Web conf

Edld 5397 web convThis week’s web conference was more old-school classroom demonstration techniques.  APA exercises were required on this week’s assignment and some guidance was necessary and kindly provided during the web conference.  Using the problems from the power point and asking online attendants to communicate via typing answers to guiding questions, knowledge was gained to finish the other problems.  The APA manuel was used as a resource.  With the recording of the session, students would easily be able to review the session or access it for those who missed the conference.  Practice was easily done from the safety and convenience behind a computer screen, but gained experience with using the resource and skill. 

Edld 5363 ENB Web conferences Reflections

Web conferences have been standard throughout the Lamar master's program.  I have found them to be a valuable resource of information.  Dr. Abernathy begins her conference with the statement "Purpose- to clarify issues (if we have any) with our program and our course."  She is always ready to reply to questions, comments and requests for information.  If she doesn't know the information, she will look it up for clarification.  This course had more than the usual once a week conferences scheduled making it easy to participate.  I attended as many as I could, but I took notes on June 13, June 28 and June 29.  I had technical difficulties with one conference where I was signed in and only had audio.  I didn't count that conference.  Dr. Abernathy's conferences allows for free exchange of information not only with her but with other members of the group.  This sharing of information allowed group members to coordinate groups, solve technical difficulties, ask about details concerning assignments or advice concerning projects.  In the June 13 conference, some specific questions were asked of submitting assignment.  In the early part of any course it takes a week or two for everyone to settle into the new technology skills, each other and unfamiliar aspects.  For the June 28th conference, Dr. Abernathy asked everyone to share their experience from ISTE in San Antonio.  Several had attended workshops and received important information, free technology and support.  While there was some difficulty with a mic not working the conference was beneficial with questions addressed and information shared.  The June 29th conference again shared information about ISTE since not everyone attended the conference on the 28th.  Advice was given about projects, and even about career paths.  Some have expressed concern about principal certification through Technology master's.  Many districts need, stress and require technology and data background in their administration, and not all jobs are as principals, but rather as administrators.  The technology master's with principal certification opens up their qualifications, not limits it.  Dr. Abernathy addressed this issue in the June 29th conference.  I don't say much in the conferences, because most of the others generally address the same issues I am having, and I just listen.  I have always found them to be important and learn something each time I attend.  I appreciate the time the professors take to schedule each one. 

Age of multitasking

Simple instructional video on how to use Audacity.  I had to learn a multitude of skills to create this.  I downloaded Audacity and learned how to use the screenrecording feature on Quicktime.  I then had to use previous skills from Imovie.  I learned I can only do so many things at one time. 

This is an instructional video on how to add a voiceover narration and background music to Imovie video.  Sorry for the baby spitup in the background.  Again, I had to juggle a multitude of tasks at one time and was a bit distracted.  With a bit of patience and time, a simple product can be produced.  A little research on Creative Commons informed me of different licenses available to everyone. 
This week's assignment involves using a new program, Audacity.  It is a free download, and an extremely easy audio recording program allowing for adjustments and effects. Downloading it and creating a test recording took less than five minutes.  Using simple programs and easily accessible technology makes it more likely to be used in the classroom by teachers and students alike.  The readings involved information concerning production of video which could involve use of audio recordings.  Today's classroom assignments and testing emphasis require students to focus on more indepth learning.  Technology enables the classroom to give students a role in their learning.  Media production demands writing and rewriting, research, group effort, and clarity of thought. Garrison, A. (1999, Winter) Teaching students to write, we always taught them to find a new and different approach to a subject.  Videoing seems to take the same idea.  Don't limit your shots to one angle only. Approach your subject from all angles. Come from behind, come from the top, whatever Desktop-Video-Guide. (n.d.) Also in teaching students writing and in creating assignments for this graduate program, I have found that it helps to have a plan in place.  I need to know what I want to accomplish before I begin.  Editing may be the final step of the production, but to make a truly successful video, you need to begin making editing choices in the concept stage. What will the overall look of the piece be? The mood? The pacing? Will you cut it to music? What kind of music? Lonnquist, J. (1994, November). I taught students a writing process of outline, rough draft, editing and then final copy and the same advice applies with technology.  Use a process.  Other advice is to watch continuity and keep consistency.  I plan to use aup files if only audio podcast or wmv if video.
Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html
Desktop-Video-Guide. (n.d.). The various stages of creating a digital video. Retrieved on April 20, 2009, from http://www.desktop-video-guide.com/video-creation.html
Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on April 6, 2009, from http://www.videomaker.com/article/1691

