Personal Learning Network

Personal Learning Network

RSS Feeds: I learned about RSS feeds for the first time in our summer course. I have been familiar with blogs and other resource sites on the web, but have never used a RSS feed site to keep up on the news that I am interested in. During this class, I created an account with Feedly to follow my feeds, and subscribed to a few great educational resources. Some of the sites I have added to my Feedly account include MindShift (http://blogs.kqed.org/mindshift/), the Education Department News (http://www.ed.gov/), AppsInEducation (http://appsineducation.blogspot.com/), and TED Education http://www.youtube.com/user/TEDEducation). My favorite resource to follow on feedly has definitely been TED Education because I love watching the new videos that the site provides. The TED Ed feed has a lot of really great videos that cover a mass range of subject matter. Some of the videos and insight I find on Ted Ed are very interesting, but also cover subjects that I would never think to research. Ted Ed has become a great tool for brainstorming and finding new ideas for the classroom. The other feeds I follow in Feedly also provide very interesting and relevant info for teaching. I found the RSS feeds to be helpful to expand my knowledge of teaching strategies and tools. I know I will continue to follow these resources as I pursue my teaching career.

Twitter: Having started my college career in the focus of marketing and communications, I have been somewhat active on Twitter for some time. However, this summer I expanded my Twitter network to reach beyond entertainment news and friends. I now use my Twitter account to follow resources such as Teachers.net, Huffington Post Education, We Are Teachers, Scholastic Teachers, and Edutopia. Following these accounts has been helpful because it has led me to see what is current in the topic of education. I have found ideas for creative lesson plans, staff get-togethers, parent communication and others. So far I have followed discussion hashtags for #eduapps and #edtech. These discussion hashtags have helped me to find current conversations, ideas and findings about apps in education, or education technology. I have discovered great app tools, and strategies from following these discussions. As I begin my student teaching time, I plan to use twitter to research other topics as well. Since I have begun “tweeting” things about education I have not received any responses or correspondence to my posts, but I hope that as time goes by and my network expands I can begin to create conversations over twitter.

Diigo: Diigo is a site that is great for creating online bookmarks, highlighting websites and sharing resources with peers. I used Diigo earlier in the course to research education apps with my group. I found it to be a great tool to keep track of the useful sites I had found, and also a great way to share my sites with my group mates. With Diigo groups, my research group was able to form a private group that each of us could post our research findings to the group wall. After our assignment, I also found it helpful to search subject tags on diigo of topics I was interested in.

Ning – Classroom 2.0: For the Ning assignment I created an account on Classroom 2.0. This is  a great resource for teachers because it allows users to participate in forums, join special interest groups, view blogs, articles and more. Through Classroom 2.0 I found the blog post, “Strengths and Weaknesses of Online Learning”. http://www.teacherstechworkshop.com/2013/07/strengths-and-weaknesses-of-online.html. The post covered many ups and downs of online schooling and gave a great picture of stats related to online school. The authors stated his findings, provided graphs and charts on various percentages related to the subject, and also provided the resources for research. I though the blog post was very helpful, however, the content was not as relevant to me as a teacher as I was hoping it to be. I am glad that I was able to explore blogs, articles, forums and other resources through Classroom 2.0. I think this will be a valuable resource for me as a teacher.

Summary: I really enjoyed the PLN assignment in this course. Because of my marketing and communications background, I have spent a good deal of time in social media and networking sites. I had not used many of the sources that we were introduced to in this course though, and the PLN assignment was a great way for me to explore new resources and look into ways that I can grow my teacher influences. I think that some of the resources we used will help me more than others, and Classroom 2.0 and Twitter were my favorite. I think my PLN will help me as a future teacher because it has enabled me to expand my resources of teaching tips, tricks, methods and ideas.

