(1) Describe the Resource / Experience:
During my resource search this week, I also discovered the Photo Story 3 software program. Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, I think the Photo Story 3 software program would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed). As for recommendations for myself and other teachers, I would recommend that we investigate using Photo Story 3 in our classrooms. I think students would be motivated to learn and actively participate if they knew they were going to create a digital movie to express or communicate what they have learned.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
Moreover, I think these ideas relate to our WikiText chapter about “mashups” because Photo Story projects blend recorded sounds, music, and photos to create a digital movie.
Tuesday, April 28, 2009
Reflection #25
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a software program called Comic Life. Comic Life is a software program that allows users to import and manipulate digital photos in order to create a comic-book-type publication. With this software, users can import digital pictures into a comic book page template layout and add speech bubbles and lettering. The software is fairly cheap ($24.95 for the standard edition and $29.95 for the deluxe edition) and http://plasq.com/downloads/ allows you to download and use the software for free for 30 days.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
After downloading a free trial version of the Comic Life software, I was amazed. It was very fun and easy to use. I thought it would be a good resource to include in my log because it’s a software program that allows users to use technology to construct a hands-on product. I think this software could be used in the classroom to motivate students (especially middle school – junior high students because they LOVE comic books!!!) because I think students would work harder to construct knowledge if they knew they would be able to express or communicate what they have learned in the form of a comic book. This software is very open-ended and it allows students to be original and creative. As for recommendations for myself and other teachers, I would recommend that we look into purchasing and using this software in our classrooms because I think it’s an AWESOME and MOTIVATING resource.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
During my resource search this week, I discovered a software program called Comic Life. Comic Life is a software program that allows users to import and manipulate digital photos in order to create a comic-book-type publication. With this software, users can import digital pictures into a comic book page template layout and add speech bubbles and lettering. The software is fairly cheap ($24.95 for the standard edition and $29.95 for the deluxe edition) and http://plasq.com/downloads/ allows you to download and use the software for free for 30 days.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
After downloading a free trial version of the Comic Life software, I was amazed. It was very fun and easy to use. I thought it would be a good resource to include in my log because it’s a software program that allows users to use technology to construct a hands-on product. I think this software could be used in the classroom to motivate students (especially middle school – junior high students because they LOVE comic books!!!) because I think students would work harder to construct knowledge if they knew they would be able to express or communicate what they have learned in the form of a comic book. This software is very open-ended and it allows students to be original and creative. As for recommendations for myself and other teachers, I would recommend that we look into purchasing and using this software in our classrooms because I think it’s an AWESOME and MOTIVATING resource.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
Resource Log #14 (Sources #79-84)
#79 “Comic Life Software from Plasq.com” – This is a software program that allows users to import and manipulate digital photos in order to create a comic-book-type publication. With this software, users can import digital pictures into a comic book page template layout and add speech bubbles and lettering. I learned about this software in another Webster class that I’m taking, and I thought it would be a good resource to include in my log because it’s a software program that allows users to use technology to construct a hands-on product. The software is fairly cheap ($24.95 for the standard edition and $29.95 for the deluxe edition) and this site allows you to download and use the software for free for 30 days.
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
#80 “Ning” – This is an online service that allows users to create, customize, and share their own social networking sites. This service is very popular with teachers because it allows them to create their own educational social networking sites, which significantly lowers the safety/security risks associated with young students using social networking sites. Using this program, teachers can create social networking sites that are closed to the general public and only accessible to their students.
Ning. (2009). Ning, Inc. Retrieved from http://www.ning.com
#81 “Mashup Essentials: Find Out What Mashups Are All About” – After reading the Module E Case Examples in our WikiText, I became very curious about “mashups” and how they are currently used in education. This article discusses mashups and the history behind them, and it gives several examples of how many people use mashups in the real world for professional purposes.