Life's Lessons- A Personal Video and a lesson of another sort

You can't teach an old dog a new trick.  Old cliche.  Education must change and progress and as such the classroom.  Technology isn't just added to the curriculum but drives education today as it does our everyday lives.  Iste.nets standards dictate a digital age learning environment.  Digital storytelling creates such an environment.  Students become the producers and involved in their learning process.  Multiple use of media to solve technological difficulties prepare them for the workforce while learning and demonstrating core curriculum.  In creating my digital story, I was very much a part of the trial and error process advocated by the "How to Use Digital Storytelling" website.  The technology has evolved tremendously from the early days, but it still takes patience to take the entire project from start to finish.  It requires a set of skills students need to learn to survive.  Taking an idea and seeing it through to fruition does not happen by accident.  In the old days we used scissors, glue and colors or construction paper.  Some had better artistic skills than others of course.  The advantage is for students to learn by trial and error.  Another advantage of the digital storytelling is students will take their work more seriously because it will be on display. I had a really hard time putting my video on YouTube due to being a private person not really given to sharing.  Even the project of a personal video was a daunting task because I am not really given to sharing detailed information at random.  I was never the student who raised my hand to answer questions in class.  However, reluctant students can overcome these obstacles due to the fact will anyone really see the video?  Also, any feedback from other students is usually positive.   A great side benefit of public showings is that your students will take their work very seriously. The knowledge that others are going to see it (and you can't hide C-quality work on a big screen) has been the source of tremendous inspiration for filmmakers for a hundred years. New, J. (2005)  By applying technology and thus learning to our daily lives students become less passive and more involved in class and lessons.  In this view, learning requires struggling to understand how new information meshes with existing knowledge and how to integrate into complex skills and abilities — not just remembering isolated facts or procedures. Shank, P. (n.d.)   Students who are more actively engaged will learn better and retain information.  Hands on working experience is always much better than theory.  Working with the imovie and technological aspects of this course has made me aware of the time consuming details involved, what difficulties students might encounter, and brainstorm possibilities for future assignments.  If I had just sat in a classroom and been shown examples of products, it would not have had the same impact as doing it myself.  Consider the world of difference between merely being able to restate information and the ability to apply the information in the course of living and working Shank, P. (n.d.) Which this concept also applies to ISTE.nets standards for teaching, learning and assessments using technology adding content standards differentiating instruction.



New, J. (2005). How to use digital storytelling in your classroom. Edutopia. Retrieved April 4, 2009, from http://www.edutopia.org/use-digital-storytelling-classroom
 Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://www.adobe.com/uk/designcenter/thinktank/valuemedia/
 

when will my life begin?

