1. Please describe your overall experience in this course? Was the course effective in getting you to "learn about constructivism by doing and experiencing constructivist instructional methods?”
Overall, I think my experience in this course was good. I felt a little uneasy at first because I, like most teachers I think, like to have a structured, well-laid out plan with clear, solid expectations, and this course was more fluid and flexible. It’s kind of like we dictated the curriculum, within certain parameters of course, and this made me very scared. However, after getting used to the structure and set-up of the course, things got better and I got more comfortable with it. As for “learning about constructivism by doing and experiencing constructivism”, I think this class was very successful at that. Through our hands-on/minds-on learning process, I feel like I’ve learned and retained more information about constructivism than I would have been able to learn and retain using traditional teaching methods.
2. Please evaluate the emphasis on collaboration in writing the WikiBook Chapters.
I thought the collaboration in writing the WikiBook Chapters was effective, but difficult to implement at times. The collaboration process was effective because I felt like I made real connections with my classmates through collaborating, but it was difficult because I felt like everyone in the class didn’t have the same agenda (i.e. some people dropped the class without their group members knowing which left some groups in a bind when it came to authoring and publishing the chapters). However, I feel that we have worked together as a class (collaborated in other words) to overcome these challenges and difficulties.
I also liked the collaboration process because I liked hearing my classmates’ ideas and points-of-view on certain topics. Through working and conversing with my classmates during the collaboration process, I gained a further understanding of all the topics at hand.
3. Please comment on your experience of others (e.g. WikiBook editors, external experts, other Internet surfers) observing and / or critiquing your writing in the WikiBook.
Having other people read/observe/critique my writing was definitely an eye-opening experience. First of all, since I knew others would be reading my writing, I tried very hard to make my ideas very clear and easy-to-understand-- especially my blog reflections because they were posted for the general public to read. Moreover, since the writings we created were being viewed by the general public, I felt like I was writing for an authentic purpose, which gave the whole project more meaning and value for me. I was more motivated and excited about completing the writings because I knew they would serve a real purpose and be read and used by people other than my professors.
4. Please compare the experience of doing research and authoring a textbook for a class (like this one) versus the traditional way of reading and studying an assigned textbook for a class.
I feel like I have learned more and have become more familiar with the material at hand by using the researching and authoring process than I would have learned using traditional instructional methods. The learning process we used in this class required me to interact with the material in a closer and more intimate way than I would have interacted with it using traditional instructional methods. Had this been a traditional instructional method class, I probably would have briefly skimmed the readings and superficially learned the information at hand long enough to regurgitate it back on a quiz or test. However, the researching and authoring method we used in this course challenged me (in a good way) and required me to go way beyond what was written in a premade textbook. This class required me to work hard to acquire and build my own working knowledge of the concepts at hand, and therefore, I appreciate and value the information I learned in this course way more than I would have in a traditional instructional method course. Overall, I feel a strong sense of ownership over the learning I have done in this class.
5. As a result of your experience in this class, are you more likely or less likely to assign collaborative wiki writing assignments in your teaching situation? Please explain the reasons you are more or less likely to do so.
As a result of my experiences in this class, I would have to say that I would be more likely to assign collaborative Wiki writing assignments in my classroom if I were at a school that allowed access to Wiki resources. I would use collaborative Wiki writing assignments, set up similar to the way we completed the Wiki Chapters in this class, because children are social by nature and I think they would be very motivated to complete a group project like this. However, I will be unable to use Wiki writing assignments in my current classroom because our network prohibits access to any type of blog or Wiki document/resource.
6. Please comment about building quizzes and answer keys, and on grading your peers. Did you learn or gain anything valuable from these experiences? Please explain.
Overall, the quiz-building process helped me learn how to develop clearer and more precise assessment items. It also helped me learn how to create higher-level assessment questions that prompt students to think deeper and synthesize their learning. The process of creating answer keys was the same as creating answer keys for the assessments I give in my classroom. The quiz grading process, however, was very interesting. Through grading my peers’ quizzes, I was able to see what they had learned from me and how well I communicated the points I aimed to communicate while authoring the chapter. Overall, I liked reading what my peers learned and their opinions about the topics at hand.
