During the summer of 2009 I participated in a masters course titled "Digital Internet Resources for Teaching" through National-Louis University. Throughout this compacted course we covered a lot of ground. Luckily I was familiar with the software that was used so I didn't experience the anxiety that some of my colleagues did. Below is a link to the site I developed for this class, as well as a summary of my thoughts on the experience.
Blogs
Writing the blogs was a good experience, and a good opportunity to have to sit down and really think about what I wanted to say surrounding each topic. One of the difficult parts was the 'requirement' that I had to read other classmate's blogs and post to those as well. There were times when I had to really rack my brain to come up with something to say to others. I liked that there were a series of topics to choose from and that I had the freedom to blog about my trip to Stanford. In all, it strengthened my skills with this blogging tool which will enable me to help my teachers.
Hot Links
I enjoyed putting the hot links together the most. I have "lists" of links all over the place and tried to consolidate them here. While I know that I will likely create more links, this will provide me with a 'quick win' for my teachers. The format I developed is clean and easy to read. The only drawback would be for someone with a very slow computer connection, as there are a ton of images.
Sampler Site I enjoyed completing the sampler site as well. While I knew how to complete many of the tasks that we added into our sample, it was a nice refresher for those skills that I hadn't used in a while. It also was a major help that we completed many of these tasks in a face to face format. The only thing that would have been better was to have a set of tips/tricks/reminders for each task. I found myself scribbling shortcuts in my notebook...keep your fingers crossed that I'll actually remember what they go to.
I.Q. Rubric and Webquest Of all the projects, this was my least favorite. There was a lot of work involved looking at various webquests around a common theme. I found it slightly difficult to get started until I settled on a webquest about fairy tales. Even though I didn't necessarily enjoy this it will provide a valuable list for the teachers in my building that teach this topic.
Final Project My final project centered on my time and work with the Adobe Youth Voices project. I was grateful to the instructor for letting me focus on this topic, as I am sure to use it. I was very happy with the design and the overall flow. I wish that I could have had more time to work, but I am sure to use my own webquest when I begin the program again.
Overall, I highly enjoyed this class. The work load was slightly difficult since it was condensed into a six week course as opposed to ten weeks. I could have very easily used more time. However, we created content that will help me in my role as a Lead Technology Teacher, which has proven extremely valuable.
It’s a great time to be an educator. When I first began my teaching career the Internet was incredibly limited (aka the ole’ “web 1.0”). If I needed lesson plans my main option was “ERIC” references (and I’ll tell ya it was a heck of a way to get a masters degree years ago).
Today’s educators have literally millions of resources they can choose from to supplement or drive their curriculum. Many of these are a part of the new “web 2.0” firestorm.
While there are so many worthwhile applications, I’d like to share one of my absolute favorites: Wordle.
Wordle is a computer generated “toy” (their description) that generates word clouds with text that you supply. There are limited fonts, layouts, and color schemes, but these can be changed by the user. No password is needed, no software t o be installed. You can post your work to their gallery as well, although I would not recommend it, or sending students there for that matter. Wordle is NOT moderated to contain educational content only, so I direct my students to the ‘create’ tab and keep them away from everything else.
Here are some pictures of Wordles I’ve produced based off of student content:
Some educational suggestions:
Students write a summary of something they have studied You create a wordle on a topic that you will discuss and have the students predict what they will learn Introduce vocabulary Synonyms (or antonyms)
July 28, 2009. Night before the Adobe Youth Voices Summit in Palo Alto, California at Stanford and I’m finally getting excited to go. We didn’t manage to get the required pre-summit video together. Too many road blocks. I’m worried that the kids won’t show at the airport tomorrow (worried about one more than the other).
