I spent quite a lot of time exploring Google docs, and know that I still have much to learn. I know that educators across the state are going to be using these tools more and more in the future, as recently, the DE and the AEA system committed to supporting Google docs by providing professional development on them. While other tools will continue to be used, it looks as though Google docs may become somewhat of a "common platform" across the state. I felt that I wanted to get a head start on this learning, as I know that I may be called upon to assist folks out in schools who are beginning to experiment with these Web 2.0 tools.
The slide presentation I created was really very easy to put together, as it is a very simplified version of PPT. It has lots of limitations regarding the bells and whistles, but it gets the job done. I had intended to do this assignment using Glogster (the interactive poster-maker), but I had difficulty getting links to other web pages embedded. I also decided that the "look" of Glogster was a bit more edgy- or haphazard- than I wanted, and that to change it, I would have to basically wipe the poster clean and begin with a blank slate. It was then that I decided to abandon the Glogster idea, and pursue Google docs, instead. I'm glad that I did.
I created a very simple 7 slide presentation to welcome members of my upcoming class- Meeting the Needs of All Learners: Brain-Based Learning. I will use this as an ice-breaker that participants engage with BEFORE they arrive for the first face to face class session on Sept. 2. I will send them the link to the Google docs presentation in mid-August.
Within the 7 slides, I embedded links to several other websites. One slide poses the question: "What do you already know about the brain?" A link then takes them to the National Geographic website where they can take a 10 question, true-false quiz about the brain.
On another slide, I referred to the fact that exercising the brain is as important as exercising the body. I then embedded links to three "brain games" on the Lumosity website. One exercises Spatial Memory, another exercises Verbal Fluency, and the third exercises Response Inhibition. I looked through the MANY games on the Lumosity site, and selected three that I thought were not only challenging, but fun- and that were representative of the variety of games on the site.
As a way of introducing myself to the class, I embedded a link to the About Me page of my personal website. (Doing this reminded me that while I'm happy with the content of my website, I'm feeling the need to go in and do some rework on the design elements! It's way too blue!!!!)
Finally, on the last slide I embedded a link to the blog that I had set up as an addition to assignment #1 for this class. For their first blog entry, they are to watch a brief video clip, and then respond to two questions that are posed.
I'm excited about using this Google docs presentation prior to the first session of our class. I'm pleased with the number and variety of "elements" that I could put into a very simple presentation. Also, it is nice to be able to send a link to a website for them to access the presentation, rather than trying to send it to them via e-mail.
I know that I will continue to use this and many of the other Google docs tools in all aspects of my work! I'm excited to have this "head start!"
Sunday, August 1, 2010
Sunday, July 25, 2010
Reflection #6- Jing
I struggled with this assignment, but most of my frustration and challenge came with creating the Wiki- not with learning to use Jing to create a screencast. I loved Kim Swartz's example that she posted to the forum for this assignment, and decided to do something very similar. To begin with, I created a Wikispace to use during professional development that I'll be doing at Nashua-Plainfield during the upcoming school year. The Wiki will be a place where collaborative teams can post their meeting agendas, minutes, and other documents pertinent to their work. The Wiki also contains a blog- or a discussion forum- which will allow teams to communicate with each other throughout the school year, posting updates about their particular topic of study.
After creating the Wiki (which won't be "finished" until after our first PD session on August 11), I experimented with JING to create a video explanation about how I will use the Wiki with the N-P staff. Again, when the Wiki is updated to reflect staff member names, and collaborative team topics, I will use JING to create a tutorial. The link to the tutorial will provide each N-P staff member with an introduction to the Wiki, and a very simple explanation of how to use it.
I'm really excited about both tools- the Wiki and Jing- but found myself really struggling with the Wiki. I haven't been able to figure out the "right" way to get my introductory text to show up with the blog page. What I want is for a participant to be able to click on the Discussion button from the home page, and get to the blog- that has my introductory paragraph with it. I haven't been able to make that work yet. What I did instead (I think) was create a separate page to enter my text into- then I "directed" that page to the blog page. It works, but it isn't what I want. Now, I think what I have is a Wiki with TWO blogs- one of which accompanies my text, and one that doesn't. But... when I try to keep the one that works, and delete the "empty" one, they BOTH go away!
