Developing a Personal Learning Network (PLN) is an easy thing to do with the technology that is available to us. There are so many sources of great information available on the Internet that it easy to learn and share new information. It is important to develop a PLN to learn and share information because it is a good bet that if you have the question, someone else will, too. It is important as educators to continue to learn and to share knowledge with other educators or soon to be educators. Sharing allows you to expand the knowledge of others and give back to the field of education. I have learned a lot from my fellow student teachers by reading the blog posts we have written for Clinical Studies. Everyone has a different perspective and experiences, which helps me broaden my view.
The supplementary activities I chose for expanding my PLN this semester included a video on TED by Cameron Herald entitled "Let's Raise Kids to Be Entrepreneurs" and an educational podcast.
The video can be viewed at the following link: http://www.ted.com/talks/lang/eng/cameron_herold_let_s_raise_kids_to_be_entrepreneurs.html. I chose this video because I think it is important for students to understand that there are other options available besides working for someone else and this topic sounded very interesting to me. It is something that my husband and I teach our children about and am always looking for new information. I really enjoyed this video and it included a good list of what we need to teach children that can be used at home and in classroom. Below is the list -
TEACH KIDS
Problem Solving, To Ask Questions, To Be Creative, To Want to Make Money, To Ask for Help, To Never Give Up, To Lead Others, To Learn from Mistakes, How to Save Money, How to Sell, Public Speaking, and To See Solutions
This is a great list and can be applied in the classroom in a variety of ways, particularly in a finance course, but in all classes. I believe it is especially important for students to learn to see solutions, not only problems and to never give up. If we can instill these ideas in students they will be successful in whatever they choose to do with their life.
The second supplementary activity I chose was to listen to a podcast I found online, at http://teacherspodcast.org/ . The podcasts are created by Dr. Kathy King and Mark Gura. I chose Episode 50 - The State of Learning, Technology, Mobility, and Careers, Part 2 because I thought it sounded interesting and was hoping to get some good information about how others are applying technology in the classroom.
In the podcast, Dr. King and Mr. Gura discuss their recent travels to different schools around the country and what interesting ideas teachers are using to apply technology in the classroom. One example was in an elementary art class, where the students used an animator program, to draw a historical figure and had them talk. The students had to create the figure's speech in their own words, so the teacher could assess their understanding and interpretation of the role the person played in history. Another interesting example was the use of a robot in a pre-k class, and the students had to make the robot move on a grid, using shapes, colors, counting and directions. The activity helped students learn to put steps together in a logical way and it was a fun way to reinforce colors, shapes, and numbers. Mr. Gura had an example of using cell phones in an educational setting; the students at Abilene Christian College were given Iphones to be used everywhere on campus. There were virtual maps and all of the college's information(class schedules, menus, and events, plus more) available at all times. I really enjoyed the podcast and contacted them through their web site to get more information. Unfortunately, I have not head back from them.
As I mentioned above, I enjoyed the activities we had to do for this assignment. I like being exposed to new information and having the opportunity to find out how other people are utilizing technology in their lives and in the classroom. There are so many resources available to incorporate into my PLN. I wish I had more time to explore during the semester and hope to do more in the upcoming weeks. I think information learned by using PLNs can be applied in the classroom in two ways. First, as the teacher, I can use the information I have learned, such as a new Web 2.0 tool , and use it in the classroom with my students. Recently, I spoke with a Business Educator in my home school district and she uses Glogster in class to have the students create their own study guides. They investigate part of the topic and create a glog, and then the class can use them on a test. What a great idea. She uses it in Accounting and Computer Applications. My son, Nick, created a glog on Microsoft Access And/Or operators. Another way to apply PLNs to the classroom is to encourage students to develop their own PLNs and guide them, like Ms. Kieser guided us to great information. I know that I learned a lot this semester.
