Podcasts

I see a real advantage of podcasts and know my students will enjoy this technology. Just today a student asked about creating a radio broadcast. He is researching the Greek gods and wanted to try something new. I suggested PowerPoint and now see how the audio can be added now. I think that audio offers an exciting avenue for publishing especially for the shy students. My previous career was in broadcasting and we worked with voice-overs and edited audio recordings. This technology is similar but it offers it to the masses. The poetry tea where the students show their poem illustrations can also incorporate a podcast so they can publish their poem and voice on-line.  There are other ways that we can add audio and I was thinking that Fake Book could be incorporated in my biography project and I already discovered that the acceptance speech the students write can be added to the site. How cool would it be to add a spoken speech? I push my students to do public speaking and believe this will be a new way to get them hooked. I plan on podcasting the testimony on the Senate Reform Bill 24 on Connecticut Education Reform. 

Vocaroo

This tool can be a great motivation for students who love technology and don’t enjoy writing. I have seen students’ blog more than they write and I know some who will talk more than they will blog. It all comes to motivation for many students and audio technology is a new tool I want to explore.

LoG Me In 

Is another tool that may finally allow me to access my school files. I have been tempted to use Google docs and send many files to the clouds but I am hesitant to move everything off my hard drive. I do not use many mobil devices but laptop at home, phone and the school network would be great to sync.  I will have to explore the district restrictions but I can at least start at home and access some files with my phone.

Over all these technologies are exciting and I can see how they can change the way I teach. My biggest challenge is having enough time to explore and being able to work closely with students to help them master the tool. In a classroom of 25 and having some very energetic students it is difficult to turn my back and give small group focus. I believe that this spring post CMTs will open up the schedule. Once I try a tool and learn the basics the next time is much quicker. I also find that the students are sponges and can learn quickly and pass on their knowledge to peers in a flash. It just takes the first step and I am willing to take it.

Wiki Class Reflection


I am excited about creating a wiki for my students to use. The power of collaboration on a wiki will be the perfect way to implement my next writing project and offers an exciting technology to explore. The students have been blogging and through the Blazes Fire Hydrant project they know what a basic Wiki is. The Who What Where When West Hartford grant needs a tool that will allow students to work together and add their feedback and input to the story they write together. The residents will also be able to keep track of the progress and the parent mentor will also be able to manage the process. I started the basic wiki and will add more info as I develop it. I am really excited to have the students start adding and contributing. There are so many ways I can go with this idea and I am excited to start and get the kids involved.

http://www3westhartford.wikispaces.com/

Class Wiki
https://edt615.wikispaces.com/


Wikis are a powerful tool that I have just started to explore. George's lesson showed a biology classroom site where the Wiki offered reflection on lessons as well individual student pages. I think this is a huge motivator for students. Wiki can also be a sort of website for a classroom and students can add their writings and research. Our school is leaving our current website software and moving to web based. I think a wiki offers a great way for me to continue the student internet publishing I used to do in the classroom. I got many ideas from the readings and the videos. I like the idea of using vocabulary and think that having students respond to other posts helps with accountability and offers a model to follow or improve on. The collaboration aspect of wikis is what makes this tool powerful. I will add more as I explore this week.

Reflection Guide

 

What Web 2.0 technology did you work on this week?

Did the course readings/videos help in your knowledge of this technology?

Was class time valuable in helping you understand this technology?

What, overall, do you think of this technology (good and bad)?

How can this technology be used in your professional practice/classroom?

Will your pedagogy have to change in order to employ this Web 2.0 technology?

What other thoughts do you have on the subject?

 

 

IGoogle

The topic of the week was exploring I Google for a repository of RSS feeds, web searches, e-mail access and widgets. I think it is a neat tool and one worth exploring. The use in my school would be limited due to their restrictions but those are opening up every day. You Tube which was blocked can now be accessed and it concerns me the door was open to all without expressing parameters or teacher training.

Citations

I have the students use a bibliography format guide for sighting their source and have the librarian support me in the introduction to plagiarism when we start their first research paper. Throughout the project I find they have to be reminded to record their sources especially when using the Internet. I like the on-line citation sites because they can save their work from home or at school and the forms are easy to use. Our school uses Noodletools and I found Citation Wizard which also is easy to use. I think having actual points in a rubric for the number of sources and the format of the citation helps teach kids the importance of giving credit where credit is due.

Acceptable Use Policy

In trying to find out the Acceptable Use Policy for West Hartford Public Schools I found that we don’t have it posted as such. I found Administrative Guidelines for Technology from 2002. In reading it I find it has to be very general to cover all the unknown areas people can explore. The main focus is that the Internet is a vast area of information and that individuals must use good judgment when accessing and avoid controversial sites.  As stated in the notice fro WHPS Administrative Guidelines for Technology, “The use of computers is a privilege, not a right,” The school has the authority to limit access and report to authorities if access is abused. The list of restrictions is not surprising and follows what I feel is common sense. I do feel that it is dangerous to assume all employees know what is sensible and feel that it should be mandatory to read the policy and share it with the students. Each age level would have to be considered for what is appropriate to share but as the new generations emerge the technical expertise and knowledge is going younger and younger. We can’t assume the innocence of any age group and never know what access the kids are given at home. In my classroom I ban blind searches and have told the students if you would x out the page if a teacher walked in that you are on the wrong site.