Reflection #8: To Flip or Not to Flip

To Flip or Not To Flip

            This article presents opposing opinions from two authors on the concept of a Flipped Classroom. Jonathan Bergmann suggests the many benefits of a flipped classroom to enhance his instruction. Bergmann noticed that in the traditional classroom setting he was unable to spend enough time with students individually, and working with them to understand concepts. He has transitioned his classroom to be entirely flipped so that his students can watch his lectures at home and use the in class time to thoroughly address issues with students, discuss the lectures, and work on problems. The article’s other contributor, Derrick Waddell, presented his arguments against the flipped classroom. He believes that the flipped classroom presents a divide between students, without improving the learning much. Waddell addresses the issue of access to technology, and since every student will not have the same capabilities with home technology, is the flipped classroom fair? Waddell argues that the flipped classroom is simple a sideways step from our current imbalanced educational structure, and that it does not address many of the issues that we face today. Waddell suggests we alter the way we think of education, instead of the way it looks.

            This article was very helpful for me to see real life examples of the pros and cons of a flipped classroom. I support both of the arguments of the article to some degree. I really value the flipped classroom approach, and believe it can be very beneficial for many students, especially in subjects such as Math and Science. However, I do not think that the flipped classroom approach should be used in all subject matter, or instruction should be given with an entirely flipped structure. Teachers need to find the right balance that best benefits their students.

            Flipped classrooms apply to ISTE NETS for Students standard number 6, because a flipped classroom encourages students to use and understand video lecture technology. Students must learn to effectively use their time at home watching the video lectures, and prepare themselves to work efficiently in class.

Bergmann, J., Waddell, D. (2012). To Flip or Not to Flip? Learning & Leading with Technology, 39(8). 6-7. Retrieved from: http://www.learningandleading-digital.com/learning_leading/20120607#pg8

Reflection #7 iPod Implementation in the Elementary Grades

iPod Implementation in the Elementary Grades

This article follows the implementation of iPod’s into classrooms, and explores the successes and failures of the process. The article’s author, Stephanie Hatten, was a technology instructional specialist at an elementary school in Texas. Without any guidance or suggestions, Stephanie started the implementation process without prior knowledge and figured things out as she went along. The article reviews the different findings that Stephanie had during her experience. She found that iPods in the classroom meant a lot of prep before they could be implemented, so she worked to create a system that would allow iPod sharing, organization, and district-wide purchase-order system with bulk pricing for apps. Stephanie recommends teachers get involved with the process of app selection, and meet together to collaborate the pros and cons of apps they might have used previously. Many teachers are reluctant to implement iPods and other devices into the classroom, and Stephanie believes they need to be encouraged and included despite their hesitations because the technology benefits the students. iPod stations were a great creation of Stephanie’s, a place where iPods are kept in the classroom, and students can use and store the devices there. The stations allowed for the devices to be accounted for and looked after. One of the strongest suggestions that Stephanie made was the idea to teach the basics to the class. Stephanie found that working together with an entire class for a couple weeks to learn the basics of the devices was very beneficial. The introductory time gave students a period to adjust to the iPods before they were given assignments on them.

            This article was very helpful for me to read, especially because I have never envisioned iPods as an effective teaching tool. I have learned bits about iPads and their uses, but the iPod seemed irrelevant to classroom instruction. It was insightful to see the ways that teachers could use iPods to create time for individual instruction, reading fluency, and group work. I am now more aware of the iPod’s teaching capabilities, and am looking forward to finding out more applications. Our society really has changed with the introduction of new technologies, and our learners have changed along with it. The iPods, iPads and other tech devices in classrooms are becoming the new literacy centers, and instructions aids. These tools are vital to keeping our students engaged and motivated.

            iPod implementation relates to the ISTE NETS for students standard number 6, because the iPods encourage students to use and understand technology systems and their use. The students are encouraged to use and select applications effectively and productively. The iPods really increase the students interactions with digital tools, and build their awareness of how these tools can aide their learning.

