Yeehaa!!! I'm finally finished. It feels so good to be done. Overall, I have truly enjoyed this experience. I may have complained a little here and there, but I do value some of the unique and useful techno-tools that I've discovered through 23 Things. My favorite discovery has to be Voicethread. I just love the idea of creating a project with photos, videos, and text and then having the students comment, in various ways, on the various elements. I'm hoping that over the winter break, I can create a Voicethread for a Harlem Renaissance unit. Well...at least it's on my to-do list, between working on elearn and changing the shelf-lining in the kitchen.
I, also, loved blogging -- at first, when it was more sincere and social rather than trying to meet the requirements of the course. In the beginning, I enjoyed the alter-ego and the anonymity. The conversations between my peers and me seemed more social and less like work. It was fun. However, after several weeks of discovery activities and computer-screen daze, I started to lose my drive. Some days, I spent an entire morning going through others blogs trying to comment, and I'm sure my peers did the same. I'd stare blankly at the screen and try to think of something witty to say. Sometimes, the comments came, sometimes not.
Some of the activities are a little frustrating either because they are no longer supported, are difficult to access through the filters, or have somewhat confusing instructions. I know it's titled 23 Things, but I think I could have lived with 20 things. It's a nice, round number. So many of the activities are similar -- especially the photo generator, cartoon-type tools. While these were a little fun to do, I really don't see how to use them in the classroom in an efficient, constructive way. Am I glad that I now know about these things? Of course. Do I need to know about all of them? Not really, especially the ones that don't really have a strong, obvious connection to higher learning. I guess I'm being a little selfish in that statement because activities that may not be useful for the English teacher may be helpful for the math teacher. Okay...I'll concede that much for now.
I'm leaving you all with one of my childhood memories. Enjoy.
Friday, November 13, 2009
Thing #23 Classroom 2.0 - Oh, no!
Well...hmmm... Like with so many of the other things, I was once again a little reluctant to do this activity. I opened the Classroom 2.0 website, only to close it. Open, close...open, close. I did this several times today -- once this morning, twice at school, and again when I got home. Blakester witnessed my struggle as I mumbled several times, "I don't want to do this. I don't want to do this." I just didn't know where to start. I'm a simple gal and like simplicity -- I know I've said this before, but I had to remind you all. I found the site overwhelming, days and days of information; we can scroll down forever and still not get to the end.
I got home from school, and my hubby had a nice dinner ready and then, a warm, delicious cup of coffee. So, I felt prepared to dive into the Classroom 2.0 pool. With a little patience, I discovered Interesting Ways. It lists several interesting ways to do tech stuff in the classroom. I stumbled across a few more cool websites to add to my to-do list, as if I needed more technology to-dos. Wallwisher is an online notice board. I made a sample wall, something that I could use for Romeo and Juliet. I'm thinking that I could post a discussion question, and then the students could discuss by posting cyber-sticky-notes. It's kind of cool.
On Interesting Ways, there are suggestions on how to use Wordle, Video cameras, GoogleDocs, and the list goes on and on.
I've learned through this entire experience that I have to be in the right frame of mind to learn. When I'm tired, overwhelmed, and busy, I'm just not that open to new information.
I got home from school, and my hubby had a nice dinner ready and then, a warm, delicious cup of coffee. So, I felt prepared to dive into the Classroom 2.0 pool. With a little patience, I discovered Interesting Ways. It lists several interesting ways to do tech stuff in the classroom. I stumbled across a few more cool websites to add to my to-do list, as if I needed more technology to-dos. Wallwisher is an online notice board. I made a sample wall, something that I could use for Romeo and Juliet. I'm thinking that I could post a discussion question, and then the students could discuss by posting cyber-sticky-notes. It's kind of cool.
On Interesting Ways, there are suggestions on how to use Wordle, Video cameras, GoogleDocs, and the list goes on and on.
I've learned through this entire experience that I have to be in the right frame of mind to learn. When I'm tired, overwhelmed, and busy, I'm just not that open to new information.
Thursday, November 12, 2009
Thing #22 Face it...
I already have a Facebook, but like too many things in my life right now, I just don't have time for it. The only reason I even created this monster the first time around was to track down a long, lost friend. Of course, I found her, since almost everyone in the world has a Facebook account. I got to look at some pictures of my once-upon-a-time close friend and her family. Like me, she married an Arab, had some kids, tried to adjust to the limbo world of a modern woman and an old fashioned homemaker. We had lots in common -- like navigating ways on how to work all day and still find time to cook Mansuf (a delicious, yet time-consuming dish, of lamb and yogurt sauce). Anyway, she moved to Virginia a couple of years ago, hubby an Exxon honcho, and we've lost touch:( The best thing about Facebook is that I can see the kids, kids whose births I attended -- when I said close, I meant close. They are teens and preteens, now. My how time flies.
The thing that I dislike about Facebook is all of the comments from people who I really don't even know that somehow end up on my wall. Someone comments on Pat's wall, I see it. Someone comments on Sarou -- a foreign exchange student who stayed with us a couple of years back -- I see it. And I really don't want to. I'm sure there is a way to fix this, but I just don't have enough of a desire to find this out.
Now, if I had a digital camera and tons of time, Facebook would be cool. I think the teens like it so much because they like to stay up until 2-3 in the morning chatting and updating and commenting. I'm sleeping by then. As a matter of fact, I'm usually sleeping by now.
I guess as a social network it has some potential. Since we can somehow connect to other teachers -- or people who have similar hobbies and interests -- we'd have another resource (and I'm assuming we can make connections like this).
Anyway, I created an anonymous profile, English Marm. Maybe, when I'm finished with these 23 things, finished with my elearn, finished with a voicethread I want to create, I can do something with this profile.
