(Note: Sometimes you read a really good article and can't wait to use it in your work. Then your eyes wonder up to the author and suddenly panic hits. You are going to have to quote the author back to the author. That is what happened in this case. I hope I understood the authors' points correctly and do not butcher their work upon reflection.)
Blogging is another web 2.0 tool that can be used in the classroom to create authentic audiences for students' work. There are many blogging services out there, for more information about individual services visit the Teach Web 2.0 wiki or this blog entry.
When students construct knowledge they need an authentic place to present or publish this knowledge (Ferdig and Trammell, 2004). Blogs are a venue that can provide a place to publish and present work - and not just written work but also videos, slide shows, podcast and other multimedia presentations. The blog can also offer the opportunity to work through concepts and knowledge by posting reflections and analysis coupled with the opportunity to revise and adapt their work (Ferdig and Trammell, 2004). The blog becomes the student's own personal space to explore their ideas.
Through comments and hyperlinks viewers can provide feedback, constructive criticism, different perspectives, and more information to the blogger, thus enriching the learning experience (Ferdig and Trammell, 2004). Teachers can take an active role in attracting audiences to their students' blogs by linking to them, sharing them with peers and colleagues and tweeting about them on Twitter. It is these authentic audiences that lead students to think more critically, write more, and write better (Ferdig and Trammell, 2004).
The article suggests that teachers should "provide a set of strict rules for blogging such as frequency, length of posts, number of hyperlinks and staying on topic" (Ferdig and Trammell, 2004, 14). I, humbly, disagree. When strict guidelines are set, I think the student would begin to write more for the teacher and the grade rather than for the analyzing, reflection, and learning. I would prefer set up clear expectations with my students and grade them based on a rubric, like the one found here. When using a rubric as grading tool, I think it is important to show students examples of excellent, good, and poor work.
I do agree, however, that time must spent discussing with students what is and is not appropriate for blog posting. In addition, students should be made aware that once something is out there it can never be totally erased - even with editing and deletion (Ferdig and Trammell, 2004). A demonstration of the Wayback Machine would be a great resource for this discussion. Along with this message, a discussion of internet safety should take place.
References:
Ferdig, R. E. and Trammell, K. D. (2004). Content delivery in the 'blogosphere'. T H E Journal (Technological Horizons in Education), 31.7(Feb 2004). Retrieved March 30, 2009 from Academia OneFile database.
Tuesday, March 31, 2009
Friday, March 27, 2009
Open the Doors
So far I have been focusing on the benefits of authentic audiences for the student. A recent blog article by The Technorate Teacher opened by eyes to another set of benefits created by authentic audiences - benefits for me, the teacher.
By opening up my students' work to a greater audience, I am opening up my teaching practices, thoughts, ideas, and resources to a greater audience. Just as my students would not want to showcase a poor, hastily done project, I don't want to showcase poor teaching practices, hastily drawn-up lessons, and the such. By knowing that my students' work will be put out there, I will spend more time making sure my lessons high quality, effective learning experiences that are tied to standards and research.
While I would like dream that everyone would tell me I am a wonderful teacher, through this audience I can receive feedback that will help me better my practices. It is an evaluation that parents, peer teachers, colleagues, mentors, other educations, and even your students can participate in.
I love how on Twitter teachers are always tweeting about projects their students are completing and inviting fellow teachers to come share their thoughts. Some of the edublogs I learn the most from are those that blog about their experiences in the class - both the good and the bad - and ask for feedback and suggestions. These teachers are using web 2.0 resources to help improve themselves everyday - talk about continuous improvement and life long learning!
By opening up my students' work to a greater audience, I am opening up my teaching practices, thoughts, ideas, and resources to a greater audience. Just as my students would not want to showcase a poor, hastily done project, I don't want to showcase poor teaching practices, hastily drawn-up lessons, and the such. By knowing that my students' work will be put out there, I will spend more time making sure my lessons high quality, effective learning experiences that are tied to standards and research.
While I would like dream that everyone would tell me I am a wonderful teacher, through this audience I can receive feedback that will help me better my practices. It is an evaluation that parents, peer teachers, colleagues, mentors, other educations, and even your students can participate in.
I love how on Twitter teachers are always tweeting about projects their students are completing and inviting fellow teachers to come share their thoughts. Some of the edublogs I learn the most from are those that blog about their experiences in the class - both the good and the bad - and ask for feedback and suggestions. These teachers are using web 2.0 resources to help improve themselves everyday - talk about continuous improvement and life long learning!
Wednesday, March 25, 2009
NETS
NETS (or the National Education Technology Standards) addresses the expectations of technology in the classroom. There are standards for students, teachers, administrators, and technology coordinators.