I'm sure it's an easy fix- and I'll keep at it. I have a feeling that my trouble is in the way that I'm "perceiving" the organization and structure of the Wiki. I think I often times approach these NEW tools- with my OLD glasses on- meaning I think about them in terms of what I know about how a basic Word Processing tool works- or even a PPT. I have trouble abandoning what I know about the OLD tools- in order to learn the NEW ones! AUGGGGHHHHH!
After creating the Wiki (which won't be "finished" until after our first PD session on August 11), I experimented with JING to create a video explanation about how I will use the Wiki with the N-P staff. Again, when the Wiki is updated to reflect staff member names, and collaborative team topics, I will use JING to create a tutorial. The link to the tutorial will provide each N-P staff member with an introduction to the Wiki, and a very simple explanation of how to use it.
I'm really excited about both tools- the Wiki and Jing- but found myself really struggling with the Wiki. I haven't been able to figure out the "right" way to get my introductory text to show up with the blog page. What I want is for a participant to be able to click on the Discussion button from the home page, and get to the blog- that has my introductory paragraph with it. I haven't been able to make that work yet. What I did instead (I think) was create a separate page to enter my text into- then I "directed" that page to the blog page. It works, but it isn't what I want. Now, I think what I have is a Wiki with TWO blogs- one of which accompanies my text, and one that doesn't. But... when I try to keep the one that works, and delete the "empty" one, they BOTH go away!
I'm sure it's an easy fix- and I'll keep at it. I have a feeling that my trouble is in the way that I'm "perceiving" the organization and structure of the Wiki. I think I often times approach these NEW tools- with my OLD glasses on- meaning I think about them in terms of what I know about how a basic Word Processing tool works- or even a PPT. I have trouble abandoning what I know about the OLD tools- in order to learn the NEW ones! AUGGGGHHHHH!
Sunday, July 18, 2010
Reflection #5- Flickr
This tool was very easy for me to learn- I guess simply because it is so similar to the "upload image" features in so many other tools I've used. It is what I would call "intuitive", and I like that!
What I learned (am learning) is how many ways there are to use Flickr that I had never considered. I knew that it was a tool for storing photos, and I had been invited several times to visit the site to look at photos friends had taken. What I didn't know was that I could access so many pictures- of all kinds- posted by so many people! It really was amazing when I did my first search. I entered the keyword "brain" and found lots of pictures that I might be able to use to enhance my presentations.
I also did some exploring and found something that I liked. Under "interesting", over to the right and under the heading "photographers", I found a link to a constant stream of photos from the White House. They are all dated of course, and give a really nice peek into "a day in the life" of President Obama. Very interesting photos!
There are so many ways that Flickr could be used a classroom resource! Some of the ideas that Richardson offered in Chapter 7 have great potential! I especially like the idea of "random writes", "photo field trips", and "Make it Mine", all described on page 108. I also plan to explore the use of Flickr with Google Maps and Google Earth. Thinking about Flickr and how it might be used makes me wish that I still had a classroom full of kids!
But... I know that I will find uses for Flickr with my adult learners! It opens up a whole new world to me- beyond my usual "Google images" searches.
What I learned (am learning) is how many ways there are to use Flickr that I had never considered. I knew that it was a tool for storing photos, and I had been invited several times to visit the site to look at photos friends had taken. What I didn't know was that I could access so many pictures- of all kinds- posted by so many people! It really was amazing when I did my first search. I entered the keyword "brain" and found lots of pictures that I might be able to use to enhance my presentations.
I also did some exploring and found something that I liked. Under "interesting", over to the right and under the heading "photographers", I found a link to a constant stream of photos from the White House. They are all dated of course, and give a really nice peek into "a day in the life" of President Obama. Very interesting photos!