Mashup essentials. (2006). Instages Media. Retrieved from http://www.videomashups.ca/
#82 “Photo Story 3 Download” – Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades. I think this software would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
#83 “Photo Story Tutorial” – If you’re new to using the Microsoft Photo Story software, this tutorial is a great resource. This tutorial walks you through the Photo Story creation process in a quick and easy, step-by-step manner. As mentioned above, I think the Photo Story software is a great resource in any constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Jakes, D. (2008, December 9). Using Microsoft photo story 3. Community High School District 99. Retrieved from http://www.jakesonline.org/photostory3.pdf
#84 “Twitter” - Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Many higher education teachers have reported that they use Twitter in their classes to allow students to connect and “tweet” about questions or comments they have about their class work or homework. It’s a very interesting social networking tool, and if you haven’t already checked it out, you need to.
Twitter. (2009). Twitter. Retrieved from http://www.twitter.com
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
#80 “Ning” – This is an online service that allows users to create, customize, and share their own social networking sites. This service is very popular with teachers because it allows them to create their own educational social networking sites, which significantly lowers the safety/security risks associated with young students using social networking sites. Using this program, teachers can create social networking sites that are closed to the general public and only accessible to their students.
Ning. (2009). Ning, Inc. Retrieved from http://www.ning.com
#81 “Mashup Essentials: Find Out What Mashups Are All About” – After reading the Module E Case Examples in our WikiText, I became very curious about “mashups” and how they are currently used in education. This article discusses mashups and the history behind them, and it gives several examples of how many people use mashups in the real world for professional purposes.
Mashup essentials. (2006). Instages Media. Retrieved from http://www.videomashups.ca/
#82 “Photo Story 3 Download” – Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades. I think this software would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
#83 “Photo Story Tutorial” – If you’re new to using the Microsoft Photo Story software, this tutorial is a great resource. This tutorial walks you through the Photo Story creation process in a quick and easy, step-by-step manner. As mentioned above, I think the Photo Story software is a great resource in any constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Jakes, D. (2008, December 9). Using Microsoft photo story 3. Community High School District 99. Retrieved from http://www.jakesonline.org/photostory3.pdf
#84 “Twitter” - Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Many higher education teachers have reported that they use Twitter in their classes to allow students to connect and “tweet” about questions or comments they have about their class work or homework. It’s a very interesting social networking tool, and if you haven’t already checked it out, you need to.
Twitter. (2009). Twitter. Retrieved from http://www.twitter.com
Tuesday, April 21, 2009
Reflection #24
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered this YouTube video entitled “Social Networking in Plain English”. This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before viewing this video, I knew what social networking sites were, but I didn’t really know the history or rationale behind them. However, this video provided a lot of insight for me. Through this video, I learned that people use traditional social networks everyday to get things done quicker and easier. For example, Sam needs a job, and Sam knows Chris who knows Kim who is going to put in a good word for Sam with her employer. However, this video made me realize that social networks are only valuable when they are noticed and fully utilized. I learned that this is where social networking sites come into play because these sites allow users to connect with people who have similar concerns or interests and create tangible social networks that can be seen. Overall, through this video, I gained a greater understanding of social networking sites and their purpose.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
During my resource search this week, I also discovered this YouTube video entitled “Social Networking in Plain English”. This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before viewing this video, I knew what social networking sites were, but I didn’t really know the history or rationale behind them. However, this video provided a lot of insight for me. Through this video, I learned that people use traditional social networks everyday to get things done quicker and easier. For example, Sam needs a job, and Sam knows Chris who knows Kim who is going to put in a good word for Sam with her employer. However, this video made me realize that social networks are only valuable when they are noticed and fully utilized. I learned that this is where social networking sites come into play because these sites allow users to connect with people who have similar concerns or interests and create tangible social networks that can be seen. Overall, through this video, I gained a greater understanding of social networking sites and their purpose.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
Reflection #23
