Tech To Do List (so far)
-Literacy Institute: Check
-Powering Up Class: Check
-TIE Conference Session One: Check
-TIE Conference Session Two: Check
-Twitter Account (wiki focus): Check
-NECC Remote Broadcast: Check
-Create Flip Cam movie
-Upload Flip movie to TeacherTube
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Monday, July 6, 2009
Sunday, February 1, 2009
Shared Spreadsheets
Typically the students that enter my classroom each year need help with interpreting graphs, so our class is investigating how we can use technology to bridge that knowledge/skills gap.
First of all our media specialist asked if we had any classroom data that she could use to create a spreadsheet. Since we are investigating Unit Five/Six of Everyday Math (our district-approved math curriculum), we used "old-school" data and graphs (data that was collected using paper and pencil work, organized into pre-organized tables, then transformed into bar/pie graphs in student workbooks with colored pencils) to make a Microsoft Spreadsheet, then used the Chart Wizard to make a specified graph. This progression seemed to be successful because the students had already used the probability/graphing skills in class for math and could now compare what they had created "old school" with "new school" techniques.
Going one step further was adding the collaborative/interactive nature of collecting data. During math the class investigated the "fairness" of a game, and collected data on who won each day. That data was then entered "old school" into a table, but then the same data was entered online on Google Docs by each student partnership. The students loved watching their data appear in real time and many conversations erupted as the student stance on the game being fair or unfair was proven by the results of other members of the class. We continued collecting and entering data for five days until we were able to create a graph online and all view it together. We are now posting responses to the graphs on the wiki.
Some things to remember:
-Define the coordinates for each partnership beforehand to ensure that someone does not accidentally overwrite another groups data. I gave a stickynote to each partnership with their coordinates to their field written down so that the partners would remember where their row was located each day.
-Remember to give some extra time for initial experimentation so students can see their responses appear in real time.
-Remind students that this spreadsheet is accessible to the world, so no first or last names should be used.
First of all our media specialist asked if we had any classroom data that she could use to create a spreadsheet. Since we are investigating Unit Five/Six of Everyday Math (our district-approved math curriculum), we used "old-school" data and graphs (data that was collected using paper and pencil work, organized into pre-organized tables, then transformed into bar/pie graphs in student workbooks with colored pencils) to make a Microsoft Spreadsheet, then used the Chart Wizard to make a specified graph. This progression seemed to be successful because the students had already used the probability/graphing skills in class for math and could now compare what they had created "old school" with "new school" techniques.
Going one step further was adding the collaborative/interactive nature of collecting data. During math the class investigated the "fairness" of a game, and collected data on who won each day. That data was then entered "old school" into a table, but then the same data was entered online on Google Docs by each student partnership. The students loved watching their data appear in real time and many conversations erupted as the student stance on the game being fair or unfair was proven by the results of other members of the class. We continued collecting and entering data for five days until we were able to create a graph online and all view it together. We are now posting responses to the graphs on the wiki.
Some things to remember:
-Define the coordinates for each partnership beforehand to ensure that someone does not accidentally overwrite another groups data. I gave a stickynote to each partnership with their coordinates to their field written down so that the partners would remember where their row was located each day.
-Remember to give some extra time for initial experimentation so students can see their responses appear in real time.
-Remind students that this spreadsheet is accessible to the world, so no first or last names should be used.
Wednesday, January 28, 2009
Technology Integration Update
It was exciting to observe my students using technology tools efficiently and effectively yesterday.
In order for me to participate in PLC's this year, another teacher comes in and takes over the instruction of my class for about 45 minutes every other week. Yesterday I returned to my classroom to find that a student was using the LCD projector and laptop computer to display problem-solving strategies as other classmates suggested them during their traditional teacher-led discussion. After the discussion, the student posted the text on the front page of our wiki, which many students were excited to review on their own later that day.