Hatten, S. (2012). iPod Implementation in the Elementary Grades. Learning and Leading with Technology, 39(7). 30-31. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201205#pg32

Technology of Choice: SlideShare

SlideShare: Present Yourself

Review by: Sandy Nichols, Lindsey Watson, and April Thom

Do you have a presentation that you want to share with students or other teachers? Do you need to make a presentation, and you don’t know where to start? SlideShare is the answer. SlideShare is a hosting service for presentations. Some have described SlideShare as the “youtube” for presentations. This application allows you to search for slideshows that have already been created. It also allows you to upload any presentations that you have already created. It is a quick way to share your slides with others publically. Slideshows can be uploaded and viewed publicly or privately. The file types that can be uploaded are presentations (PowerPoint, OpenOffice), documents, PDFs, videos, and webinars. People use SlideShare to share ideas and connect with others.

It is very easy for teachers to start using SlideShare; the following is a basic tutorial video: http://www.youtube.com/watch?v=G9ShKOeMKb0. To begin, simply go to http://www.slideshare.net and search for a presentation related to your topic of interest. As shown below, when the subject “biology” is entered into the search bar, 180,000 PowerPoint results are available for download, editing, and use.

Teachers can also choose to upload their own presentations to share with other users. This can be done by selecting the “Upload” button to the left of the search bar. As shown in the picture below, when the “Upload” button is selected a pop-up appears allowing the user to upload a file from their computer.

Although it is possible for users to download and upload presentations without a SlideShare account, it is beneficial to create an account in order to follow other users accounts, to save favorite presentations for future use without down

loading them, to upgrade to a professional account that provides benefits such as detailed analytics on profile activity, and much more.

There are many ways that teachers can use SlideShare. The site is a great place to find supplemental material/presentations for lessons you are teaching. Teachers can search for a topic to see if they can find a presentation that is applicable to their lesson, and possibly avoid having to spend time making their own slideshow. The site is also a great way for teachers to work collaboratively, and share their ideas with each other. Slideshare makes information more engaging for students because of the visual effects. It is a great way for students to access presentations outside of the classroom if they need clarification on a lesson. The site is also a great way for students to work in groups, share ideas and conduct research on a specific topic. Students can improve their technology skills with SlideShare when they create and modify presentations of their own.

Although SlideShare is useful for all of these reasons, we found that its actual applicability in the classroom is limited. There are many other programs and applications with similar features that allow teacher collaboration and sharing of presentations, such as Google Drive and Blogger. Based on our research, SlideShare is an ideal place for educators to find ideas and preparatory informational material, but it is not the optimal place to find final presentation materials because slideshows should be customized to fit the audience.

Reading Reflection #6

#6

Students Help Their Teachers Learn Technology

            This article’s author, Kelsey Vroomunn, told a great story of her failure to teach tech integration and the ways that she overcame her failure. When Vroomunn realized she was not effectively able to instruct her fellow teachers on how to implement new tech tools into their classrooms, she looked for an alternative way to provide her peers with help. The solution became a student-led tech club, where students were trained to tutor teachers in tech tools, such as iMovie, Prezi and Glogster. The student tutors were even offered minimum wage for the hours they worked with the teachers. Students met once a month to receive direct training in selected tech programs, and then offered tutoring to teachers who shared common breaks. Students were also available to serve as tech aids when they had breaks in their schedule and teachers wanted extra hands on deck to implement a program in class.

            I thought that this idea of Vroomunn’s was brilliant! I loved the concept of involving the students in the teachers’ learning. It is a great development program for the students to be involved in, and an effective way for teachers to learn the new tech tools. I think this idea would definitely take time to bring administrators on board, but if it was possible I bet the program would be very successful. I think I would suggest a program similar to this if I think teachers are lacking effective tech instruction.

            This article effectively captures the ISTE NETS Student Standard 6. The student tech club provides a way for students to learn and use new technology systems, use applications effectively and productively, think on their feet to troubleshoot systems and continuously learn new knowledge in the tech world. I love the way that the club challenges students to stay up to date on their tech knowledge, and encourages them to instruct others in these programs. I think the club will instill strong life skills in these students that they will carry with them beyond school.