I am going to start by focusing the standards for students, which "help students prepare to work, live, and contribute to the social and civic fabric of their communities" (NETS, 2007). I wanted to explore if and how these standards related to use of technology for creating authentic audiences for student work. Remember the idea is not that the audience is passive, but rather one that interacts with the student, provides feedback, and share resources and ideas. For me, the second standard is the one that focuses on the skills and ideas related to creating these authentic audiences.
Here is the standard, taken from the NETS website:
The use of web 2.0 tools to help facilitate authentic audiences supports this communication and collaboration standards. By focusing on using the web 2.0 tools to build collaboration and communication between my students and the classroom stakeholders, other classrooms, peers, experts, and the community I am fulfilling this NETS standards (not to mention most likely fulfilling the other 5 standards).
References:
International Society for Technology in Education. (2007). NETS for Students. Retrieved March 23, 2009 from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
I am going to start by focusing the standards for students, which "help students prepare to work, live, and contribute to the social and civic fabric of their communities" (NETS, 2007). I wanted to explore if and how these standards related to use of technology for creating authentic audiences for student work. Remember the idea is not that the audience is passive, but rather one that interacts with the student, provides feedback, and share resources and ideas. For me, the second standard is the one that focuses on the skills and ideas related to creating these authentic audiences.
Here is the standard, taken from the NETS website:
| 2. | Communication and Collaboration | ||||||||
| Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: | |||||||||
|
References:
International Society for Technology in Education. (2007). NETS for Students. Retrieved March 23, 2009 from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Tuesday, March 24, 2009
Writing & Authentic Audiences
In researching the effects authentic audiences have on students, I found a paper written back when I was in middle school by Gayle Allen and Ann Thompson on the effects of computer assisted collaboration on writing (Allen & Thompson, 1994). Back then the computer assisted collaboration was emailing students papers to mentor college students and the college students emailing back their comments. While it is not the Google Docs, Adobe Buzzword, or wikis of today, it was collaborative and did provide students with an audience beyond their teacher.
The study compared the students in the experimental group, those that sent their work via email to the college students, to students in the control group, those who papers were read and commented on only by their teachers (Allen & Thompson, 1994). The report found that students in the experimental group wrote more and received higher markers than those in the control group (Allen & Thompson, 1994). When the results were looked at by gender, the study found that men in the experimental group preform significantly better the control group when comparing the holistic writing scores (Allen & Thompson, 1994). There was no statistical difference in the holistic writing score for females between the control and experimental groups (Allen & Thompson, 1994). However, the study found that females who previously did not utilize the computer in the classroom where comfortable with computer when it was introduced in a supportive, learning environment(Allen & Thompson, 1994).
The paper concludes with the thoughts that the collaborative writing environment can enrich the classroom writing environment and promote writing as a social interaction and cognitive process (Allen & Thompson, 1994).
While the tools may have evolve, this study shows that authentic audiences positively effect students' writing. I would like to think that this would transfer across subject matters and disciplines. I will continue to look for more research on the subject (in fact, I have a few tweeters helping me look for research right now).
References:
Allen, G. and Thompson, A. (1994). Proceedings from The Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994): Analysis of the Effect of Networking on Computer-Assisted Collaborative Writing in a Fifth Grade Classroom. Retrieved March 22, 2009 from ERIC database.
The study compared the students in the experimental group, those that sent their work via email to the college students, to students in the control group, those who papers were read and commented on only by their teachers (Allen & Thompson, 1994). The report found that students in the experimental group wrote more and received higher markers than those in the control group (Allen & Thompson, 1994). When the results were looked at by gender, the study found that men in the experimental group preform significantly better the control group when comparing the holistic writing scores (Allen & Thompson, 1994). There was no statistical difference in the holistic writing score for females between the control and experimental groups (Allen & Thompson, 1994). However, the study found that females who previously did not utilize the computer in the classroom where comfortable with computer when it was introduced in a supportive, learning environment(Allen & Thompson, 1994).
The paper concludes with the thoughts that the collaborative writing environment can enrich the classroom writing environment and promote writing as a social interaction and cognitive process (Allen & Thompson, 1994).
While the tools may have evolve, this study shows that authentic audiences positively effect students' writing. I would like to think that this would transfer across subject matters and disciplines. I will continue to look for more research on the subject (in fact, I have a few tweeters helping me look for research right now).
References:
Allen, G. and Thompson, A. (1994). Proceedings from The Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994): Analysis of the Effect of Networking on Computer-Assisted Collaborative Writing in a Fifth Grade Classroom. Retrieved March 22, 2009 from ERIC database.
Sunday, March 22, 2009
Podcasting
Mr. Williamson's Science Blog introduced me to student created podcasts. I started thinking about all the amazing opportunities that podcasting could bring the classroom. I started my research on podcasting over at the Teach Web 2.0 wiki. I learned about the basics from the CommonCraft Vodcast on podcasting.