That same student also worked together with a partner exploring paths of electricity for the Science Fair. The partnership decided to create an animated PowerPoint slide show that demonstrated how electricity travels through an open and a closed circuit. Since they were worried that some students might accidentally change the presentation, the two students requested to use an extra flat-panel computer monitor to display the animation instead of having a laptop sitting out. Their planning paid off and their traditional presentation board display of what they learned during their investigation was complimented by the animation.
Another student approached me and asked if they could use a EEE Machine to record audio and video of their experiment while it was happening. The video was then stored on the hard drive and played for the Science Fair participants that gathered for their presentation.
These stories demonstrate to me that my goal of integrating technology into the regular classroom effectively is working. The students are using technology consistently enough to apply it on their own in varying situations/locations around the school building.
In order for me to participate in PLC's this year, another teacher comes in and takes over the instruction of my class for about 45 minutes every other week. Yesterday I returned to my classroom to find that a student was using the LCD projector and laptop computer to display problem-solving strategies as other classmates suggested them during their traditional teacher-led discussion. After the discussion, the student posted the text on the front page of our wiki, which many students were excited to review on their own later that day.
That same student also worked together with a partner exploring paths of electricity for the Science Fair. The partnership decided to create an animated PowerPoint slide show that demonstrated how electricity travels through an open and a closed circuit. Since they were worried that some students might accidentally change the presentation, the two students requested to use an extra flat-panel computer monitor to display the animation instead of having a laptop sitting out. Their planning paid off and their traditional presentation board display of what they learned during their investigation was complimented by the animation.
Another student approached me and asked if they could use a EEE Machine to record audio and video of their experiment while it was happening. The video was then stored on the hard drive and played for the Science Fair participants that gathered for their presentation.
These stories demonstrate to me that my goal of integrating technology into the regular classroom effectively is working. The students are using technology consistently enough to apply it on their own in varying situations/locations around the school building.
Saturday, January 17, 2009
Telephone Podcasts
Our classroom is now experimenting with podcasting over the telephone.
Each day I select a new child to choose a math term that they "own" (in other words they can spell the term correctly, can draw an image/provide an accurate example of the word, define it in grade level appropriate language and also provide non-examples of the word) from their Vocabulary Notebook. The student then explores/reviews their entries for just the right word to use.
The student then plans out what they will say. Most students create a script of what they are going to repeat into the telephone, but some simply describe the three column notes or Frayer Model that they created in their Vocabulary Notebook.
Practicing the podcast comes next. I expect the student to say what they will present to our audience out-loud to themselves, then to a specially-trained peer (called a Trainer) that can give feedback. The students will actually stretch their thumb and pinky-finger out to make a pretend cell phone to speak into when they are practicing.
The Trainer (who has already podcasted their own term and has been recommended/nominated secretly by another peer) then helps the student through the simple process of making the phone call and recording what they have practiced. I'm lucky becuase the two Trainers that I have right now also naturally encourage the new podcaster with smiles and a polite "Good job!" at the end of the recording.
The podcast is usually ready in about two minutes, and I have posted a widget on our wiki so that the podcast automatically plays when anyone travels to our home page. We then connect to the wiki at the end of our 90 minute math period to listen to the podcast together as a class and applaud the podcaster! The podcaster then recieves a certificate for their work to take home.
Podcasting seems to be working in multiple ways:
Each day I select a new child to choose a math term that they "own" (in other words they can spell the term correctly, can draw an image/provide an accurate example of the word, define it in grade level appropriate language and also provide non-examples of the word) from their Vocabulary Notebook. The student then explores/reviews their entries for just the right word to use.
The student then plans out what they will say. Most students create a script of what they are going to repeat into the telephone, but some simply describe the three column notes or Frayer Model that they created in their Vocabulary Notebook.
Practicing the podcast comes next. I expect the student to say what they will present to our audience out-loud to themselves, then to a specially-trained peer (called a Trainer) that can give feedback. The students will actually stretch their thumb and pinky-finger out to make a pretend cell phone to speak into when they are practicing.