Vroomunn, K. (2013). Students Help Their Teachers Learn Technology. Learning and Leading with Technology, 40(7). 34-35. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201305#pg36

Reading Reflection #5

What if Abraham Lincoln Had a Facebook Page?

            This article dives into some of the possibilities that today’s technology programs, specifically Facebook, can provide for teachers. The author, Brant Glover, illustrates a fun Facebook additive to a biography report, a great way to get students excited and engaged with a biographical history lesson. The article gives detailed examples of how Facebook can be used for students to create profile pages for the historical figure they are writing a report about. The article uses the example Abraham Lincoln, as a possible historical figure for this assignment. The students would be able to use Facebook to display Abe’s basic info, including his birthday, home town, and school’s attended. Other features on Facebook would allow students to “like” pages that Honest Abe might have been interested in, or post updates on certain events that Abe was involved with. Polls, pictures, videos and interactions with other Facebook profiles are all ways that students could use Facebook to build a complete Facebook profile for Abraham Lincoln.

            The article has great insight and examples for ways that the Facebook platform can be used in our classroom. Facebook is a great tool to bring students to life in subjects that students are often uninterested in. Facebook documents a life, and relationships with connections, and is a great digital storytelling source. I loved this idea, and would definitely integrate it into my curriculum in the future. I think it is a great way for students to be creative, use the platforms that they know and love, and create interactions between classmates.

            This article relates to the ISTE NETS standards for students 1 & 2. It correlates with the Creativity and Innovation Standard (1) because the Facebook project challenges students to use the information that they have learned about a historical figure. They create an original Facebook profile for the individual, and have to use their creativity to interact, post, and design it. The article correlates with Communication and Collaboration (2 a&b) because the project gives the students the opportunity to interact, collaborate and publish information digitally on the Facebook platform. The students communicate the information on the profile to their classmates, friends and families.

Glover, B (2013). What if Abraham Lincoln Had a Facebook Page? Learning and Leading with Technology, 40(8). 38-39. Retrieved from: http://www.learningandleading-digital.com/learningandleading/20130607#pg40.

Reading Reflection #4

Kindling a Passion for Literature

            This article explore the discovery that the author, Gigi Whiteside, made when introducing Kindle devices to her “non-readers”. Whiteside had doubts and oppositions to e-readers when they first came out, but eventually tried them out with her “non-reader” students. The Kindle devices have capabilities for text-to-speech, which allow students to listen to books as they read along. Whiteside quickly learned that they students loved these new devices, and instead of asking, “Do we have to read?” they were asking, “Do we get to read?”. The introduction of these devices has dramatically changed her students’ outlook on learning, school and reading. Whiteside explained that students who were always reluctant towards any lessons started to express excitement and engage in discussion over their books. The Kindle’s have changed Whiteside’s classroom, increased the students’ engagement, and even improved their scores on the standard assessments.

            I was shocked to read all of the great influences that the Kindle has on Whiteside’s students. It is so encouraging to hear about technology being used to promote learning, reading, and classroom engagement in students. I hope that other teachers can see the use in technology like this, and hopefully more classrooms will implement these programs. If we can use technology to promote this sort of development in our students, maybe we can influence the gap between “non-readers” and the rest of their classmates.

            This article has a strong correlation with the ISTE NETS standard 5b, exhibit a positive attitude toward using technology that supports collaboration, learning and productivity. These students expressed excitement towards using the Kindle’s to read their books, discuss their books, and think critically about the literature, which is a perfect example of this ISTE NETS standard.

Whiteside, G. (2012). Kindling a Passion for Literature. Learning and Leading with Technology, 39(7). 33-34. Retrieved from http://www.learningandleading-digital.com/learning_leading/201205#pg35.