Next I tried my hand at podcasting. I started by creating an audio tour for the museum my husband and I would be visiting that weekend. The first step was researching the museum and artifacts on display. Next I selected the ones most interesting to me and did additional research on piece. I choose Garage Band to create my audio track, recording the information I had prepared through my research. It was easy to add tracks and images to audio recording. Finally, I published the track iTunes and had create my first podcast. It was so simple I have created half a dozen since for upcoming attractions we will be visiting.
Now that I knew how to create a podcast, the step was learning about ways to incorporate podcasting into the curriculum. This past weekend Classroom 2.0 LIVE hosted a webinar on Podcasting featuring Kevin Honeycutt. This isn't one of their better webinars; skip the first 30 minutes and then dive in. Kevin makes the point that "writing is a social media". Writing is to be read, but in most of our classrooms no one is reading our students' work. Podcasting can change this. The researching, writing, and editing process stays the same, but the end product is published to share with an authentic audience. The audience can be a sister classroom(s), parents, peers, other teachers, friends - the list is endless. The authentic audience creates a higher stake for the students - there is added motivation to write and succeed.
The webinar also discusses ways to effectively set-up podcasting in the classroom, saftey issues, and resouces for creating and publishing podcasts.
I can't wait to find ways to incorporate this into my classroom!
Have your students create podcasts in your class?
What tools did your students use to create the podcasts?
How did you publish the podcasts?
References:
Honeycutt, Keven. (2009, March 21). Podcasting. Classroom 2.0 LIVE Podcast. Podcast retrived from http://live.classroom20.com/1/post/2009/03/podcasting-podstock-and-ning-special-guest-kevin-honeycutt.html
Next I tried my hand at podcasting. I started by creating an audio tour for the museum my husband and I would be visiting that weekend. The first step was researching the museum and artifacts on display. Next I selected the ones most interesting to me and did additional research on piece. I choose Garage Band to create my audio track, recording the information I had prepared through my research. It was easy to add tracks and images to audio recording. Finally, I published the track iTunes and had create my first podcast. It was so simple I have created half a dozen since for upcoming attractions we will be visiting.
Now that I knew how to create a podcast, the step was learning about ways to incorporate podcasting into the curriculum. This past weekend Classroom 2.0 LIVE hosted a webinar on Podcasting featuring Kevin Honeycutt. This isn't one of their better webinars; skip the first 30 minutes and then dive in. Kevin makes the point that "writing is a social media". Writing is to be read, but in most of our classrooms no one is reading our students' work. Podcasting can change this. The researching, writing, and editing process stays the same, but the end product is published to share with an authentic audience. The audience can be a sister classroom(s), parents, peers, other teachers, friends - the list is endless. The authentic audience creates a higher stake for the students - there is added motivation to write and succeed.
The webinar also discusses ways to effectively set-up podcasting in the classroom, saftey issues, and resouces for creating and publishing podcasts.
I can't wait to find ways to incorporate this into my classroom!
Have your students create podcasts in your class?
What tools did your students use to create the podcasts?
How did you publish the podcasts?
References:
Honeycutt, Keven. (2009, March 21). Podcasting. Classroom 2.0 LIVE Podcast. Podcast retrived from http://live.classroom20.com/1/post/2009/03/podcasting-podstock-and-ning-special-guest-kevin-honeycutt.html
Friday, March 20, 2009
When I discussed what defines a web 2.0, I referenced a series of benchmarks. Two of the benchmarks for a web 2.0 tool are continuous improvement and ability to interface with other tools. Twitter definitely meets these benchmarks as it continues to evolve based on the user.
After a few months of use, I have caught on to the basics of tweeting, retweeting, replying, and direct messaging. I knew about the '#', but I didn't really know how to use it effectively or all of its capabilities. (If you don't know what the '#' is, head over to Read Write Web blog for a great explanation.)
Through reading the Read Write Web blog entry on new Twitter features, I learned how to search for items of interest using Twitter Search or #hastags and the '#' tag. I (finally) figured out how to find out what all the '#' tags meant using Tagulus. Now if I want to know about the buzz from a conference or the thoughts a new headline, I can search through Tagulus for the '#' tag that corresponds to the information I am looking for on Twitter. I can also make-up my own '#' tags and share their purpose with other Tweeters.
Just think, you could have your own '#' tag for each class you teach and tweet out homework, insteresting links, or facilitate converstions between your students.
I have also updated the Teach Web 2.0 wiki with all this great new information.
After a few months of use, I have caught on to the basics of tweeting, retweeting, replying, and direct messaging. I knew about the '#', but I didn't really know how to use it effectively or all of its capabilities. (If you don't know what the '#' is, head over to Read Write Web blog for a great explanation.)
Through reading the Read Write Web blog entry on new Twitter features, I learned how to search for items of interest using Twitter Search or #hastags and the '#' tag. I (finally) figured out how to find out what all the '#' tags meant using Tagulus. Now if I want to know about the buzz from a conference or the thoughts a new headline, I can search through Tagulus for the '#' tag that corresponds to the information I am looking for on Twitter. I can also make-up my own '#' tags and share their purpose with other Tweeters.