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article entitled “Social-Networking Sites for Schools Promote Safety, Education Benefits”. This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I was torn on the issue of using social networking sites in the educational setting. On one hand, I thought they would be a great way to build a close-knit classroom community and encourage open and honest discussions among students, but on the other hand, I knew that using the sites could possibly pose a security/safety risk when it comes to the exposure of students’ personal information. However, after reading this article, I’ve come to a reasonable conclusion. I now believe that schools should make a greater effort to promote and teach the responsible use of social networking sites instead of banning access to social networking sites at school altogether. I think that this is a nice balance or compromise between the two points-of-view. I think that banning social networking sites altogether is like “throwing the baby out with the bathwater”. I don’t think that access to these sites should be prohibited because I think the sites have the potential to revolutionize and expand the educational world.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
During my resource search this week, I discovered an article entitled “Social-Networking Sites for Schools Promote Safety, Education Benefits”. This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I was torn on the issue of using social networking sites in the educational setting. On one hand, I thought they would be a great way to build a close-knit classroom community and encourage open and honest discussions among students, but on the other hand, I knew that using the sites could possibly pose a security/safety risk when it comes to the exposure of students’ personal information. However, after reading this article, I’ve come to a reasonable conclusion. I now believe that schools should make a greater effort to promote and teach the responsible use of social networking sites instead of banning access to social networking sites at school altogether. I think that this is a nice balance or compromise between the two points-of-view. I think that banning social networking sites altogether is like “throwing the baby out with the bathwater”. I don’t think that access to these sites should be prohibited because I think the sites have the potential to revolutionize and expand the educational world.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
Resource Log #13 (Sources #73-78)
#73 “Trend Analysis: Social Networking in K-12 Classroom” – This article discusses a trend analysis that was conducted by a graduate level Educational/Instructional Technology class. This group of grad students investigated the use of social networking sites in two different schools—an elementary school and a middle school.
Rodriguez, C., Manzanares, K., Ronzio, J., & Zimber, C. (n.d.). Trend analysis: Social networking in K-12 classroom. IT 6750: Current Trends and Issues in Instructional Technology. Retrieved from http://web.mac.com/crodrigo/IT6750_Trends/Social_Networking.html
#74 “How To: Use Social Networking Technology for Learning” - This article discusses social networking sites and analyzes how and why they should be used in the educational setting. The author of this article insists that the social nature of social networking sites prepare students to live and work in the global society in which we live today.
Smith, F. (2007, April). How to: Use social networking technology for learning. Edutopia. Retrieved from http://www.edutopia.org/how-use-social-networking-technology
#75 “Social Networks In Education” – This Wiki provides a list of links to educational social networking sites. This a good list of examples of how social networking sites can and are being used in today’s educational world.
Social networks in education. (2009). Retrieved April 10, 2009, from the WikiSpaces Wiki: http://socialnetworksined.wikispaces.com/
#76 “Social-Networking Sites for Schools Promote Safety, Education Benefits” – This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
#77 “Social Networking: A New Tech Tool and a New Security Concern for Teens and Schools” - This article discusses how many schools are forced to prohibit access to social networking sites because children, especially teens, have been known to revel too much personal information on the sites which poses a huge security/safety risk.
Barrett, J. (2006, May). Social networking: A new tech tool and a new security concern for teens and schools. MultiMedia & Internet@Schools, 13(3), 8-11. Retrieved April 7, 2009, from Academic Search Premier database.
#78 “Social Networking in Plain English” – This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Rodriguez, C., Manzanares, K., Ronzio, J., & Zimber, C. (n.d.). Trend analysis: Social networking in K-12 classroom. IT 6750: Current Trends and Issues in Instructional Technology. Retrieved from http://web.mac.com/crodrigo/IT6750_Trends/Social_Networking.html
#74 “How To: Use Social Networking Technology for Learning” - This article discusses social networking sites and analyzes how and why they should be used in the educational setting. The author of this article insists that the social nature of social networking sites prepare students to live and work in the global society in which we live today.
Smith, F. (2007, April). How to: Use social networking technology for learning. Edutopia. Retrieved from http://www.edutopia.org/how-use-social-networking-technology
#75 “Social Networks In Education” – This Wiki provides a list of links to educational social networking sites. This a good list of examples of how social networking sites can and are being used in today’s educational world.
Social networks in education. (2009). Retrieved April 10, 2009, from the WikiSpaces Wiki: http://socialnetworksined.wikispaces.com/
#76 “Social-Networking Sites for Schools Promote Safety, Education Benefits” – This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
#77 “Social Networking: A New Tech Tool and a New Security Concern for Teens and Schools” - This article discusses how many schools are forced to prohibit access to social networking sites because children, especially teens, have been known to revel too much personal information on the sites which poses a huge security/safety risk.