Saturday, April 30, 2011
Saturday, April 16, 2011
Mrs. Policelli's Accounting-opoly - Learning Center 2
When I was observing and preparing a lesson for an Accounting class during the Fall Semester, I came across the idea of using Monopoly to reinforce the processes taught in Accounting I, such as journaling, posting to the ledger, proving cash, and preparing financial reports. I wanted to implement it during the obervation, but it did not quite fit in with the pacing of the class. The teacher suggested I use it when I was student teaching. The original Accounting Monopoly activity can be found at the following link: http://lessonplans.btskinner.com/acctg.html . There are also other interesting accounting ideas at this site.
To incorporate the activity into my Accounting course, I had to make some modifications. We were not able to actually play the game, again due to time constraints, class size (31 students), and the classroom setup. I prepared the Monopoly board game poster, which was hung on the bulletin board, and a packet for the students. The packet includes instructions, a Chart of Accounts, Property Information, Journal Pages, General Ledger Pages, and the first group of "transactions". The first set of transactions included: Passing Go, buying properties, winning 2nd place in a beauty contest, paying Luxury Tax, collecting rent, and paying the electric bill. The students had to create the journal entries for the Monopoly moves, there were 10 in total.
To keep the game going, after our last test, the students drew 4 properties out of a hat, that were "purchased" by our opponents, and therefore not available to use. Four students then took turns rolling the dice and moving our game piece around the board to generate our transactions. In this set, we landed on Free Parking, Chance, Advanced to GO, and landed on a property that we already owned. There was only one journal entry to record the GO income.
During the week, we will take some time and move around the board. At the end of the month, the students will post their journal entries to the General Ledger and Prove Cash. The students will be assessed on their packet, which will count as a problem set grade. Currently, the students complete a problem set for each chapter, so this will be weighted the same way.
To complete this activity, I needed the following items: Packet, Monopoly Board Poster, Game Piece, dice, Community Chest and Chance cards, and a knowledge of the game. The students are actively involved in the game simulation and the activity reinforces the important concepts in Accounting, such as debits and credits, journaling and posting. These concepts occur throughout accounting and need to be mastered. Incorporating a game that all of the students are familar with, makes it interesting and relevant to them.
In the picture below, notice that the class game piece is Dash Incredible, and is currently on Vermont Ave. The starting T-Charts for Cash, Properties, and Capital are displayed as well.
To incorporate the activity into my Accounting course, I had to make some modifications. We were not able to actually play the game, again due to time constraints, class size (31 students), and the classroom setup. I prepared the Monopoly board game poster, which was hung on the bulletin board, and a packet for the students. The packet includes instructions, a Chart of Accounts, Property Information, Journal Pages, General Ledger Pages, and the first group of "transactions". The first set of transactions included: Passing Go, buying properties, winning 2nd place in a beauty contest, paying Luxury Tax, collecting rent, and paying the electric bill. The students had to create the journal entries for the Monopoly moves, there were 10 in total.
To keep the game going, after our last test, the students drew 4 properties out of a hat, that were "purchased" by our opponents, and therefore not available to use. Four students then took turns rolling the dice and moving our game piece around the board to generate our transactions. In this set, we landed on Free Parking, Chance, Advanced to GO, and landed on a property that we already owned. There was only one journal entry to record the GO income.
During the week, we will take some time and move around the board. At the end of the month, the students will post their journal entries to the General Ledger and Prove Cash. The students will be assessed on their packet, which will count as a problem set grade. Currently, the students complete a problem set for each chapter, so this will be weighted the same way.
To complete this activity, I needed the following items: Packet, Monopoly Board Poster, Game Piece, dice, Community Chest and Chance cards, and a knowledge of the game. The students are actively involved in the game simulation and the activity reinforces the important concepts in Accounting, such as debits and credits, journaling and posting. These concepts occur throughout accounting and need to be mastered. Incorporating a game that all of the students are familar with, makes it interesting and relevant to them.
In the picture below, notice that the class game piece is Dash Incredible, and is currently on Vermont Ave. The starting T-Charts for Cash, Properties, and Capital are displayed as well.