Just think, you could have your own '#' tag for each class you teach and tweet out homework, insteresting links, or facilitate converstions between your students.
I have also updated the Teach Web 2.0 wiki with all this great new information.
Wednesday, March 18, 2009
Artsonia
Students create artwork and projects in class all the time. Wouldn't it be great if they could share their work with their parents, grandparents, neighbors, and friends? Artsonia allows them to do just that. Self described as "the world's largest kid's art museum", it provides an online space to showcase student's work.I analyzed the tool by completing a SWOT analysis over at the Teach Web 2.o wiki. According to Alexa.com, 77,000+ people visit the site everyday. Talk about increasing the audience for your students' work! Now it must be noted that Artsonia does make money off of selling students' artwork on customized keepsakes; however, it does gives 15% of the proceeds to back to the school.
Teachers can open an account for their school or classroom and upload student artwork to the gallery. The gallery can then be arranged by project or class. Students' artwork is identified by their first name and number - never a last name. Online portfolios are created for each student, allowing them to see the growth in their work over the year(s). Viewers can browse through the museum by looking for schools, students, grade levels, and mediums. Viewers are allowed to make comments on students' work, but only after the comments have been approved by the parent via email.
This looks like a great tool that will be easy to incorporate into my classroom. While the uploading of artwork will take some time, I think the benefits are worth it.
Are you using Artsonia or a similar tool to showcase student work?
Monday, March 16, 2009
VoiceThread
Today I was able to watch a webinar from Classroom 2.0 on VoiceThread. I was introduced to VoiceThread in another class but have not had an opportunity to use it yet. VoiceThread is web 2.0 tool that allows the user to combine images, text, and video to create a multimedia slide show. Once the presentation has been created other users can doodle on the slides and leave video, audio, and text comments.
The webinar explained what VoiceThread is and how to use it. It also gives you tips on how to use it in the classroom. One of the best tips from the webinar on encouraging collaboration is to ask a question in the VoiceThread for the commentators to answer. Also, you don't allows have to create the VoiceThread. Another way to check learning is to search VoiceThreads for a slide show on material you are currently teaching and have your students comment and add to the VoiceThreads.
After listening to the webinar, I spent sometime on the VoiceThread website exploring the types of slides shows there are out there. I found a great VoiceThread on the 50 States. It was a collaborative VoiceThread in which students in each state left facts about their state as audio, video, or text comments. I also found a VoiceThread book review and report done by elementary students - just think you could have international reading groups!
I think I could use VoiceThread in my classroom as an alternative assessment. Students could receive feedback on their work from their classmates, parents, and teachers. This is definitely a tool that will help me increase the authentic audiences for students' work.
Great VoiceThread resources:
Are you using VoiceThread in your classroom? How?
The webinar explained what VoiceThread is and how to use it. It also gives you tips on how to use it in the classroom. One of the best tips from the webinar on encouraging collaboration is to ask a question in the VoiceThread for the commentators to answer. Also, you don't allows have to create the VoiceThread. Another way to check learning is to search VoiceThreads for a slide show on material you are currently teaching and have your students comment and add to the VoiceThreads.
After listening to the webinar, I spent sometime on the VoiceThread website exploring the types of slides shows there are out there. I found a great VoiceThread on the 50 States. It was a collaborative VoiceThread in which students in each state left facts about their state as audio, video, or text comments. I also found a VoiceThread book review and report done by elementary students - just think you could have international reading groups!
I think I could use VoiceThread in my classroom as an alternative assessment. Students could receive feedback on their work from their classmates, parents, and teachers. This is definitely a tool that will help me increase the authentic audiences for students' work.
Great VoiceThread resources:
Are you using VoiceThread in your classroom? How?
Thursday, March 12, 2009
Wearable Sixth Sense Device
Wonder where technology is going? Watch this TED video.
WOW!
Thoughts?
References:
Maes, Patty. (2009). Pattie Maes & Pranav Mistry: Unveiling the "Sixth Sense." game-changing wearable tech. Retrieved from http://www.ted.com/index.php/talks/pattie_maes_demos_the_sixth_sense.html
WOW!
Thoughts?
References:
Maes, Patty. (2009). Pattie Maes & Pranav Mistry: Unveiling the "Sixth Sense." game-changing wearable tech. Retrieved from http://www.ted.com/index.php/talks/pattie_maes_demos_the_sixth_sense.html
Wednesday, March 11, 2009
Transforming the Classroom Conversations
I learned about a series of webcasts titled Innovation in Education through Tweeter @ncara. The first installment of the series is three conversations, featuring Alan November and his book Web Literacy for Educators, on "transforming education to meet the needs of the 21st century learner" (Promethean Planet). The first installment consists of three 15 minute webcasts titled Empowering Students with Technology, Reinventing Schools, and A New Literacy.