Barrett, J. (2006, May). Social networking: A new tech tool and a new security concern for teens and schools. MultiMedia & Internet@Schools, 13(3), 8-11. Retrieved April 7, 2009, from Academic Search Premier database.
#78 “Social Networking in Plain English” – This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Reflection #22
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered this Ning-created social networking site called “Big Dog Science”. This site was created by an eighth grade science teacher. According to the teacher, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I wasn’t able to gain full access to this site, but from what I saw, it looked like it was a very valuable classroom resource. Not only could the students share notes and such with other students, but absentee work could be posted on the site as well. I thought that was a great idea, for older students of course. However, even though my students are young, posting absentee work could work for them as well if their parents were willing to log on and access the materials. I think this would make it easier for teachers to keep up with absentee work. Therefore, when it comes to classroom application, I think social networking sites can be applied in the classroom to make tedious, mundane tasks, such as making up absentee work, quicker and easier. This is something I would like to try in my classroom in the future.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
During my resource search this week, I also discovered this Ning-created social networking site called “Big Dog Science”. This site was created by an eighth grade science teacher. According to the teacher, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I wasn’t able to gain full access to this site, but from what I saw, it looked like it was a very valuable classroom resource. Not only could the students share notes and such with other students, but absentee work could be posted on the site as well. I thought that was a great idea, for older students of course. However, even though my students are young, posting absentee work could work for them as well if their parents were willing to log on and access the materials. I think this would make it easier for teachers to keep up with absentee work. Therefore, when it comes to classroom application, I think social networking sites can be applied in the classroom to make tedious, mundane tasks, such as making up absentee work, quicker and easier. This is something I would like to try in my classroom in the future.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
Reflection #21
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a blog entitled “Twitter for Academia”. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I didn’t know how Twitter worked. I’ve heard people talk about it on TV and on the radio, but I’ve never investigated it any further. However, after reading this article, I learned that Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Twitter sounds very exciting and I would recommend that myself and other teachers investigate it further because I think I could be a very useful resource in the classroom. I think using Twitter in the classroom would really motivate students, especially pre-teen and teen students, to participate in discussion type activities. I’m actually considering creating my own Twitter account to see firsthand how it works, and to further investigate how I could use it in my own classroom. I’ll be sure to keep all of you posted as I learn more about Twitter and how it can be effectively used in today’s classroom setting.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
During my resource search this week, I discovered a blog entitled “Twitter for Academia”. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I didn’t know how Twitter worked. I’ve heard people talk about it on TV and on the radio, but I’ve never investigated it any further. However, after reading this article, I learned that Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Twitter sounds very exciting and I would recommend that myself and other teachers investigate it further because I think I could be a very useful resource in the classroom. I think using Twitter in the classroom would really motivate students, especially pre-teen and teen students, to participate in discussion type activities. I’m actually considering creating my own Twitter account to see firsthand how it works, and to further investigate how I could use it in my own classroom. I’ll be sure to keep all of you posted as I learn more about Twitter and how it can be effectively used in today’s classroom setting.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
Resource Log #12 (Sources #67-72)
#67 “At Social Networking Sites, Talk Includes School” – This article offers some very interesting statistics regarding students and social networking sites. It reports that approximately 96% of students age 9-17 have reported using some type of social networking site on a regular basis and that 50% of those students reported using the sites to talk about school related issues, such as school project collaboration.
At social network sites, talk includes school. (2007, August 24). Electronic Education Report, Retrieved April 7, 2009, from Business Source Premier database.
#68 “Making Connections: Social Networking in the Elementary Classroom” – This blog posting discusses several ways teachers have used Ning to create social networking sites specifically for their classes. For example, in the primary grade age bracket, a second grade social studies class is using a Ning-created social networking site called “World Village” to learn about different cultures by connecting with age appropriate peers from countries all over the world. The class also uses the social network to collaborate with classrooms around the world on social studies projects. Similarly, a fifth grade English class is using another Ning-created social networking site called “Xtreme Learning” to connect with several other U.S. and international fifth grade classes to discuss reading and literature.