July 29, 2009. Both boys show at the airport! They are on their way to California, having never flown before. I wonder what is going through their minds at this point. I’m “twittering” the trip. We get here and I ask one of the boys if he has brought a uniform shirt (they asked for some nicer clothes for some of the events). He says no…even though I have sent at least 3 emails indicating this. I get angry, and have to remind myself that not all children are reared in the same manner. I have to remind myself that it’s not that big of a deal. I’m more upset about the fact that he didn’t read the emails, but again, a self-reflection hits me that even at 12/13 years old these children still need to be educated on life skills and responsibility. It makes me feel grateful that I have done this with my own children since they could walk. I tell both boys that they need to use “church manners” on this trip and that we will see people from 14 different countries here; each dressing differently and speaking differently. I remind J that he needs to remove his ear buds when people are speaking to him….We haven’t even begun any formal training and I’m exhausted. Tonight we meet for dinner, and then complete an activity that allows us to meet members of small groups we will be assigned to. Each member receives pieces to one of five puzzles. The goal? Find members of the group that have the same puzzle pieces as you. After doing so, put the puzzle together to receive a clue as to which workshop you will be a part of. My housemates? Educators from Belarus, Uganda, and New York. Holla!
July 30, 2009. During the opening session this morning many of the students are quietly sitting by their teachers. Most are still shy at this point. Our speaker is David Nakabayashi, Creative Director in the in Art/Visual Effects department at Lucasfilm. He speaks to us about his filmmaking background and encourages the students to stay focused with storytelling and getting their message heard. He even shows us clips for a documentary that he has been working on for 5 years, leaving the audience with his top 5 tips: technology doesn't replace creativity, always keep your audience in mind- make it mean something, failure is not an option...but it's gonna happen anyway, love it, hate it, but finish it, and have fun. Excellent advice.
Broken into our groups, we attend individual workshops. My group is working on using Photoshop and After Effects to animate still images. Few people were familiar with how to prep our pictures within Photoshop. As our leader isn’t an educator, he tells people verbally what to do, without demonstrating on the LCD. It takes only a minute for him to rush around the room scratching his head because we are all at different stages. We are frustrated, he is frustrated. There is also an assumption that everyone coming in has used Photoshop. Many have not. Add to that about 5 other languages that are spoken in the room. To make matters worse, Adobe pulls the educators to attend a best practices breakout session of our own. So….we began a process and didn’t finish it. I was incredibly curious to see how to animate. Still don’t know.
During the educator session we are once again broken into smaller-bite-size groups. In these sessions we share our media pieces and get a chance to talk about what we did with our AYV programs. A good session, but would have been better if there would have been more specific questions such as: how did the students select the topics, how many students, during school or after school, what programs did you use to create your piece, etc. The session ends, and many of the educators sneak off campus for the night (my pics of this are on Facebook).
July 31, 2009. Today we begin the day traveling to Adobe’s headquarters for workshops. It’s difficult to know which workshops to sign up for, as we had to sign up for them weeks ago, with no real description of each. Are they beginner classes? Is it assumed you know the featured program already? I attend a Photoshop session which turns out to be a beginning level class, taught by a lady who is getting frustrated with the kids because they aren’t listening as closely as they should be. Lucky for me, I sat with another teacher from San Jose that knew a good deal about Photoshop, so we moved on ahead of everybody else. What was cool about that is two Photoshop developers wander over to us and show us all sorts of cool features (which of course I remember none of now...)
We leave Adobe and travel to Dreamworks Studios. There are four speakers: the first shows us new 3D animation from Kung Fu Panda, Monsters vs. Aliens, and Madagascar. Very cool. The speaker also shows us how the story boards for Madagascar were developed, and shows story boards of deleted scenes. Next, an art director explains how the art is created and drawn up before the movies are animated. Finally, a director speaks to the group about how they should “follow their bliss” and takes questions about internships. In all, there was far too much sitting and being talked to. We were all disappointed that there was no type of tour and the kids didn’t receive any sort of souvenir to take back to their countries. Everyone boards the buses back to Stanford, except for me and another teacher who head to San Francisco for a Giants baseball game, followed by another late night downtown.
August 1, 2009. This morning we meet “Black Nature”, a refugee from Sierra Leone that has become famous for both the struggles he has endured and the music he has made from forming the band Refugee All Stars. Impressive. We also learn more about an organization that was founded to help other countries to promote their music: weowntv.org.