I listened to the first one because I though the theme of Empowering Students with Technology went right along with what I have been exploring. The webcast started with the discussion of why technology was not taking off in schools. Alan November presented data obtained through surveys conducted at his seminars and conferences. Principals blame a lack of funding and superintendents cite a lack of training, while technology directors and teachers point to a lack of vision (November and Magana, 2009). I found this interesting and it really hit home with me when Alan November said, "you can have technology all day long, but unless there is a compelling vision that adds value all the technology in the world will not help you" (2009). The data also showed that the stakeholders mostly agreed the people responsible for changing the implementation of technology in the classroom was the school leaders (November and Magana, 2009).
Who are the school leaders?
I want to be one of these leaders. This is what I need to strive for in incorporating web 2.0 tools into my classroom - setting a vision for what I want the outcome to be.
I encourage to go an listen to the webcasts yourself. I listen to the first two and will be back when the third one is released.
How will you lead?
Stay tuned to the webcasts; future sessions will feature Marc Prensky, Ron Clark, Dr. Debra Pickering, Dr. Grant Wiggins, and Dr. Robert Marzano.
References:
November, A. and Magana, S . (2009). Empowering Students with Technology. Retrieved March 11, 2009 from http://www.prometheanplanet.com/server.php?show=nav.16956
Promethean Planet. Retrieved March 11, 2009 from http://www.prometheanplanet.com/server.php?show=nav.16956
I listened to the first one because I though the theme of Empowering Students with Technology went right along with what I have been exploring. The webcast started with the discussion of why technology was not taking off in schools. Alan November presented data obtained through surveys conducted at his seminars and conferences. Principals blame a lack of funding and superintendents cite a lack of training, while technology directors and teachers point to a lack of vision (November and Magana, 2009). I found this interesting and it really hit home with me when Alan November said, "you can have technology all day long, but unless there is a compelling vision that adds value all the technology in the world will not help you" (2009). The data also showed that the stakeholders mostly agreed the people responsible for changing the implementation of technology in the classroom was the school leaders (November and Magana, 2009).
Who are the school leaders?
I want to be one of these leaders. This is what I need to strive for in incorporating web 2.0 tools into my classroom - setting a vision for what I want the outcome to be.
I encourage to go an listen to the webcasts yourself. I listen to the first two and will be back when the third one is released.
How will you lead?
Stay tuned to the webcasts; future sessions will feature Marc Prensky, Ron Clark, Dr. Debra Pickering, Dr. Grant Wiggins, and Dr. Robert Marzano.
References:
November, A. and Magana, S . (2009). Empowering Students with Technology. Retrieved March 11, 2009 from http://www.prometheanplanet.com/server.php?show=nav.16956
Promethean Planet. Retrieved March 11, 2009 from http://www.prometheanplanet.com/server.php?show=nav.16956
Tuesday, March 10, 2009
Authentic Audiences
One of the most important reasons I want to work on incorporating web 2.0 tools into my classroom is to give my students authentic audiences for their work.
I watched the above video in a graduate course on photography and visual literacy. It really made me step back and think about how so few people really evaluate and response to a student's work through their K-12 education.
What web 2.0 tools do you use to increase your students' authentic audiences?
How do you use web 2.0 tools to increase your students' authentic audiences?
References:
Bachenheimer, Barry. (n.d.) 42. Retrieved March 9, 2009 from http://www.teachertube.com/view_video.php?viewkey=a6fc5fa5e433d4fca865
I watched the above video in a graduate course on photography and visual literacy. It really made me step back and think about how so few people really evaluate and response to a student's work through their K-12 education.
What web 2.0 tools do you use to increase your students' authentic audiences?
How do you use web 2.0 tools to increase your students' authentic audiences?
References:
Bachenheimer, Barry. (n.d.) 42. Retrieved March 9, 2009 from http://www.teachertube.com/view_video.php?viewkey=a6fc5fa5e433d4fca865
Monday, March 9, 2009
One of the challenges with educational technology is staying on top of all the resources, information, and possibilities out there. In addition to using Google Reader and RSS feeds to keep track of a couple educational technology blogs, I use Twitter to stay on top of the buzz out there.
As described by Evan Williams, the CEO of Odeo (the parent company of Twitter), Twitter is “incredible resource to find out what’s happening among any topic or event while it’s going on” (2009). The following video explains where the idea for Twitter came from, how it has evolved, and where it might go in the future.
For more information about Twitter in the classroom visit the Teach Web 2.0 wiki and view the SWOT analysis. And don't forget to add your thoughts and opinions - the wiki is only as useful as we make it. Included in the entry are many Twitter accessories that perform a variety of functions.