Confino, K. (2007, December 22). Making connections: Social networking in the elementary classroom. Message posted to http://mscofino.edublogs.org/2007/12/22/making-connections-social-networking-in-the-elementary-classroom/
#69 “Big Dog Science” – This site is a Ning-created social networking site that was created by an eighth grade science teacher. According to the teacher who created this site, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
#70 “Adapting Social Networking TO” – This is an article by Tom DiScipio, and he insists that social networking sites complement constructivism because they provide students with a tangible venue to connect, communicate, and collaborate about their learning. He also believes that social networking sites are relevant to constructivism because while using these sites, “students can collaborate using tools such as email, blogs, and wikis to create, invent, and showcase their work in a way that unlocks intrinsic motivation and advances learning outcomes” (2008,no page numbers).
DiScipio, T. (2008, September). Adapting social networking TO. MultiMedia & Internet@Schools, 15(5), 10-11. Retrieved April 7, 2009, from Academic Search Premier database.
#71 “Social Networking in My Classroom” – This is a Google video. In this video Chris Sloan discusses social networking sites and how he uses them in his classroom. This video provides a good explanation of social networking sites, their purpose, and the history behind them.
Sloan, C. (Producer). (2007, July 3). Social networking in my classroom. Eduspaces: e-Learning 2.0. Podcast retrieved from http://video.google.com/videoplay?docid=5911907492375806153
#72 “Twitter for Academia” – This is a very interesting blog posting that I discovered during my resource search. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
At social network sites, talk includes school. (2007, August 24). Electronic Education Report, Retrieved April 7, 2009, from Business Source Premier database.
#68 “Making Connections: Social Networking in the Elementary Classroom” – This blog posting discusses several ways teachers have used Ning to create social networking sites specifically for their classes. For example, in the primary grade age bracket, a second grade social studies class is using a Ning-created social networking site called “World Village” to learn about different cultures by connecting with age appropriate peers from countries all over the world. The class also uses the social network to collaborate with classrooms around the world on social studies projects. Similarly, a fifth grade English class is using another Ning-created social networking site called “Xtreme Learning” to connect with several other U.S. and international fifth grade classes to discuss reading and literature.
Confino, K. (2007, December 22). Making connections: Social networking in the elementary classroom. Message posted to http://mscofino.edublogs.org/2007/12/22/making-connections-social-networking-in-the-elementary-classroom/
#69 “Big Dog Science” – This site is a Ning-created social networking site that was created by an eighth grade science teacher. According to the teacher who created this site, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
#70 “Adapting Social Networking TO” – This is an article by Tom DiScipio, and he insists that social networking sites complement constructivism because they provide students with a tangible venue to connect, communicate, and collaborate about their learning. He also believes that social networking sites are relevant to constructivism because while using these sites, “students can collaborate using tools such as email, blogs, and wikis to create, invent, and showcase their work in a way that unlocks intrinsic motivation and advances learning outcomes” (2008,no page numbers).
DiScipio, T. (2008, September). Adapting social networking TO. MultiMedia & Internet@Schools, 15(5), 10-11. Retrieved April 7, 2009, from Academic Search Premier database.
#71 “Social Networking in My Classroom” – This is a Google video. In this video Chris Sloan discusses social networking sites and how he uses them in his classroom. This video provides a good explanation of social networking sites, their purpose, and the history behind them.
Sloan, C. (Producer). (2007, July 3). Social networking in my classroom. Eduspaces: e-Learning 2.0. Podcast retrieved from http://video.google.com/videoplay?docid=5911907492375806153
#72 “Twitter for Academia” – This is a very interesting blog posting that I discovered during my resource search. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
Tuesday, April 7, 2009
Reflection #20
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a Wikipedia entry entitled “Social Network Service”. This Wiki article provides the best definition of “Social Networking Service” that I have found so far. It defines a “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others (Wikipedia, 2009, no page numbers). These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities because this articles talks about using social networking sites to build learning communities.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through reading this article, I learned that social networking sites can be used to help build and support learning communities. At first, I couldn’t find any information that supported how/why social networking sites were relevant to constructivism, but this article made it all very clear. After reading this article, I discovered that social networking sites are relevant to constructivism because constructivism focuses on learning in the social context and integrating social networking sites into education is one way to add a “social” aspect to any learning situation. Social networking sites allow learners to connect and build learning communities with their peers from all over the world. I just think it’s so exciting to see how all of this information fits together under the topic of constructivism. I feel like I learn something new about constructivism every day. I’m really looking forward to further investigating the use of social networking sites in today’s classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Moreover, these ideas directly relate to chapter 4 of our WikiText, entitled “Building Learning Communities”, which discusses creating and using learning communities in the constructivist classroom.