Sunday, April 10, 2011
Online Education
I am honestly torn on the issue of online classes, particularly in the K-12 arena. I love the possibilities of online courses and know that there are a lot of resources available to create engaging and interesting online classes. The textbook publishers have developed online interactive content, that I have used with my son in Algebra that is helpful and high quality.Even though some great courses exist, I do not think the average high school student would thrive in the online environment that is currently available. Most do not have the maturity and motivation to be successful in the existing environment.
The predominant curriculum that is readily available today is in the cyber-school arena. The students are given all of the materials they need and are expected to work through the course in a sequential manner. It is primarily independent study with parental guidance and teacher input. My niece completed a semester of cyber-school in 8th grade and she is an above average student and able to work independently with good reading comprehension. She only completed one semester because she did not like having to do all of the work on her own. She missed the classroom discussions and interaction with the teacher and her peers. If students turning to cyber-school are the students who have to make up credits in order to graduate, they are most likely already not highly motivated students and will have difficulty taking the responsibility to succeed. I recently had a student transfer from cyber-school back to high school join my accounting class. He did two assignments for the whole marking period in his cyber-school accounting class and was coming into my class without the foundation of knowledge to be successful. He is absent more than he is in class, and while he needs the class to graduate in June, he remains unmotivated. To be successful in an online course, a student needs to be able to work independently and be motivated.
I also believe that there is a lot to gain from the traditional classroom setting , in terms of communication and social skills. In the traditional classroom students learn to control their impulses, express themselves, and how to get along with other people. These skills are essential to success in life and in the workplace, and moving to an online curriculum will reduce the amount of time the students have to develop these skills. School is a great place to practice having conversations and being respectful of other people's views and opinions. Every day for six hours students have to interact with people and learn to express themselves effectively. It allows the student to realize that they are not the center of the universe and their actions and reactions affect the people around them.
The final reason that I believe that young learners would benefit from traditional classrooms is to develop the skills and maturity needed to learn effectively online. One of the authors in the article that the students do not know how to effectively utilize the online environment for learning and they need to be taught how to make the most of it. I agree that there is a skill set that is required for learning online and the skills can be taught and learned. I think the best approach would be to phase in online learning and have students develop their skills in working more independently. It would be a mistake to expect someone to start online course without any overview and instruction. I know when I came back to school for my masters, it was a whole new world. I had taken online courses through the workplace, but Blackboard and Bolt were a whole new experience for me. There was very little information about how to log in and get ids on the Bloomsburg system, that I can remember a bunch of us talking the first night of class trying to figure out where to find your pin and system id. Picking up technology is more challenging for some people than others, and to insure success for online learners, there needs to be an introductory class, to allow students to know what they are getting into.
In general, I like online classes and feel they can be effective. However, I do not think they should be used for all courses and topics and the coursework and material needed to be taken into account when planning. The students' skill levels, independence, and maturity also are key factors in successful online learning. I am looking forward to seeing the growth in online courses, especially with the development of more interactive technology.
The predominant curriculum that is readily available today is in the cyber-school arena. The students are given all of the materials they need and are expected to work through the course in a sequential manner. It is primarily independent study with parental guidance and teacher input. My niece completed a semester of cyber-school in 8th grade and she is an above average student and able to work independently with good reading comprehension. She only completed one semester because she did not like having to do all of the work on her own. She missed the classroom discussions and interaction with the teacher and her peers. If students turning to cyber-school are the students who have to make up credits in order to graduate, they are most likely already not highly motivated students and will have difficulty taking the responsibility to succeed. I recently had a student transfer from cyber-school back to high school join my accounting class. He did two assignments for the whole marking period in his cyber-school accounting class and was coming into my class without the foundation of knowledge to be successful. He is absent more than he is in class, and while he needs the class to graduate in June, he remains unmotivated. To be successful in an online course, a student needs to be able to work independently and be motivated.