There are more breakout sessions. This time I attend one on Creating Real Community Impact. Didn’t learn much, not very impressed. Instead of sticking with the group and heading to the cafeteria, four of us sneak off for lunch at In and Out Burger. After lunch is the closing session with housekeeping items and certificates of completion.
Tonight is the Adobe Youth Voices Live! Program in San Francisco. Very similar to our gala at the Museum of Contemporary Art. Many students from the Boys and Girls Club in the Bay Area perform outstanding dance moves, as the Black Eyed Peas come on stage to sing/dance. They talk about a partnership they have formed with Adobe Called “The Black Eyed Peas Peapod” program, promoting youth getting their message out through music. Afterwards, we hear from select students and see their work. Little did I know, there would be a celebrity among us: OUR VERY OWN SHANE JONAS’ AYV project from Kellman is shown on the screen. Holla!! I’m busy texting Shane swear words because I can’t believe I’m watching his clip sitting in San Francisco!! In between texts I’m telling everyone around me that Shane is my bud. They roll their eyes....
After outstanding media, we head to the gala celebration room. The room is stunning. Everything is red and white. There is a gigantic screen which runs a one minute piece that many of the students had completed. There are huge boards with different colored markers where kids can leave messages. A candy bar, an ice cream bar, a cookie bar. I need to get on a treadmill.
On the way home, our bus is alive. Students from around the globe singing karaoke on the p.a. system. We heard copulations of everything from Sponge Bob Square Pants to Snoop. Two boys rapped in their native tongues: absolutely brilliant Allan from Uganda (who will attend MIT next year) to a boy from Jordan that was a presence throughout the entire summit. I’m waiting for someone to share the inevitable YouTube version…
Back to Stanford at midnight, back in the car downtown for some goodbyes with my new friends from Uganda, England, New York, San Francisco, and Canada.
In terms of soft skills, I’d say the Summit was a success. It is great that Adobe placed so much emphasis on storyboarding and the major emphasis on creating with purpose. Hard skills? A disappointment. Being new to the program and not having a background in video production, I was disappointed that there weren’t more opportunities to learn more skills- especially for schools new to the program. I also felt there was far too much sitting and listening in a lecture format. There were approximately 66 students there, with about 40 or so coming from countries where English is not their first language. For me the most valuable piece was the late night excursions away where real teachers sat together and talked about our success, failure, and ideas. There will be greater collaboration amongst the educators there because these side trips took place. In fact, on the second day of the Summit one of the teachers asked Adobe to give us an email list for the teachers. They basically gave a run around and tried to avoid the question. But…by the end of day 4, everyone had signed an email sheet that was passed around by one of the teachers without reservation. By the end of day 5, everyone was saying goodbyes and saying they couldn’t wait for the list to be distributed…
As for my students, they were the youngest ones there. The two other girls from Chicago were 8th graders moving into high school this year. We were the only two elementary schools in attendance. For one of them, the trip was probably life altering. The other one was far more reserved, but who knows what was going through his mind. Either way, two students from the West Side of Chicago got a chance to spend five days at Stanford, learning how teens from around the world are just like them.