Multiple times a day I log onto Twitter and see what is buzzing in the educational technology world. Throughout the day I find articles, ideas, resources, questions, conversations, and new web 2.0 tools through those I follow on Twitter. I love how an educator can share a problem or pose an idea and get instantaneous response from educators around the country.
While I have yet to find effective ways for students to use Twitter in the classroom, it is a great resource for me to find real time information and resources. I started using Twitter to build my personal learning network by adding my name to the Twitter for Teachers wiki. It has given me the names of educators that I can connect with to share ideas, resources, and thoughts. Here is another great list of Edutweeters; the list is divided into categories and gives a tweeter's Twitter name and what kinds of topics they tweet about.
Just after I posted this entry, I found a webinar from last weekend titled Twitter for Teachers. I guess it is appropriate that I found out about the webinar through a Tweet of a fellow teacher. Rodd Lucier gave a slideshare presentation on what Twitter is and how to use it. The presentation is a basic introduction; however, it does a good job of explaining Twitter Search and the '#' tag. I learned how to have larger discussions using the '#' tag and Twitter Search. This feature is particularly useful for conversing with a larger group of people, such as conference participants (Lucier, 2009).
He agrees that one of the best things about Twitter is that you cannot only gather resources from those you follow but also ask for resources from those that follow you (Lucier, 2009). He does comment that one way to use Twitter in the classroom is to connect students with mentors and experts (Lucier,2009). He suggests Twitter can be used a classroom management tool, in that it is possible to Tweet out homework assignments, classroom events, and other relevant information (Lucier, 2009). It would be a wonderful tool for parents and students who might have missed school or needed clarification on an assignment.
Rodd Lucier created a wiki site for an ebook: Twitter for Teachers. It is an online book that teachers can add their thoughts, ideas, and experiences to share with other teachers. The ebook covers a variety of topics from safety concerns, copyright and plagarism issues, use in the classroom, collaboration with other educators, and building your personal learning network via Twitter.
For a deep look into Twitter in the classroom visit Tom Barrett's Blog entry titled Twitter - A Teaching and Learning Tool.
How to you use Twitter in the classroom?
Want to Tweet with me on Twitter? Find me here. Where can I find you?
References:
Barrett, Tom. (2008, March 29). Twitter - A Teaching and Learning Tool. Message posted to http://tbarrett.edublogs.org
Lucier, Rodd. (2009). Twitter for Teachers. Retrieved March 9, 2009 from http://live.classroom20.com/1/post/2009/03/twitter-for-teachers-special-guest-rodd-lucier1.html
Phillips, Courtney. (n.d.). Top 100 Edu Tweeters. Retrieved March 10, 2009 from http://www.onlinedegreeworld.com/blog/2009/top-100-edu-tweeters/
Twitter for Teachers. (n.d). Retrieved March 9, 2009 from http://twitterforteachers.wetpaint.com/
Williams, Evan. (2009). How Twitter's spectacular growth is being driven by unexpected uses. Retrieved March 9, 2009 from http://www.ted.com/talks/evan_williams_on_listening_to_twitter_users.html
As described by Evan Williams, the CEO of Odeo (the parent company of Twitter), Twitter is “incredible resource to find out what’s happening among any topic or event while it’s going on” (2009). The following video explains where the idea for Twitter came from, how it has evolved, and where it might go in the future.
For more information about Twitter in the classroom visit the Teach Web 2.0 wiki and view the SWOT analysis. And don't forget to add your thoughts and opinions - the wiki is only as useful as we make it. Included in the entry are many Twitter accessories that perform a variety of functions.
Multiple times a day I log onto Twitter and see what is buzzing in the educational technology world. Throughout the day I find articles, ideas, resources, questions, conversations, and new web 2.0 tools through those I follow on Twitter. I love how an educator can share a problem or pose an idea and get instantaneous response from educators around the country.
While I have yet to find effective ways for students to use Twitter in the classroom, it is a great resource for me to find real time information and resources. I started using Twitter to build my personal learning network by adding my name to the Twitter for Teachers wiki. It has given me the names of educators that I can connect with to share ideas, resources, and thoughts. Here is another great list of Edutweeters; the list is divided into categories and gives a tweeter's Twitter name and what kinds of topics they tweet about.
Just after I posted this entry, I found a webinar from last weekend titled Twitter for Teachers. I guess it is appropriate that I found out about the webinar through a Tweet of a fellow teacher. Rodd Lucier gave a slideshare presentation on what Twitter is and how to use it. The presentation is a basic introduction; however, it does a good job of explaining Twitter Search and the '#' tag. I learned how to have larger discussions using the '#' tag and Twitter Search. This feature is particularly useful for conversing with a larger group of people, such as conference participants (Lucier, 2009).