I also believe that there is a lot to gain from the traditional classroom setting , in terms of communication and social skills. In the traditional classroom students learn to control their impulses, express themselves, and how to get along with other people. These skills are essential to success in life and in the workplace, and moving to an online curriculum will reduce the amount of time the students have to develop these skills. School is a great place to practice having conversations and being respectful of other people's views and opinions. Every day for six hours students have to interact with people and learn to express themselves effectively. It allows the student to realize that they are not the center of the universe and their actions and reactions affect the people around them.
The final reason that I believe that young learners would benefit from traditional classrooms is to develop the skills and maturity needed to learn effectively online. One of the authors in the article that the students do not know how to effectively utilize the online environment for learning and they need to be taught how to make the most of it. I agree that there is a skill set that is required for learning online and the skills can be taught and learned. I think the best approach would be to phase in online learning and have students develop their skills in working more independently. It would be a mistake to expect someone to start online course without any overview and instruction. I know when I came back to school for my masters, it was a whole new world. I had taken online courses through the workplace, but Blackboard and Bolt were a whole new experience for me. There was very little information about how to log in and get ids on the Bloomsburg system, that I can remember a bunch of us talking the first night of class trying to figure out where to find your pin and system id. Picking up technology is more challenging for some people than others, and to insure success for online learners, there needs to be an introductory class, to allow students to know what they are getting into.
In general, I like online classes and feel they can be effective. However, I do not think they should be used for all courses and topics and the coursework and material needed to be taken into account when planning. The students' skill levels, independence, and maturity also are key factors in successful online learning. I am looking forward to seeing the growth in online courses, especially with the development of more interactive technology.
Friday, March 25, 2011
Cell phones in school
This is an interesting and controversial topic. While trying to find articles and blogs for and against, I came across an article on eHow - How to Use Your Cell Phone in School - written by an enterprising student giving tips on how to text and talk on your cell phone without getting in trouble with your teacher. It seems all you need is a jacket, stealth, and a distracted teacher.
While I believe there are interesting possibilities to using cell phones in school, I do not think that cell phones should be used in school for learning. One reason for this is, not all students have cell phones or may have limited plans on their cell phone that participation in the school lesson would not be cost effective or practical. In the school I am student teaching, we are not supposed to assume that students have computer access at home, and the same rule should apply for cell phones. I know this from personal experience. My children who are in 11th, 9th, and 7th grade do not have their own cell phones. There are times this is inconvenient, but for the most part this still works for our family.
Another reason that cell phones should not be used in school is that it adds another layer of complexity to classroom management. In addition to "normal" classroom management situations, when you introduce another piece of technology, you have more rules. Going with the assumption that the students own the cell phones being used, you have limited control over what the student does. Due to privacy issues, the teacher is not allowed to inspect a student's cell phone, so how will you really know if they are on task, or if they are texting their friends, posting on Facebook, or shopping online?
Finally, I believe it can be beneficial for students to have a break for their cell phone. There have been studies that show humans do not multitask as well as they believe and it take more time to make transitions between tasks , so cell phones ultimately will distract from the assignment or class activity. In the research project I completed Fall Semester 2010, we found that students are very attached to their phones and feel incomplete without it . The limited use during the school day may help give their brains a break.
Here is a link to an article that is neither for or against but provides some interesting information on "techno-tasking". http://www.usask.ca/education/coursework/802papers/redekopp/index.htm
While I believe there are interesting possibilities to using cell phones in school, I do not think that cell phones should be used in school for learning. One reason for this is, not all students have cell phones or may have limited plans on their cell phone that participation in the school lesson would not be cost effective or practical. In the school I am student teaching, we are not supposed to assume that students have computer access at home, and the same rule should apply for cell phones. I know this from personal experience. My children who are in 11th, 9th, and 7th grade do not have their own cell phones. There are times this is inconvenient, but for the most part this still works for our family.