There are so many ways that Flickr could be used a classroom resource! Some of the ideas that Richardson offered in Chapter 7 have great potential! I especially like the idea of "random writes", "photo field trips", and "Make it Mine", all described on page 108. I also plan to explore the use of Flickr with Google Maps and Google Earth. Thinking about Flickr and how it might be used makes me wish that I still had a classroom full of kids!
But... I know that I will find uses for Flickr with my adult learners! It opens up a whole new world to me- beyond my usual "Google images" searches.
Thursday, July 15, 2010
Reflection #4- Diigo
I love this! As with all of these Web 2.0 tools, I find that I'm not crazy about them at first. They seem overwhelming to me, and not 'intuitive'. But after working with them for awhile, I begin to figure things out. While it is frustrating at times, I know that the "construction" of understanding I am engaging in is going to serve me much better than if I was provided step-by-step directions that I could follow and "memorize". It's reminding me of the teachers we work with who always lament that their students want everything spoon-fed to them- that they don't want to think on their own! It would be much easier for me (and I'm guessing for all of us in this class) to follow very clear directions in setting up these accounts, registering, subscribing, posting, etc. but the "mucking around" that we are doing is causing a much deeper understanding of how the tools work, and how they might be used. I've had many "aha moments" that I never would have had if I had been following a detailed 'script'.
As I've learned each of these tools, I've found myself spending way more time with them than I would have needed to in order to fulfill the requirements for this course! Once I get past the initial confusion on each tool, I find myself highly motivated to keep working with it. Once I get the basics down- even if it takes me a looooong time, I'm so pumped that I want to stick with it, to figure out some of the bells and whistles!
One of the "lenses" through which I view the world- is motivation theory. When I think about how I've organized the elements of human motivation (CLICCCK), this course is incorporating every one of them:
C: Chance for Success (challenging, but not outside of my grasp, and much support)
L: Level of Concern (appropriate level- accountability, authentic audience)
I: Intrinsic Motivation (the task itself is the reward)
C: Content (meaningful and relevant to my work and to my personal life)
C: Collaboration (forums, blogs)
C: Choice (I get to decide how each tool can be most useful to ME)
K: Knowledge of Results (great feedback from class members, grades posted)
No wonder I'm motivated!
Regarding Diigo- I'm excited to have a great list of bookmarked sites! I'll definitely be adding to this!
As I've learned each of these tools, I've found myself spending way more time with them than I would have needed to in order to fulfill the requirements for this course! Once I get past the initial confusion on each tool, I find myself highly motivated to keep working with it. Once I get the basics down- even if it takes me a looooong time, I'm so pumped that I want to stick with it, to figure out some of the bells and whistles!
One of the "lenses" through which I view the world- is motivation theory. When I think about how I've organized the elements of human motivation (CLICCCK), this course is incorporating every one of them:
C: Chance for Success (challenging, but not outside of my grasp, and much support)
L: Level of Concern (appropriate level- accountability, authentic audience)
I: Intrinsic Motivation (the task itself is the reward)
C: Content (meaningful and relevant to my work and to my personal life)
C: Collaboration (forums, blogs)
C: Choice (I get to decide how each tool can be most useful to ME)
K: Knowledge of Results (great feedback from class members, grades posted)
No wonder I'm motivated!
Regarding Diigo- I'm excited to have a great list of bookmarked sites! I'll definitely be adding to this!
Wednesday, July 14, 2010
Reflection #3- RSS
I spent lots of time on this assignment- not because it was so difficult, but because I wanted to be very selective in choosing my RSS feeds. Getting the Google Reader set-up was very easy, even though I am still figuring out exactly how it works.
Because I still worry about information overload, I selected just five RSS feeds as a starting point. I created three folders that align to the major areas of my work: Parent Involvement, The Brain, Learning and Motivation, and The Iowa Core Curriculum.
Into my Parent Involvement Folder, I placed the following two feeds: One Voice, a resource from the National PTA, and Schools and Parents, a resource from the Parent Institute. I looked at many different sites, and these two seemed to have the type of information that would be most useful to me.
Into my Brain, Learning and Motivation folder, I placed the following two feeds: Scientific American Mind- Neuroscience, and BrainConnection, from Posit Science. Again I checked numerous sites and am satisfied that both of these are reputable sources of information- based on the what I read, and the list of contributing authors.