He agrees that one of the best things about Twitter is that you cannot only gather resources from those you follow but also ask for resources from those that follow you (Lucier, 2009). He does comment that one way to use Twitter in the classroom is to connect students with mentors and experts (Lucier,2009). He suggests Twitter can be used a classroom management tool, in that it is possible to Tweet out homework assignments, classroom events, and other relevant information (Lucier, 2009). It would be a wonderful tool for parents and students who might have missed school or needed clarification on an assignment.
Rodd Lucier created a wiki site for an ebook: Twitter for Teachers. It is an online book that teachers can add their thoughts, ideas, and experiences to share with other teachers. The ebook covers a variety of topics from safety concerns, copyright and plagarism issues, use in the classroom, collaboration with other educators, and building your personal learning network via Twitter.
For a deep look into Twitter in the classroom visit Tom Barrett's Blog entry titled Twitter - A Teaching and Learning Tool.
How to you use Twitter in the classroom?
Want to Tweet with me on Twitter? Find me here. Where can I find you?
References:
Barrett, Tom. (2008, March 29). Twitter - A Teaching and Learning Tool. Message posted to http://tbarrett.edublogs.org
Lucier, Rodd. (2009). Twitter for Teachers. Retrieved March 9, 2009 from http://live.classroom20.com/1/post/2009/03/twitter-for-teachers-special-guest-rodd-lucier1.html
Phillips, Courtney. (n.d.). Top 100 Edu Tweeters. Retrieved March 10, 2009 from http://www.onlinedegreeworld.com/blog/2009/top-100-edu-tweeters/
Twitter for Teachers. (n.d). Retrieved March 9, 2009 from http://twitterforteachers.wetpaint.com/
Williams, Evan. (2009). How Twitter's spectacular growth is being driven by unexpected uses. Retrieved March 9, 2009 from http://www.ted.com/talks/evan_williams_on_listening_to_twitter_users.html
Friday, March 6, 2009
Analysis of Web 2.0 Tools
Before web 2.0 tools can be integrated into the classroom and curriculum, they have to be evaluated. Fancy graphics, web hype, and cool features don't necessarily make the best web 2.0 tool.
I subscribe to the RSS feed of many educational technology blog that review web resources, however the best method I have found was introduced to me through my graduate course work. Wendy Drexler started a wiki titled Teach Web 2.0 to review Web 2.0 tools. The wiki uses a SWOT analysis to evaluate the tools. It is a tool that I access daily to add my thoughts and opinions to and read those of others.
If you are researching a web 2.0 tool, I encourage you to visit the Teach Web 2.0 wiki to see what others have said. If the tool is not on the wiki yet, go and ahead add it to help you analyze the tool and share your knowledge with others. The wiki is web 2.0 tool doing what web 2.0 tools do best - "harnessing collective intelligence" (O'Rielly, 2006).
In addition to considering the strengths, weaknesses, opportunities, and threats of a web 2.0 tool, I think it is important to consider the two following questions:
How do you evaluate web 2.0 tools?
Note: I added the websites I subscribe to that regularly review new web 2.0 tools to the blog roll in the sidebar. Do you have any other great sources for web 2.0 tools?
References:
Harris, Judi. (1998). Harris, Judi. (1998). Wetware: Why Use Activities Structures. Retrieved March 5, 2009 from http://virtual-architecture.wm.edu/Foundation/wetware.html
O'Reilly, Tim. (2006). Web 2.0 Compact Definition: Trying Again. Retrieved March 6, 2009 from http://radar.oreilly.com/archives/2006/12/web-20-compact.html
Teach Web 2.0. (nd). Retrieved March 6, 2009 from Teach Web 2.0 Wiki: http://teachweb2.wikispaces.com/
I subscribe to the RSS feed of many educational technology blog that review web resources, however the best method I have found was introduced to me through my graduate course work. Wendy Drexler started a wiki titled Teach Web 2.0 to review Web 2.0 tools. The wiki uses a SWOT analysis to evaluate the tools. It is a tool that I access daily to add my thoughts and opinions to and read those of others.
If you are researching a web 2.0 tool, I encourage you to visit the Teach Web 2.0 wiki to see what others have said. If the tool is not on the wiki yet, go and ahead add it to help you analyze the tool and share your knowledge with others. The wiki is web 2.0 tool doing what web 2.0 tools do best - "harnessing collective intelligence" (O'Rielly, 2006).
In addition to considering the strengths, weaknesses, opportunities, and threats of a web 2.0 tool, I think it is important to consider the two following questions:
- Does the tool enable us to do something we couldn't do before?
- Does the tool enable us to do something we could do before, but better?
How do you evaluate web 2.0 tools?
Note: I added the websites I subscribe to that regularly review new web 2.0 tools to the blog roll in the sidebar. Do you have any other great sources for web 2.0 tools?