Another reason that cell phones should not be used in school is that it adds another layer of complexity to classroom management. In addition to "normal" classroom management situations, when you introduce another piece of technology, you have more rules. Going with the assumption that the students own the cell phones being used, you have limited control over what the student does. Due to privacy issues, the teacher is not allowed to inspect a student's cell phone, so how will you really know if they are on task, or if they are texting their friends, posting on Facebook, or shopping online?
Finally, I believe it can be beneficial for students to have a break for their cell phone. There have been studies that show humans do not multitask as well as they believe and it take more time to make transitions between tasks , so cell phones ultimately will distract from the assignment or class activity. In the research project I completed Fall Semester 2010, we found that students are very attached to their phones and feel incomplete without it . The limited use during the school day may help give their brains a break.
Here is a link to an article that is neither for or against but provides some interesting information on "techno-tasking". http://www.usask.ca/education/coursework/802papers/redekopp/index.htm
Friday, March 18, 2011
Peer Reviews
I think peer reviews are beneficial to the reviewer and the reviewee. I liked being able to watch one of my peer's video to learn techniques for myself and hopefully be able to help them. As a teacher, we need to be able to accept constructive criticism from others, and this is a good step to help toughen up our skin and be open to suggestions. it is a safe environment to learn from each other. Our group has a lot of good ideas and I value everyone's opinion. There is value is getting a different perspective on your performance because it is difficult to have a 100% accurate picture of your own performance. I have learned that I need to be more enthusiastic. In my mind I am, but now that I have another perspective and I can see that my laid back nature could be interpreted as unenthusiastic. It is good to have the feedback because I now have something concrete to work on.
I think it is difficult to mark a peer poorly on a scale from 0-3. I find it easier to write comments because you can express the reasons for your opinion more easily, the other person will be able to better understand your thought process. I do like the forms used and how they reflect the domains. It is a good way to keep track of progress, and might be less subjective.
The domain assessment contains peer review because it is a way to develop analytical and communication skills. It allows a student to reinforce the skills they have learned and to look at the presentation, essay, or project in sections, and again as a whole product. Communication skills are enhanced because when you are reviewing, you have to look for strengths and weaknesses and express them diplomatically. I think they can be used in a class in different ways. A way to introduce them would be to start as proofreading in a computer applications class. Another way I could see implementing peer reviews would be for student projects. If students are writing business letters, another student could review the work and make suggestion on the content and grammar. My Web Design Class consists of a lot of projects and the students present to their peers. I could have the students do peer reviews of the design principles used in the project.
.
I think it is difficult to mark a peer poorly on a scale from 0-3. I find it easier to write comments because you can express the reasons for your opinion more easily, the other person will be able to better understand your thought process. I do like the forms used and how they reflect the domains. It is a good way to keep track of progress, and might be less subjective.
The domain assessment contains peer review because it is a way to develop analytical and communication skills. It allows a student to reinforce the skills they have learned and to look at the presentation, essay, or project in sections, and again as a whole product. Communication skills are enhanced because when you are reviewing, you have to look for strengths and weaknesses and express them diplomatically. I think they can be used in a class in different ways. A way to introduce them would be to start as proofreading in a computer applications class. Another way I could see implementing peer reviews would be for student projects. If students are writing business letters, another student could review the work and make suggestion on the content and grammar. My Web Design Class consists of a lot of projects and the students present to their peers. I could have the students do peer reviews of the design principles used in the project.
.
Saturday, February 19, 2011
Explore Web 2.0 Tools - Learning Center 1- Computer Applications 1
I wanted to create something interesting to break up the monotony of keyboarding in my Computer Applications I class. Almost the whole first marking period is dedicated to learning how to key and I wanted to have activities available for the students to work on when they finish their work or to do in the middle of our 86 minute period. The Web 2.0 tools that are featured in the learning center are Glogster, Edmodo, and Quizlet.