The Trainer (who has already podcasted their own term and has been recommended/nominated secretly by another peer) then helps the student through the simple process of making the phone call and recording what they have practiced. I'm lucky becuase the two Trainers that I have right now also naturally encourage the new podcaster with smiles and a polite "Good job!" at the end of the recording.
The podcast is usually ready in about two minutes, and I have posted a widget on our wiki so that the podcast automatically plays when anyone travels to our home page. We then connect to the wiki at the end of our 90 minute math period to listen to the podcast together as a class and applaud the podcaster! The podcaster then recieves a certificate for their work to take home.
Podcasting seems to be working in multiple ways:
- Parents can listen/subscribe any time they would like
- Not time-consuming or labor-intensive
- Each child gets to be aknowledged for being sophisticated/taking a risk
- Natural audience is created
- No cost for materials
- Students have control over what is being said
Tuesday, December 23, 2008
Holiday Fun
I just updated my Delicious (social bookmarking account) account with some fun holiday electronic content that you might be interested in. I know that my students will be surprised when some of the following content appears on the wiki!
Ever sung along to Elvis on the radio? Well, here is your chance to get even closer to singing a duet with the King of Rock and Roll. Enter Sing With The King. Listen to Elvis sing the first stanza of "Blue Christmas," then record your voice singing the lyrics over the telephone, and finally sing along with Elvis for the refrain. Send the new version to your buddies via e-mail. Free.
Create your own old-school portrait without the long lines and K-Mart blue light announcements. Pho-ho-hoto Booth let's you upload an image, choose a body, then a background. Adjust the contrast to match the surroundings. Keep it for yourself or share it publicly. Free.
Want flames without the heat or smoke? Check out this computer-based fireplace. High-quality streaming holiday music included! Free.
In order to help parents with bed time on Dec. 24th, NORAD continues it's annual tradition of monitoring Santa as he makes his way around the world. Google has joined forces with the military of the United States and Canada and now we can track Santa's circuit around the world in 3D using GoogleEarth. The link is found here both for GoogleEarth and the special file (available Dec. 24). Free.
Have a great winter vacation!
Ever sung along to Elvis on the radio? Well, here is your chance to get even closer to singing a duet with the King of Rock and Roll. Enter Sing With The King. Listen to Elvis sing the first stanza of "Blue Christmas," then record your voice singing the lyrics over the telephone, and finally sing along with Elvis for the refrain. Send the new version to your buddies via e-mail. Free.
Create your own old-school portrait without the long lines and K-Mart blue light announcements. Pho-ho-hoto Booth let's you upload an image, choose a body, then a background. Adjust the contrast to match the surroundings. Keep it for yourself or share it publicly. Free.
Want flames without the heat or smoke? Check out this computer-based fireplace. High-quality streaming holiday music included! Free.
In order to help parents with bed time on Dec. 24th, NORAD continues it's annual tradition of monitoring Santa as he makes his way around the world. Google has joined forces with the military of the United States and Canada and now we can track Santa's circuit around the world in 3D using GoogleEarth. The link is found here both for GoogleEarth and the special file (available Dec. 24). Free.
Have a great winter vacation!
Monday, December 15, 2008
Venice Under Water
Mrs. T. passed this link along to me since we are tracking our water consumption in class.
Apparently Venice, Italy suffered through some substantial flooding at the beginning of December. You can find images of the flooding here, and where exactly some of the images were taken further down the page.
We wondered what some of the long-term effects that this flooding will have on Italy's economy, tourism and the environment. Many buildings have already lost their first floor entrances due to flooding/methane gas drilling, so how can this city keep up with the advancing tide brought on by global warming?
I hope that Venetians (and other people who reside on the coasts of the world) continue to be as resilient and resourceful as they have been in the past in order to continue living in these endangered areas.