7. What are your suggestions for improving the design of this course?
Even though we started out a little rocky at first, I think the overall idea and design of this course was good. The only thing I would change is the role descriptions for each person’s job in the Wiki Chapter groups. I would make the role descriptions a bit clearer because I think there was a little confusion about who was responsible for what at first. However, once we (the class as a whole) got the hang of the whole process, things seemed to proceed smoothly. I don’t know what could be said to make the role descriptions clearer, but the role descriptions that exist now confused a lot of us at first.
Wednesday, May 6, 2009
Sunday, May 3, 2009
Reflection #28
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered an instructional software evaluation form and a web page evaluation form. The instructional software evaluation form is published by Bellingham Public Schools and the web page evaluation form is published by the University of California, Berkley. Both forms contain a series of questions that help you evaluate the usefulness and effectiveness of software programs and web pages that may be used in today’s classrooms.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I thought that both of these forms were very valuable resources because instructional software and web pages are often used in technologically-enhanced, constructivist classrooms, and these resources can help teachers decide whether or not a certain software program or webpage is worth buying and using. Overall, from these resources, I learned that teachers can’t just pick software and web pages “out of thin air”. I learned that the resources need to be evaluated first in order to ensure that they are worth the teacher and students’ time, effort, and hard-earned money. Before finding these resources I never really thought about how much valuable classroom time and money can be wasted on using ineffective resources. However, after discovering these resources, I’ve learned how this problem could be circumvented.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resources in my Resource Log:
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
During my resource search this week, I also discovered an instructional software evaluation form and a web page evaluation form. The instructional software evaluation form is published by Bellingham Public Schools and the web page evaluation form is published by the University of California, Berkley. Both forms contain a series of questions that help you evaluate the usefulness and effectiveness of software programs and web pages that may be used in today’s classrooms.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I thought that both of these forms were very valuable resources because instructional software and web pages are often used in technologically-enhanced, constructivist classrooms, and these resources can help teachers decide whether or not a certain software program or webpage is worth buying and using. Overall, from these resources, I learned that teachers can’t just pick software and web pages “out of thin air”. I learned that the resources need to be evaluated first in order to ensure that they are worth the teacher and students’ time, effort, and hard-earned money. Before finding these resources I never really thought about how much valuable classroom time and money can be wasted on using ineffective resources. However, after discovering these resources, I’ve learned how this problem could be circumvented.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resources in my Resource Log:
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
Reflection #27
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article entitled “Digital Immigrants, Digital Natives”. This article introduces and discusses the terms “digital native” and “digital immigrant”. The term “digital natives” refers to individuals who have been surrounded by technology their entire lives (usually younger generation individuals). Technology just comes naturally to these individuals because it is such an integral part of their everyday lives. The term “digital immigrants” refers to individuals who weren’t born into the digital world (usually older generation individuals). These individuals have to learn technology in order to adapt to their environment, and this learning process can be a constant struggle for some because some “digital immigrants” learn better than others.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I learned a lot from this article. Overall, this article helped me realize that teachers are often “digital immigrants” and they are required to teach “digital native” students. This article taught me strategies that can be used to help teachers and students compromise and overcome this disconnect between the two cultures. I thought this article was very helpful because when I am a technology specialist/coach one day in the near future, I will have to work with “digital immigrant” teachers and collaborate with them to help them design and implement technology-rich lessons for “digital native” students. This article really opened my eyes, and I will continue to use it in the future when I’m training other teachers to effectively access and use technology resources.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
During my resource search this week, I discovered an article entitled “Digital Immigrants, Digital Natives”. This article introduces and discusses the terms “digital native” and “digital immigrant”. The term “digital natives” refers to individuals who have been surrounded by technology their entire lives (usually younger generation individuals). Technology just comes naturally to these individuals because it is such an integral part of their everyday lives. The term “digital immigrants” refers to individuals who weren’t born into the digital world (usually older generation individuals). These individuals have to learn technology in order to adapt to their environment, and this learning process can be a constant struggle for some because some “digital immigrants” learn better than others.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I learned a lot from this article. Overall, this article helped me realize that teachers are often “digital immigrants” and they are required to teach “digital native” students. This article taught me strategies that can be used to help teachers and students compromise and overcome this disconnect between the two cultures. I thought this article was very helpful because when I am a technology specialist/coach one day in the near future, I will have to work with “digital immigrant” teachers and collaborate with them to help them design and implement technology-rich lessons for “digital native” students. This article really opened my eyes, and I will continue to use it in the future when I’m training other teachers to effectively access and use technology resources.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Resource Log #15 (Sources #85-90)
#85 “Digital Natives, Digital Immigrants Article” - This article introduces and discusses the terms “digital native” and “digital immigrant”. The term “digital natives” refers to individuals who have been surrounded by technology their entire lives (usually younger generation individuals). Technology just comes naturally to these individuals because it is such an integral part of their everyday lives. The term “digital immigrants” refers to individuals who weren’t born into the digital world (usually older generation individuals). These individuals have to learn technology in order to adapt to their environment, and this learning process can be a constant struggle for some because some “digital immigrants” learn better than others. I thought this article would be a great resource because teachers are often “digital immigrants” and they are required to teach “digital native” students and this article explains how to compromise and overcome this disconnect between the two cultures.