Finally, I subscribed to an RSS feed from the Iowa Department of Education. I wasn't able to find one specific to the Iowa Core Curriculum, but figure that any new information will come out through this more general feed.
The thing I'm struggling with most about the Reader, is that I can't delete articles that come to me but don't end up being anything that I need. I keep wanting to "clean things up", just as I do my e-mail boxes. I'll just have to get used to using the stars to signify which articles are worth saving and/or returning to in the future.
Great Tool to know about!
Because I still worry about information overload, I selected just five RSS feeds as a starting point. I created three folders that align to the major areas of my work: Parent Involvement, The Brain, Learning and Motivation, and The Iowa Core Curriculum.
Into my Parent Involvement Folder, I placed the following two feeds: One Voice, a resource from the National PTA, and Schools and Parents, a resource from the Parent Institute. I looked at many different sites, and these two seemed to have the type of information that would be most useful to me.
Into my Brain, Learning and Motivation folder, I placed the following two feeds: Scientific American Mind- Neuroscience, and BrainConnection, from Posit Science. Again I checked numerous sites and am satisfied that both of these are reputable sources of information- based on the what I read, and the list of contributing authors.
Finally, I subscribed to an RSS feed from the Iowa Department of Education. I wasn't able to find one specific to the Iowa Core Curriculum, but figure that any new information will come out through this more general feed.
The thing I'm struggling with most about the Reader, is that I can't delete articles that come to me but don't end up being anything that I need. I keep wanting to "clean things up", just as I do my e-mail boxes. I'll just have to get used to using the stars to signify which articles are worth saving and/or returning to in the future.
Great Tool to know about!
Sunday, July 11, 2010
Reflection #2: Wiki
AUGGGHHHHH! I'm not feeling very tech-savvy right now! I just posted the link to my newly created Wiki, so I guess I was successful with this assignment, but it wasn't pretty. I found this very difficult! It was overwhelming! I worry that my brain- a definite digital immigrant brain- will never feel comfortable with these tools that are so multi-layered! There are links everywhere, and following them often gets me lost. I find myself forgetting where I was going, and why I was going there! (This also occasionally happens to me when I'm not anywhere close to my computer- so maybe it's just my age!)
I will really be gravitating toward a stripped down model for my first functional Wiki- if not for my members, for ME! I don't like the clutter of many of the wikis I reviewed, and I don't think that simply because so many widgets CAN be embedded, that they SHOULD be embedded! I want to be very thoughtful about exactly which tools and functions will increase the effectiveness of my wiki, and will leave off the rest! Perhaps I'll change my mind when I'm more at ease with this new tool, but for me, now... less... is more!
I will really be gravitating toward a stripped down model for my first functional Wiki- if not for my members, for ME! I don't like the clutter of many of the wikis I reviewed, and I don't think that simply because so many widgets CAN be embedded, that they SHOULD be embedded! I want to be very thoughtful about exactly which tools and functions will increase the effectiveness of my wiki, and will leave off the rest! Perhaps I'll change my mind when I'm more at ease with this new tool, but for me, now... less... is more!
Saturday, July 10, 2010
Reflection #1: Blog
I found the Blogger.com tool easy to use in getting my very basic blog created. I did find when customizing it however, that it wasn't always "intuitive" for me. I know that it will become easier to use with additional practice. I was fine in figuring out the design elements, but wasn't quite sure on the gadgets. I may explore other blogging sites to compare their ease of use to this one. This blog builder is a great one for getting started, though!
I experimented beyond this assignment by creating another blog for use with one of the classes I will be teaching next fall. I titled it Brain by Brain: How Students Learn. I was able to find a nice little YouTube video clip to embed on the homepage. The link to this blog is embedded below. Check it out!
I experimented beyond this assignment by creating another blog for use with one of the classes I will be teaching next fall. I titled it Brain by Brain: How Students Learn. I was able to find a nice little YouTube video clip to embed on the homepage. The link to this blog is embedded below. Check it out!
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