Apparently Venice, Italy suffered through some substantial flooding at the beginning of December. You can find images of the flooding here, and where exactly some of the images were taken further down the page.
We wondered what some of the long-term effects that this flooding will have on Italy's economy, tourism and the environment. Many buildings have already lost their first floor entrances due to flooding/methane gas drilling, so how can this city keep up with the advancing tide brought on by global warming?
I hope that Venetians (and other people who reside on the coasts of the world) continue to be as resilient and resourceful as they have been in the past in order to continue living in these endangered areas.
Saturday, December 13, 2008
Curriculum Delivery Shift in Elementary School?
"I am not a streaming video or iPod!"
I regularly have distance conversations with a teacher who states that they are not an entertainment device.
The person regularly observes that "most of the class is overly talkative, prefers to share their own connections to the topic being studied at random times without raising their hand (referred to as "blurting out"), and demand that their curriculum is more hands-on."
Is this educator (finally) experiencing their first wave of digital natives?
Most of the students of today have been raised with on-demand electronic entertainment since day one; good or bad. Why not use that fact to bridge communication/academic/social gaps that the class has?
I wonder if an effective learning inventory (both for the students and the teacher) would help the teacher adjust their instructional delivery to meet more of the needs of the class in a timely way.
Does anyone out there have any other ideas/comments? Please include your age and if you are male/female in your post.
I regularly have distance conversations with a teacher who states that they are not an entertainment device.
The person regularly observes that "most of the class is overly talkative, prefers to share their own connections to the topic being studied at random times without raising their hand (referred to as "blurting out"), and demand that their curriculum is more hands-on."
Is this educator (finally) experiencing their first wave of digital natives?
Most of the students of today have been raised with on-demand electronic entertainment since day one; good or bad. Why not use that fact to bridge communication/academic/social gaps that the class has?
I wonder if an effective learning inventory (both for the students and the teacher) would help the teacher adjust their instructional delivery to meet more of the needs of the class in a timely way.
Does anyone out there have any other ideas/comments? Please include your age and if you are male/female in your post.
Saturday, November 1, 2008
Blogging Power
A few weeks ago we started live blogging!
Last year's class also blogged, but it seemed to be mostly as an extension of literacy (what does line two, stanza two mean to you, what is the theme of this poem and why, etc.). The login went quickly since all the students had to do was go to this blog and begin. The only problem was that I was always mindful (maybe overly mindful) as the moderator for student safety since we were using a site that was more publicly accessible. As a result, many responses were not posted due to an overly cautious teacher, not to irrelevant/repetitive replies.
This year we have started earlier since there have been a few student who were trying to use the wiki as a blogging tool (my apologies to the space members who received wikimail messages that said (I'm on everyone. Is anyone there?"). We set our expectations (be respectful, be safe, be as accurate as possible with conventions, and be patient while Mr. R. reads all of the messages). We talked about what a moderator is and also how to respond to polling questions that I would post.
Result: Complete student engagement and some student frustration at not always having each response posted immediately.
I will share this tool with Science Council and anyone else who will listen!
Last year's class also blogged, but it seemed to be mostly as an extension of literacy (what does line two, stanza two mean to you, what is the theme of this poem and why, etc.). The login went quickly since all the students had to do was go to this blog and begin. The only problem was that I was always mindful (maybe overly mindful) as the moderator for student safety since we were using a site that was more publicly accessible. As a result, many responses were not posted due to an overly cautious teacher, not to irrelevant/repetitive replies.
This year we have started earlier since there have been a few student who were trying to use the wiki as a blogging tool (my apologies to the space members who received wikimail messages that said (I'm on everyone. Is anyone there?"). We set our expectations (be respectful, be safe, be as accurate as possible with conventions, and be patient while Mr. R. reads all of the messages). We talked about what a moderator is and also how to respond to polling questions that I would post.
Result: Complete student engagement and some student frustration at not always having each response posted immediately.
I will share this tool with Science Council and anyone else who will listen!
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