The plan is to use Glogster throughout the semester, relating the poster assignments to current lessons and technology. The first Glog assignment was entitled "All About Me" and the students had to write a paragraph about their families or their interests, insert two pictures, and link to a web site. I have other Glog assignments planned, including career exploration and research on local businesses. Using Glogster is fun for the students because it does not seem like work, but they are developing their computer and written communication skills at the same time.
I just introduced Edmodo and Quizlet in class this week. Edmodo is a secure social networking site that allows me to communicate with the students in a way they are all familiar with. I will use Edmodo throughout the semester to post either current events or interesting articles for the students to read and reflect on. This week, I introduced Edmodo with a Quizlet assignment. When the students signed into Edmodo, they found a Quizlet link that took them to flash cards I created for their test which was the next day. After they completed the assignment they could turn it in while logged on to Edmodo.
Quizlet is a site where you can create flash cards. I created a set of flash cards to help the students study for their test on Friday. Quizlet is a great way to give students the option to study online and it is available if they forget their notes at home, with an Internet connection. The assignment I created for the students, and posted in Edmodo, was to go to the flash card set in Quizlet and try a study option and a game using the flash cards. When they finished they were to post their scores in Edmodo. This can be used as a non-competitive review session for the students. They had a lot of fun using it and the class consensus was that the game Scatter was better than the game Space Race. I also plan to use Quizlet in the classroom by having students create their own study flash cards.
The bulletin board will be used to post assignments for Glogster and Quizlet that students can choose when they have completed the assigned keying work in class. The Web 2.0 tools that I selected enhance learning in the classroom because they are fun and allow the students to be creative. By including a writing component in each of the assignments, the students will continue to develop their communication skills. As we work on current event assignments using Edmodo, they will also be developing critical thinking skills by answering questions based on their opinion. There is a lot of potential to reinforce content using the Web 2.0 tools and I am looking forward to exploring them.
The plan is to use Glogster throughout the semester, relating the poster assignments to current lessons and technology. The first Glog assignment was entitled "All About Me" and the students had to write a paragraph about their families or their interests, insert two pictures, and link to a web site. I have other Glog assignments planned, including career exploration and research on local businesses. Using Glogster is fun for the students because it does not seem like work, but they are developing their computer and written communication skills at the same time.
I just introduced Edmodo and Quizlet in class this week. Edmodo is a secure social networking site that allows me to communicate with the students in a way they are all familiar with. I will use Edmodo throughout the semester to post either current events or interesting articles for the students to read and reflect on. This week, I introduced Edmodo with a Quizlet assignment. When the students signed into Edmodo, they found a Quizlet link that took them to flash cards I created for their test which was the next day. After they completed the assignment they could turn it in while logged on to Edmodo.
Quizlet is a site where you can create flash cards. I created a set of flash cards to help the students study for their test on Friday. Quizlet is a great way to give students the option to study online and it is available if they forget their notes at home, with an Internet connection. The assignment I created for the students, and posted in Edmodo, was to go to the flash card set in Quizlet and try a study option and a game using the flash cards. When they finished they were to post their scores in Edmodo. This can be used as a non-competitive review session for the students. They had a lot of fun using it and the class consensus was that the game Scatter was better than the game Space Race. I also plan to use Quizlet in the classroom by having students create their own study flash cards.
The bulletin board will be used to post assignments for Glogster and Quizlet that students can choose when they have completed the assigned keying work in class. The Web 2.0 tools that I selected enhance learning in the classroom because they are fun and allow the students to be creative. By including a writing component in each of the assignments, the students will continue to develop their communication skills. As we work on current event assignments using Edmodo, they will also be developing critical thinking skills by answering questions based on their opinion. There is a lot of potential to reinforce content using the Web 2.0 tools and I am looking forward to exploring them.
Saturday, February 5, 2011
Educational Blogs
Wow! There are so many great blogs out there. I have been caught in the web of clicking on interesting links and going to another blog for more great information. I decided I better start writing before I get way off track.