I recently had an opportunity to take part in a meeting within Second Life. Second Life is a virtual environment in which multiple users can interact with each other. Within this virtual world avatars can purchase land, built structures, socialize, present information, and teach others, with many more options that may be unknown to me. While there are many areas of Second Life that are used for personal interaction our purpose that day was to interact within the interface and to gather ideas for how it can be used for education. Once you sign up for an account you are asked to create a username within SL (and to download the software, which is free). You may create your first name, but there are predetermined last names that you much select from (although the reasoning behind this was not immediately known). Once logged in, there were approximately 25 avatars that represented both colleagues I knew (identifiable because I knew their avatar’s name before logging in) and those that I did not know, only that they were part of the same University program that I was (although I did encounter avatars that were strangers and not part of our group). We were given instructions mainly through a chat interface, along with a list of islands to visit. We were then directed to find a partner (or in many cases form groups of 3 people) to teleport to different locations. No other instructions were given (with the exception to stay with and communicate with your small group). The lack of direction allowed us to wander around getting used to this virtual reality. Although this was a great way to simply explore, I personally would have preferred to know ahead of time that this was the goal. I kept waiting for further instructions, which distracted me from my surroundings. For a first time participant Second Life was relatively easy to use. We were shown the basics of how to get around with ease, although one would most likely be able to find their way around even without guidance. My opinion of this virtual reality? I’m not sure yet. I’m certainly happy I had the experience, but unsure that I would want to use it with the students in my building. Second Life would require a decent chunk of educational time that would be used for students to get past the “wow” factor. After which I don’t believe that the students in my building would use it for open exploration as a learning environment. They would need to have a specific task in mind to keep them focused. I see that organizations such as museums could showcase their body of work within Second Life and that I could build a lesson around that. How is it different than me taking them to the Internet site for that museum? Why is Second Life a better option than that? I understand that this is simply one example and that I need to conduct more research before passing judgment. But….based on my one time experience, I’m not convinced it would be worth the class time it would take to get students to use it correctly. Additionally, teachers would have to put in time to not only learn the interface, but to see how exactly they could apply it to their subjects. I’m keeping an open mind to Second Life. I’ve even begun reading an article about how it could be used in education. What I would prefer to see is a specific example of an elementary school that has used it, and how it played out. Of course, if CPS blocks Second Class (which is unknown by me at the time of this posting) then the conversation is mute.
This week’s blog posting asked for favorite resource depositories or lists. I had a hard time narrowing the list down to one or two, so I’m going to include a few of my absolute “go-to” resources.
1.The first is CommonCraft. This video site offers simple black and white drawings explaining “in Plain English” (or German, French, Spanish, or Portuguese) common concepts. In the “technology” section you can find very basic introductory videos to explain blogs, wikis, RSS, and social networking to name a few. They are great ways to explain the very basics in a quick, easy to understand format. The homepage for specific videos contain the actual video, a section under that tells you “what it teaches”, and other related videos (as well as the creation date). My favorite example however isn’t educational. It is a “Happy Halloween” video that explains how to avoid zombies. Take a look:
2. Along the same lines I have gone to Videojug on many occasions as well. Videojug has thousands of videos and articles on just about all of life’s topics. Educationally I have used it with my Dell TechKnow students to explain to them what components are found on the inside of a computer. This video coupled with additional websites allowed my students to acquire the background information they needed before they actually dug into their computers. A word of caution, however. I linked directly to the video I wanted them to see. Didn’t feel it was necessary to have them go to the home page and find out “how to paint a portrait of a nude woman”…
3. The third depository comes from my own site Nicole Zumpano.com. As explained in previous blogs, my Wednesday Web provides a list of links that center on specific topics such as holidays, web 2.0 educational tools, and subject-specific topics. I’m proud of the fact that I was able to publish this every Wednesday this school year and never repeated a topic. Feel free to share the lists. I’d appreciate a shout out (or an email) if you do.
4. The Wednesday Web concept isn’t new. For years teachers have been posting links like this. One excellent example is the awesome Lucy Gray. See her site for ALL things tech-ed related!! http://elemenous.typepad.com/weblog/
5. Finally, I have to imagine many of you have seen the inspirational (yet slightly humbling) “Pay Attention” video (linked below). The home of the video is Jordan School District, located in Utah. We should all strive to have a site so rich in content.
WebQuests are inquiry based assignments where the user is given a task, along with a detailed description of instructions, in order to complete an activity involving Internet resources. They are considered authentic assignments and utilize higher order thinking skills if written properly. Bernie Dodge of San Diego State University first began using the phrase in 1995 and has a website dedicated to all things WebQuest.
Since then, a surplus of WebQuest sites have popped up all over the Internet, including that of Tom March who helped break WebQuests into the k-12 market. The trick becomes identifying which is a quality assignment and which is a scavenger hunt in disguise. The good news is that there are countless rubrics and descriptions of what a quality WebQuest should look like. The bad news is picking one out to follow. The WebQuest I focused on was found under Eduscapes’grade level literature WebQuests.