During my resource search this week, I discovered a Wikipedia entry entitled “Social Network Service”. This Wiki article provides the best definition of “Social Networking Service” that I have found so far. It defines a “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others (Wikipedia, 2009, no page numbers). These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities because this articles talks about using social networking sites to build learning communities.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through reading this article, I learned that social networking sites can be used to help build and support learning communities. At first, I couldn’t find any information that supported how/why social networking sites were relevant to constructivism, but this article made it all very clear. After reading this article, I discovered that social networking sites are relevant to constructivism because constructivism focuses on learning in the social context and integrating social networking sites into education is one way to add a “social” aspect to any learning situation. Social networking sites allow learners to connect and build learning communities with their peers from all over the world. I just think it’s so exciting to see how all of this information fits together under the topic of constructivism. I feel like I learn something new about constructivism every day. I’m really looking forward to further investigating the use of social networking sites in today’s classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Moreover, these ideas directly relate to chapter 4 of our WikiText, entitled “Building Learning Communities”, which discusses creating and using learning communities in the constructivist classroom.
Reflection #19
(1) Describe the Resource / Experience:
I gained a lot of insight last week while completing my duties as the quiz builder for chapter 5 of our WikiText entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership” and through reading and taking the quiz for chapter 7 entitled “Assessment in the Constructivist Classroom”. I designed my quiz before reading this chapter, but after reading more about constructivist-oriented assessment tools/questions, I think I could have designed some better, more thought-provoking quiz questions for chapter 5 had I read chapter 7 before designing the quiz.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
These experiences have prompted me to examine the ways I assess my students in my own personal classroom. After reading chapter 7 of our WikiText, I have come to believe that constructivist-oriented assessments are the most effective and/or valid way to assess students’ learning. I learned from chapter 7 that constructivist-oriented assessments are not only concerned with students getting the “right” answers, but they are also equally concerned about the students’ thinking processes and how they arrived at that answer. I also learned that constructivist-oriented assessments encourage students to think “beyond the text” and elaborate on their answers. Inferring and elaborating upon answers require students to utilize a higher order thinking process and I believe students who are able to do these things to answer constructivist-oriented questions thoroughly demonstrate their competency at the task at hand.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the ideas expressed in chapter 7 of our WikiText, entitled “Assessment in the Constructivist Classroom”.
I gained a lot of insight last week while completing my duties as the quiz builder for chapter 5 of our WikiText entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership” and through reading and taking the quiz for chapter 7 entitled “Assessment in the Constructivist Classroom”. I designed my quiz before reading this chapter, but after reading more about constructivist-oriented assessment tools/questions, I think I could have designed some better, more thought-provoking quiz questions for chapter 5 had I read chapter 7 before designing the quiz.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
These experiences have prompted me to examine the ways I assess my students in my own personal classroom. After reading chapter 7 of our WikiText, I have come to believe that constructivist-oriented assessments are the most effective and/or valid way to assess students’ learning. I learned from chapter 7 that constructivist-oriented assessments are not only concerned with students getting the “right” answers, but they are also equally concerned about the students’ thinking processes and how they arrived at that answer. I also learned that constructivist-oriented assessments encourage students to think “beyond the text” and elaborate on their answers. Inferring and elaborating upon answers require students to utilize a higher order thinking process and I believe students who are able to do these things to answer constructivist-oriented questions thoroughly demonstrate their competency at the task at hand.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the ideas expressed in chapter 7 of our WikiText, entitled “Assessment in the Constructivist Classroom”.
Resource Log (Sources #61-66)
#61 “Social Constructivism” – This is a wiki that discusses social constructivism and how social networking sites fit into and complement the concept of social constructivism.
