create a “learner managed” learning environment.
I viewed Laurie Fowler’s K12 Online 2008 session entitled, “Welcome to the Reading Revolution!” The three main questions addressed in this presentation were:
1) What are the types of new texts that we can use to motivate students to read?
2) How can using technology tools make students better readers?
3) How can creating their own product as a result of reading make students more engaged with what they read?
I found it worthwhile to hear Fowler’s suggestion on how to use blogs for literature response; wikis for wordwalls; and podcasts as a tool for fluency checks and teacher-modeled and student-generated reading responses. I do find some value in the online, anytime option for professional development in that it gives “anytime” participants access to the information presented whenever they need it. However, I found I missed having the “real-time interaction” with fellow participants. I glanced at some of the chat room conversations and I am not convinced that such conversations are the way for me to connect in a meaningful way with others in the field on topics of mutual interest. The short cryptic way of communicating in the chat rooms seems to be a way to get a quick question addressed but not necessarily a place for a more meaningful conversation on a topic. (Of course. I am just learning how to operate in the Web 2.0 world. Perhaps I’ll change my mind….) I plan to use blogs or wikis for literature responses and also want to see how I can effectively use student-produced podcasts. I would like to explore ebooks as well.