As the song goes-When will my life begin?  When do I begin to live the fantasy of teaching in a perfect world where a classroom incorporates all of these new technology programs, lessons and ideas?  The answer is now-never.  I try to not think big as in a total class overhaul, but rather small, one lesson at a time, and try to fold technology into the classroom in smaller pieces.  I will send my students on their way with more than what they had and with more experience in technology.  In my experience, learning is learning, and technology has provided me with a wide range of resources and tools.  I try to keep my skills and repertoire of lessons updated to keep my classroom innovative.  Students, testing and even community demands have changed, and education must change with it.  I may have the same hairstyle for the last three decades, but not my teaching style.
   In this course's readings I found myself gravitating to two resources repeatedly.  Web 2.0: New Tools, New Schools (2007) and Using Technology with Classroom Instruction That Works (2007).  These resources were practical and useful for resources and creating my assignments.  The logical, methodical approach to teaching backed by research is evident.  They have the mark of people who know their way around a classroom and have worked out all the angles.  The explanation given for organization is concise and clear.  The book is divided into the four planning questions, nine categories of instructional strategies and seven categories of technologies and reinforced with examples, links and templates.  "Throughout, we also give specific directions for when to use learning strategies, and which tools work best for each task." Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007)  I reflected on the advice given time and again on feedback that it be immediate, specific and allow student input , but I had never applied it to the immediacy of technology based assignments until now.  While I have used technology based assignments, I use them for special lessons or projects and have not transitioned to a daily application. Although over the years the technology has changed considerable and has needed constant updating. My approach to incorporating them into my class needed (needs) a different perspective as evidenced by the readings.    "Research shows that the more immediate feedback is in the classroom setting, the greater its impact on student behavior. Kulik & Kulik (1988).  I find that to be true with my experience also after finding myself a student after so many years. These lessons we have been using and should be using in the classroom are imminently practical for a classroom as I have found.  I believe students work better in support with a common goal and will help to achieve when creating a product.  Students like to show off what they know and have achieved rather than sit and listen to what a teacher knows. As a student,  I found myself trying out the different technologies, adding, tweaking the assignment and discussing details with the group.  I liked having a lifeline through social media if I needed help or questions, the web conferences and the versatility of the Googledoc. I have even overcome shyness or ego (fear of looking stupid) at writing on this blog.  The world revolves around the Sun, not me as I remind my students.
    I don't think I am waiting for that fantasy world to begin; I think I will start it one lesson at a time.  I find my perception of what a classroom should look like changing.  I wrote previously about an epiphany I had about being a facilitator in the classroom, but I haven't quite mastered it.  I believe the lessons and advice from our readings help guide me in the right direction.  After all, an art teacher doesn't sit in class showing students how to draw something then give them a  multiple question test over it, and  never allowing them to pick up drawing utensils.  Students learn by doing.  Web 2.0 New Tools, New Schools gives examples of eportfolios where they can do exactly that.  " Just as the Web changed with the implementation of the architecture of interaction, we could say that portfolios have the potential to change with the pedagogy of interaction, especially as used withing a paradigm of assessment of learning." Solomon, G., & Schrum, L. (2007)  I think in today's market and society students are more marketable with skills learned through this learning process rather than worksheets, lectures and essays.  I know I am learning a great many useful skills, and usable ideas rather than sitting in a lecture hall.  Learn by doing especially with such fine examples as models.

 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education

 

What is it we are trying to accomplish?

   In this week's readings Web 2.0: New Tools, New Schools addresses assessments.  In curriculum we have been instructed to start with the end in mind.  Most rookie teachers make the mistake of addressing what they are going to do for an individual day rather than having an overall masterplan or goal.  It is easy to get bogged down in the minutiae of day to day details, distractions and feel as if nothing is never accomplished or fall into the trap of having assignments just to keep the students busy.  Technology based lessons with a valid assessment attached can be a more valuable use of time and create an interactive learning experience.  The questions is asked, "Can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face?" Solomon, G., & Schrum, L. (2007)  The answer is of course, yes.
   With technology, students are required to use a variety of skills to navigate through the learning process and create a product to reflect what has been accomplished.  By the time a formal assessment has been rendered, the point is almost moot.  "Performance assessments call upon the examinee to demonstrate specific skills and competiencies, that is, to apply the skills and knowledge they have mastered." Stiggins (1987) is quoted in the work to demonstrate the philosophy that students are guiding the learning and being active in the process.  Assessment is an analyzation of what has been accomplished and learned.  Several examples are given as authentic assessments such as podcasts for foreign language classes, and  updated, interactive technology eportfolios.Solomon, G., & Schrum, L. (2007)  If we are truly trying to achieve learning and education then lessons, assessments and classrooms should reflect.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176

Lamar web conf week 5 EDLD 5364

   I had two conferences this week, and I guess perspective is everything.  I find the web conferences from my field supervisor to be supportive, refreshing and engaging.  I am free to ask questions and receive immediate feedback.  I find the same experience in the weekly web conferences for class.  I am just glad I have the anonymity of being off camera after a long 10 plus hour day.  My dogs racing across the laptop keyboard do not help matters either, so no mic helps also.  This weeks information is still reinforcing the requirements for reflection on documents from each class, while clarifying it is already built in and requires only an addition onto the document.  It also reminded to meet with supervisors, which I have now attended two.  My field supervisor is also very careful to give information to help avoid pitfalls, and gives practical advice while leaving the hour open to questions.  It helps to know what to avoid and not to blunder blindly about.  I have always wondered why students never listen when I warn them what previous mistakes students made, and I am trying to take my own advice.  These conferences are a valuable resource.  Call it the cliff notes to the class.