Gerstein, J. (2009). Social constructivism. Tangient LLC. Retrieved from http://jackiegerstein.wikispaces.com/Social+Constructivism
#62 “Social Networking in Education” - This article discusses how education is all about professors working to build connections with students, and it discusses how social networking sites allow professors to expand upon and improve this connection.
Morrill, D. (2009, January 30). Social networking in education. City University of Seattle. Retrieved from http://techwag.com/index.php/2009/01/30/social-networking-in-education/
#63 “Online Social Networking and Education: Study Reports on New Generations Social and Creative Interconnected Lifestyles” – This article discusses surveys that have been conducted by Microsoft, The National School Boards Association, Verizon, and Newscorp. These surveys have shown how important social networking sites are in the lives of today’s teens. This article suggests that schools need to take advantage of these social networking sites and use them for more educational-oriented purposes. This article offers a lot of data about the number of students who use different social networking sites and how frequently they use these sites.
Good, R. (2007, November 9). Online social networking and education: Study reports on new generations social and creative interconnected lifestyles. MasterNewMedia. Retrieved from http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generations-social-creative-and-interconnected-lifestyles-NSBA-20071109.htm
#64 “Social Networking Sites: Definition, History, and Scholarship” – This article discusses the history of social networking sites and how they can be effectively used in today’s classroom. It also provides a really thorough working definition of the term “Social Networking Site”.
Boyd, D.M. (n.d.). Social networking sites: Definition, history, and scholarship. University of California-Berkley. Retrieved from http://www.danah.org/papers/JCMCIntro.pdf
#65 “Social Networking Defined: Facebook, My Space, Bebo, and Other Community Websites” - This article provides a good working definition of “Social Networking Sites” and discusses several of the most popular social networking sites of today’s generation.
Shoemaker-Galloway, J. (2007, May 28). Social networking defined: Facebook, My Space, Bebo, and other community websites. Suite101.com Website. Retrieved from http://internet.suite101.com/article.cfm/social_networkingwhat_is_it
#66 “Social Network Service” – This article provides the best definition of “Social Networking Service” that I have found so far. It defines “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities.
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Gerstein, J. (2009). Social constructivism. Tangient LLC. Retrieved from http://jackiegerstein.wikispaces.com/Social+Constructivism
#62 “Social Networking in Education” - This article discusses how education is all about professors working to build connections with students, and it discusses how social networking sites allow professors to expand upon and improve this connection.
Morrill, D. (2009, January 30). Social networking in education. City University of Seattle. Retrieved from http://techwag.com/index.php/2009/01/30/social-networking-in-education/
#63 “Online Social Networking and Education: Study Reports on New Generations Social and Creative Interconnected Lifestyles” – This article discusses surveys that have been conducted by Microsoft, The National School Boards Association, Verizon, and Newscorp. These surveys have shown how important social networking sites are in the lives of today’s teens. This article suggests that schools need to take advantage of these social networking sites and use them for more educational-oriented purposes. This article offers a lot of data about the number of students who use different social networking sites and how frequently they use these sites.
Good, R. (2007, November 9). Online social networking and education: Study reports on new generations social and creative interconnected lifestyles. MasterNewMedia. Retrieved from http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generations-social-creative-and-interconnected-lifestyles-NSBA-20071109.htm
#64 “Social Networking Sites: Definition, History, and Scholarship” – This article discusses the history of social networking sites and how they can be effectively used in today’s classroom. It also provides a really thorough working definition of the term “Social Networking Site”.
Boyd, D.M. (n.d.). Social networking sites: Definition, history, and scholarship. University of California-Berkley. Retrieved from http://www.danah.org/papers/JCMCIntro.pdf
#65 “Social Networking Defined: Facebook, My Space, Bebo, and Other Community Websites” - This article provides a good working definition of “Social Networking Sites” and discusses several of the most popular social networking sites of today’s generation.
Shoemaker-Galloway, J. (2007, May 28). Social networking defined: Facebook, My Space, Bebo, and other community websites. Suite101.com Website. Retrieved from http://internet.suite101.com/article.cfm/social_networkingwhat_is_it
#66 “Social Network Service” – This article provides the best definition of “Social Networking Service” that I have found so far. It defines “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities.
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
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