References:
Harris, Judi. (1998). Harris, Judi. (1998). Wetware: Why Use Activities Structures. Retrieved March 5, 2009 from http://virtual-architecture.wm.edu/Foundation/wetware.html
O'Reilly, Tim. (2006). Web 2.0 Compact Definition: Trying Again. Retrieved March 6, 2009 from http://radar.oreilly.com/archives/2006/12/web-20-compact.html
Teach Web 2.0. (nd). Retrieved March 6, 2009 from Teach Web 2.0 Wiki: http://teachweb2.wikispaces.com/
Thursday, March 5, 2009
What is Web 2.0?
Before I can start discussing Web 2.0 tools and their integration into the classroom, I think it is important to reflect and discuss what defines a Web 2.0 tool.
This starts with the term Web 2.0 and where it originated. The term Web 2.0 was coined at a brainstorming session between O'Reilly Media and MediaLive International (O'Reilly, 2005). O'Reilly defines the term as:
Web 2.0 tools do much more than just access the Internet and information. They change the user from being a mere onlooker to being a contributing member of the community. They thrive on the input and collaboration of their users. They are accessible from any computer in the world, by any user. They are constantly changing and adapting to keep up with the users' demands and needs.
What is your definition for a Web 2.0 tool?
References:
Dictionary.com (nd). Tool. Retrieved March 5, 2009 from http://dictionary.reference.com/browse/tool?qsrc=2888
O'Reilly, Tim. (2005). What is Web 2.0?. Retrieved March 5, 2009 from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html?page=1
O'Reilly, Tim. (2006). Web 2.0 Compact Definition: Trying Again. Retrieved March 6, 2009 from http://radar.oreilly.com/archives/2006/12/web-20-compact.html
This starts with the term Web 2.0 and where it originated. The term Web 2.0 was coined at a brainstorming session between O'Reilly Media and MediaLive International (O'Reilly, 2005). O'Reilly defines the term as:
"harnessing collective intelligence" (2006).
According to O'Reilly, there are a few basics which all Web 2.0 applications or tools have in common. These basics include:- The Web is the platform
- Collaboration
- Data and Content Driven
- Continuous Improvement
- Simplicity in Programming
- Available on more than just the PC
- Rich, Interactive User Experience (O'Reilly, 2005)
- Ease of Use: What kind of account set-up is necessary? Does it require downloads or plug-ins that require updating? Is it free or is there a fee to use it? Does it interface with programs I am already using? Is it user friendly?
- Collaboration: Can I publish my work to the web? Can I see what others have done? Can I comment and/or receive comments on my work? Can I network with other users?
- Data & Content: Where is the data/content coming from? Can I change it? Can others change it? Can we share and combine our data/content? Where is my data/content stored?
- Continuous Improvement: Is is getting better? Is the program in beta? What are the future plans?
- Availability: Can I use it on a Mac and a PC? Does it have a mobile version? Does it have widget/gadget versions?
- Purpose: What does it help me do? How does it help me do this?
Web 2.0 tools do much more than just access the Internet and information. They change the user from being a mere onlooker to being a contributing member of the community. They thrive on the input and collaboration of their users. They are accessible from any computer in the world, by any user. They are constantly changing and adapting to keep up with the users' demands and needs.
What is your definition for a Web 2.0 tool?
References:
Dictionary.com (nd). Tool. Retrieved March 5, 2009 from http://dictionary.reference.com/browse/tool?qsrc=2888
O'Reilly, Tim. (2005). What is Web 2.0?. Retrieved March 5, 2009 from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html?page=1
O'Reilly, Tim. (2006). Web 2.0 Compact Definition: Trying Again. Retrieved March 6, 2009 from http://radar.oreilly.com/archives/2006/12/web-20-compact.html
Wednesday, March 4, 2009
Logging In
Welcome to "Tinkering with Technology", my space to discover, explore, and discuss web 2.0 tools and how to integrate them into the classroom and curriculum.
I am a graduate student at the University of Florida, pursuing a educational specialist degree in educational technology. Through out my course work I have taken a special interest in web 2.0 tools and student created content. I hope to be able deepen my understanding of these tools and how to use them in the classroom through this blog, while continuing to find new resources and ideas.
Part of discovering, exploring, and discussion web 2.0 tools and their integration into the classroom is building my personal learning network. Therefore, you can also find me in these places on the web:
I always welcome your thoughts and comments and look forward to the sharing resources and information. Let the conversations begin!
I am a graduate student at the University of Florida, pursuing a educational specialist degree in educational technology. Through out my course work I have taken a special interest in web 2.0 tools and student created content. I hope to be able deepen my understanding of these tools and how to use them in the classroom through this blog, while continuing to find new resources and ideas.
Part of discovering, exploring, and discussion web 2.0 tools and their integration into the classroom is building my personal learning network. Therefore, you can also find me in these places on the web:
I always welcome your thoughts and comments and look forward to the sharing resources and information. Let the conversations begin!
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