I was interested in looking at the Technology & Innovation and spent some time looking around Friday night. As I was scrolling through the list today, I selected High Techpectations by Lucy Gray. Her blog can be found at http://elemenous.typepad.com/weblog/ . Lucy has 18 years experience in the education field, working as an elementary teacher, then for the University of Chicago in educational technology roles. She currently owns her own consulting firm and advises on 21st Century Learning Initiatives. The blog I was reading discussed simple ways to communicate with parents and families of the students. She outlines several blog and wiki sites that can be used for classroom communication and student publishing. She has some good ideas, and I am interesting in finding an easy way to manage content and allow students to publish/post in my Computer Applications I class. Lucy provided a link to Larry Ferlazzo's blog My Best Post's for Tech Novices (and a few other people),which can be found at the following link: http://larryferlazzo.edublogs.org/2010/06/28/my-best-posts-for-tech-novices-plus-one-from-somebody-else/ . This is where I started to explore the links within the blog and I highly recommend that you do the same because there is some great information contained in Ferlazzo's blogs.
High Techpectations was a straightforward blog with lists of tools that can be used to publish in the classroom. Some of the sites we are familiar with such as Blogger, Glogster, and Weebly. There are several more listed that I quickly checked out:
Edublogs - easy to use blogging tool that is for educational purposes, and not usually blocked by school filters.
Posterous - allows you to post using email and will convert a wide vareity of files using a web friendly format. Appears that you need an email account to post student work.
Tumblr - another blogging site that seems easy to customize.
Lucy Gray discusses wikispaces and how some teachers prefer them for publishing because they make it easier for multiple people to collaborate. Easy to use wiki services are Google Sites, Wikispaces and PBWorks.
I liked this blog and the information that was included in it was helpful. There were many links to other sites that show examples of how the tools she mention are being used. I found the information helpful because I want to do some fun and interesting things with my students and some of the Web 2.0 tools mentioned in the blog are ideal for what I want to do. Now it is just a matter of picking one.
I was interested in looking at the Technology & Innovation and spent some time looking around Friday night. As I was scrolling through the list today, I selected High Techpectations by Lucy Gray. Her blog can be found at http://elemenous.typepad.com/weblog/ . Lucy has 18 years experience in the education field, working as an elementary teacher, then for the University of Chicago in educational technology roles. She currently owns her own consulting firm and advises on 21st Century Learning Initiatives. The blog I was reading discussed simple ways to communicate with parents and families of the students. She outlines several blog and wiki sites that can be used for classroom communication and student publishing. She has some good ideas, and I am interesting in finding an easy way to manage content and allow students to publish/post in my Computer Applications I class. Lucy provided a link to Larry Ferlazzo's blog My Best Post's for Tech Novices (and a few other people),which can be found at the following link: http://larryferlazzo.edublogs.org/2010/06/28/my-best-posts-for-tech-novices-plus-one-from-somebody-else/ . This is where I started to explore the links within the blog and I highly recommend that you do the same because there is some great information contained in Ferlazzo's blogs.
High Techpectations was a straightforward blog with lists of tools that can be used to publish in the classroom. Some of the sites we are familiar with such as Blogger, Glogster, and Weebly. There are several more listed that I quickly checked out:
Edublogs - easy to use blogging tool that is for educational purposes, and not usually blocked by school filters.
Posterous - allows you to post using email and will convert a wide vareity of files using a web friendly format. Appears that you need an email account to post student work.
Tumblr - another blogging site that seems easy to customize.
Lucy Gray discusses wikispaces and how some teachers prefer them for publishing because they make it easier for multiple people to collaborate. Easy to use wiki services are Google Sites, Wikispaces and PBWorks.
I liked this blog and the information that was included in it was helpful. There were many links to other sites that show examples of how the tools she mention are being used. I found the information helpful because I want to do some fun and interesting things with my students and some of the Web 2.0 tools mentioned in the blog are ideal for what I want to do. Now it is just a matter of picking one.
Subscribe to:
Posts (Atom)