It is a WebQuest I have utilized as a resource with my 4th grade students, titled “The Realm of Fairy Tales.” In this WebQuest the tasks are: read 8 out of 15 fairy tales online, analyze the fairy tales by identifying recurring themes using a Themes Chart, outline a story map for your own fairy tale, then write your own fairy tale based on your story map. This lesson is geared toward 4-5 grade students. The tasks seemed straightforward and easy for students to understand. The Themes Chart was well organized and broken down into 8 characteristics that are found in many fairy tales, making it easy for students to check off characteristics that are listed on the Themes Chart as they read each fairy tale. Each of the stories were 2-3 pages in length but would require a student to be reading on grade level to accurately understand. After reading students fill out a story map and begin creating their own fairy tales. In all, this WebQuest provided excellent resources but was not, in my opinion, one utilizing higher order thinking skills (at least not until they create their own fairy tale at the end of the assignment). A better approach would have been to have students compare 3-4 fairy tales (8 seems too many- students would tend to become distracted after a few) and to decide for themselves what the common themes were- not to be told beforehand what to look for. To further the use of technology integration, students could work in teams to create a fairy tale then create a VoiceThread or podcast of their story.
Below are a few of the resources that I found helpful when using WebQuests in the classroom:
*Note: The following posts are part of my coursework in National Louis' TIE 542 class.
What is the value of Internet resources for education? The answer depends on who is collecting the resources and what they will be used for. Internet resources allow students to not only learn at their own pace, but to learn on a level that may produce success. These resources are not limited to school walls or school hours. They may be accessed at a time when the learner is more apt to retain the information. Not all students perform their best work in front of peers or during the school day. Internet resources allow them the time to learn when and where they feel most comfortable and to revisit information in a non-threatening setting. In the case of students similar to my own it allows them a chance to explore settings and cultures that they may never experience in their lifetime.
Not all Internet resources are created equally, however. All too often I see educators find websites (not necessarily resources) and plop their kids down in front of the computer. I see these experiences as very limiting. In a sense the Internet is being used as a virtual babysitter. What I would like to see more of is teachers teaching students how to evaluate and locate quality resources, above and beyond a simple “Google” search. I would like teachers to take time to look for resources that will truly benefit their students and their curriculum; not a game or music site to keep them busy. As a Lead Technology Teacher this is something that I should be more educated in. I should be able to teach my teachers how to locate valuable resources (and pass this knowledge on to students) as well as provide them with resources of value.
I have begun to do this through the creation of my “Wednesday Web” resource list for my faculty. Each week I provide a list of web resources for educators centered on a specific theme (posted in the Staff Area of First Class). After telling some friends about this resource I decided to move it to my personal website for people to access outside of First Class. I’m proud to say that I never repeated a topic last year. The list can be found here: http://nicolezumpano.com/wednesdayweb.php
Now….just because I’ve posted these resources doesn’t mean they are being used. I had a few loyal teachers who would read them on a regular basis, but I think overall the exposure was somewhat limited due to the fact that not everyone was comfortable accessing First Class. This year I plan to post the links in blog format. With any luck I may have teachers share additional resources that they have found useful, with hopes of enhancing education for students outside of my school walls as well as in.
So...sitting here at work trying to prep for an inservice tomorrow. With last minute notification you would think that I would go with a powerpoint presentation on Web 2.0 I created for the Area 3 Instructional Fair in January. You would think....
But those of you who know me know I'm never satisfied, so here I go. Hard to narrow down what exactly to present. There is so much out there! On top of it, there is so much out there that I love!!! Will the crowd be excited, or will they be angry because they are sitting in another PD?????
Here's a funny story. I started looking through some of the Web 2.0 presentations my grad school colleagues (and friends) created. What did I discover?? A powerpoint I MADE for an October 24th collaboration....without my name.....should I be flattered....or annoyed??
Sitting in a classroom in a CPS school in Englewood on a Saturday....
Out of everything we've done in this graduate program today is one of the best sessions we've had. The topic..."web 2.0". The topic is never-ending, which some find scary, others find exciting. I'm in the excited group. There are so many tools that teachers can use to incorporate the web in the classroom. I'll be leading a study group of Chicago Public Schools teachers about this concept later this year. That...I'm excited about.
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