In a nut shell the policy is that we must follow all laws, that the access is not private and can’t be used for personal uses. We can’t add software or download programs without permission. We must follow copyright laws. As teachers we must monitor student use and not let the students publish without parent permission. I believe most teachers would find the policy straight forward and that is contains reasonable expectation. In order to avoid violations of the policy administrators should ask teachers to read the policy and sign that they are aware of the expectations and rules of computer use in our district.

Acceptable Use Policy for WHPS Called Administrative Guidlines

http://tinyurl.com/7zr96j6

Citation Wizard
http://citation.jsarkis.com/

Constructivism

When learners actively construct new ideas based on their their knowledge they are actively learning. The constructivism approach to teaching lends itself to project based teaching. As a teacher of 24 or more I can’t begin to direct each student in the variety of courses for optimal learning. For years I have enjoyed a project based approach because the outcomes are undetermined and the direction the students take is based on their background, interest and skill level. The manner in which the students select to research, present, and engage the class is open ended.  Rubrics allow me to give base guidelines but allow for individuality in expression. A webquest where they design a future colony and allows this self expression and a unique opportunity to truly understand colonialism. The colonies are refreshingly unique every year.  While researching the past for decision making the students develop a true understanding of what it takes to settle and create a successful colony.  High achievers do not have a ceiling and often head in unexpected directions once they delve into a topic or problem. Students with learning disabilities can enjoy great success and focus of the strengths they can share with the group. I recently went to a service learning training to learn how to implement a project in my district. Service learning offers students opportunities to actively explore their community to investigate problem.  I had to hold back my ideas and opinions to let the students select the problem and take the project in the direction of their interest.  The constructivism method of teaching allows teachers to guide and mentor but not direct the learning. The project was called “Where in the Blazes RU?” and through community conversations with the mayor, fire chief and police officers the students have launched a district-wide campaign to track fire hydrants and recruit adoptive parents for snow removal. The results are amazing and the students enjoy a sense of empowerment that I had not witnessed before. I am glad we are moving toward a constructiveism approach to teaching. The core lessons still have to give base skills but the creativity, collaboration and active learning is wjhat will excity and motivate our students.

Future Quest Webquest

A Glimpse of My Future

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Introduction

What will your future hold? What kind of life do you want? The sky is the limit as you plan your future through this WebQuest. 

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Task

 

Group Task  You and you classmates will look at your current life and dream of and design your future. Individual Task Take a snapshot of your current home, school, chores and transportation. Then select your college and career. Pick the car and home of your dreams.

You will need to:

• 1. Create a short HyperStudio presentation on your current life: School, jobs, home, transportation.
• 2. Select the COLLEGE and a part time job.
• 3. Select CAREER and interview a professional.
• 4. Choose a CAR and explore the costs.
• 5. Select a location to live and find a HOUSE.
• 6. Gather all the cost information in a spreadsheet.
• 7. Complete four HyperStudio slides representing your future.

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Questions

To plan your project you need to research and answer specific questions. We encourage you to use our link to Word Central's Student Dictionary or to use a classroom dictionary when reading through web pages.  Using your research you will make the critical decisions that will help your project be successful. Click on the graphic to reach the research questions.

CollegeWhat college or university would you like to attend? What will you study? What is the cost? What part time job will you have during school or over the summer?

CareerWhat would you like to do for a career? What sort of responsibilities would you have? What kind of advancement is possible? How much money can you expect to make?

AutomobileWhat kind of car would you like to drive? What are the extra features you think the car should have? How much will the car cost and how much is the insurance?

HomeWhere would you like to live? What kind of home do you dream of owning? How much will it cost and what will be the yearly insurance you will have to pay?

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Final Presentation

• A typed request letter that was sent to your college of choice.
• An interview sheet of someone in your field of interest.
• A spreadsheet containing all important cost information. (spreadsheet)
• A HyperStudio presentation outlining the highlights of your future.
• A presentation of your final glimpse of the future.

Future Web Links

Schools	Careers
Colleges	Occupational Outlook Handbook
College Choices	Careers
Cars	Homes
Automobiles	West Hartford Homes
Vehix	Real Estate
	Home Search
Connecticut Digital LibraryThis link works at Duffy School or by using your Connecticut library  card number as your ID

 

Evaluation

Use the following rubric to self-evaluate your  project. Keeping this rubric in-mind during your research, planning and writing will help ensure you get the best grade possible. Throughout this WebQuest remember to follow the "Student's Rights and Responsibilities". Your team's success depends on working cooperatively and being focused.

Conclusion

Congratulations! You have just completed a glimpse of your future. Changes will happen and it will be interesting to see if any of your plans come true. Remember to keep dreaming and reach for the stars.