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
#86 “Bellingham Public Schools Instructional Software Evaluation Form” - This is an instructional software evaluation form. I thought this would be a valuable resource because instructional software is often used in a technologically-enhanced constructivist classroom, and this resource can help teachers decide whether or not a certain software program is worth buying.
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
#87 “University of California, Berkeley Website Evaluation Form” - Similar to the form above, this is a website evaluation form. I thought this would be a valuable resource because interactive websites are often used in a technologically-enhanced constructivist classroom, and this resource can help teachers determine whether or not a certain website is worth using.
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
#88 “School Reform: What Role Can Technology Play in a Constructivist Setting?” – This article discusses how the Montgomery County Public School District merged constructivism with technology in their district.
Matusevich, M.N. (1995, May). School reform: What role can technology play in a constructivist setting?. Montgomery County Public Schools. Retrieved from http://delta.cs.vt.edu/edu/fis/techcons.html
#89 “Electronic Portfolios” – After reading last week’s WikiText chapter about e-portfolios, I decided to further research the use of e-portfolios. This article discusses using e-portfolios “to support administrative efforts to solve long-term curriculum issues”. (Ayala, 2009, no page numbers). It’s a very interesting read.
Ayala, J.I. (2009). Electronic portfolios for whom?. Educause. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ElectronicPortfoliosforWhom/157386
#90 “Delicious Social Bookmarking Site” – Delicious is a social-bookmarking service that allows individuals to save all their bookmarks online, share these bookmarks with other people, and see what other people are bookmarking as well. I thought this would be a great resource to share in my log because it is another type of social networking tool.
Delicious. (2009). Delicious. Retrieved from http://www.delicious.com
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
#86 “Bellingham Public Schools Instructional Software Evaluation Form” - This is an instructional software evaluation form. I thought this would be a valuable resource because instructional software is often used in a technologically-enhanced constructivist classroom, and this resource can help teachers decide whether or not a certain software program is worth buying.
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
#87 “University of California, Berkeley Website Evaluation Form” - Similar to the form above, this is a website evaluation form. I thought this would be a valuable resource because interactive websites are often used in a technologically-enhanced constructivist classroom, and this resource can help teachers determine whether or not a certain website is worth using.
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
#88 “School Reform: What Role Can Technology Play in a Constructivist Setting?” – This article discusses how the Montgomery County Public School District merged constructivism with technology in their district.
Matusevich, M.N. (1995, May). School reform: What role can technology play in a constructivist setting?. Montgomery County Public Schools. Retrieved from http://delta.cs.vt.edu/edu/fis/techcons.html
#89 “Electronic Portfolios” – After reading last week’s WikiText chapter about e-portfolios, I decided to further research the use of e-portfolios. This article discusses using e-portfolios “to support administrative efforts to solve long-term curriculum issues”. (Ayala, 2009, no page numbers). It’s a very interesting read.
Ayala, J.I. (2009). Electronic portfolios for whom?. Educause. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ElectronicPortfoliosforWhom/157386
#90 “Delicious Social Bookmarking Site” – Delicious is a social-bookmarking service that allows individuals to save all their bookmarks online, share these bookmarks with other people, and see what other people are bookmarking as well. I thought this would be a great resource to share in my log because it is another type of social networking tool.
Delicious. (2009). Delicious. Retrieved from http://www.delicious.com
Tuesday, April 28, 2009
Reflection #26
(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.
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.
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
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