The thing that I dislike about Facebook is all of the comments from people who I really don't even know that somehow end up on my wall. Someone comments on Pat's wall, I see it. Someone comments on Sarou -- a foreign exchange student who stayed with us a couple of years back -- I see it. And I really don't want to. I'm sure there is a way to fix this, but I just don't have enough of a desire to find this out.
Now, if I had a digital camera and tons of time, Facebook would be cool. I think the teens like it so much because they like to stay up until 2-3 in the morning chatting and updating and commenting. I'm sleeping by then. As a matter of fact, I'm usually sleeping by now.
I guess as a social network it has some potential. Since we can somehow connect to other teachers -- or people who have similar hobbies and interests -- we'd have another resource (and I'm assuming we can make connections like this).
Anyway, I created an anonymous profile, English Marm. Maybe, when I'm finished with these 23 things, finished with my elearn, finished with a voicethread I want to create, I can do something with this profile.
Thing # 21 More Googly goop
I first explored the magazines that are available through Google. There are so many options: Life, American Cowboy, Billboard, Weekly World News -- if you need a laugh - did you know that Elvis was still alive? Why didn't I hear about this on CNN?. Anyway, some of the issues are dated, which could be cool for studying a certain period in history/literature, something the kids could do, explore a time period, based on a piece of literature they are studying, through magazines (I realize this is an awkwardly worded sentence, but I'm tired -- my brain is pausing just as my sentence is pausing).
Just for kicks, I decided to look up one of the best years/best months in history -- June 1967 -- in Life Magazine just to see what was happening the month/year I was born. I was sadden to be reminded that a war was going on in the Mideast. I guess it'll never end. Plus, I realized that according to the advertisements, people were doing lots o' drinkin' and smokin'.
I decided to explore the Google labs, which has products that are under development. This was actually the most interesting and perhaps most useful link in my searches. First, I found Google Squared, which takes data from across the web and compiles it into a chart. I squared Westerns and received a massive cube of information. Fastflip is a nifty place that has the front pages of several magazines. This is better than standing in line at the grocery store.
Anyway, if I had more time, I could do more stuff with the various Google apps. It's nice just to be aware of the many useful tools.
Just for kicks, I decided to look up one of the best years/best months in history -- June 1967 -- in Life Magazine just to see what was happening the month/year I was born. I was sadden to be reminded that a war was going on in the Mideast. I guess it'll never end. Plus, I realized that according to the advertisements, people were doing lots o' drinkin' and smokin'.
I decided to explore the Google labs, which has products that are under development. This was actually the most interesting and perhaps most useful link in my searches. First, I found Google Squared, which takes data from across the web and compiles it into a chart. I squared Westerns and received a massive cube of information. Fastflip is a nifty place that has the front pages of several magazines. This is better than standing in line at the grocery store.
Anyway, if I had more time, I could do more stuff with the various Google apps. It's nice just to be aware of the many useful tools.
Thing #20 Googly Goop
Well...I really don't know why I kept putting this off. I knew it would be fairly easy, but for some reason, I just wasn't in the mood. I have to admit that I like the idea of being able to create a document, spreadsheet, or presentation and then being able to access the file from anywhere -- no more lost thumb drives...no more bad emails with attachments. What a wonderful concept. Even so, I kind of feel like it's just another forced assignment that I really don't need at this particular moment. Okay...enough whining.
As far as three ideas for using Google Docs in the classroom... hmmm... well... I do several collaborative activities when my juniors study the Harlem Renaissance. One activity is that they have to review several court cases and some Civil Rights Acts, and then they document their findings in a court notebook that I create for them. I'm sure this is something that we can do with a Google Docs spreadsheet. I could, also, have the students research at least one artist, poet, author, or musician (do this in groups of four) and then have groups create some kind of presentation over their findings, a presentation that they can share with their peers. And finally, I see this sharing thing being useful for the English department in general. Since we have to create a common assessment for every grading period, maybe we could do this through Google Docs. We could each be responsible for creating 5-10 questions, and then, we'd have a nice little test ready to go.
At this point, I'm really just thinking out loud. Sometimes, when I'm in my tired stupor, I come up with good ideas. Sometimes, it's garbage.
As far as three ideas for using Google Docs in the classroom... hmmm... well... I do several collaborative activities when my juniors study the Harlem Renaissance. One activity is that they have to review several court cases and some Civil Rights Acts, and then they document their findings in a court notebook that I create for them. I'm sure this is something that we can do with a Google Docs spreadsheet. I could, also, have the students research at least one artist, poet, author, or musician (do this in groups of four) and then have groups create some kind of presentation over their findings, a presentation that they can share with their peers. And finally, I see this sharing thing being useful for the English department in general. Since we have to create a common assessment for every grading period, maybe we could do this through Google Docs. We could each be responsible for creating 5-10 questions, and then, we'd have a nice little test ready to go.
At this point, I'm really just thinking out loud. Sometimes, when I'm in my tired stupor, I come up with good ideas. Sometimes, it's garbage.
Saturday, October 31, 2009
Thing #7b -- Back in the reader again
I know that I've skipped two things, but it's too late to start something complicated and time-consuming, so here I am. I'll go back to 19 and 20 when my mind is fresh and rested.
For some reason, I always seem to be drawn to the Free Technology for Teachers blog when I stop in at my reader. I don't know why I continue to torture myself. I already have enough to do with the technology available through this course, so why do I want more? Why? Why? It's the nerdy, love-to-learn optimist who believes that she can do anything, and so she keeps going back.
So, my first tip from FTFT (free tech for teachers) was a slide show that offered 21 ways to use comics in the classroom. It does have some creative suggestions: comics for research, story telling (a reflective piece, creative piece, retelling literature piece), interview between characters, interpreting poetry, and many, many more.
This slide show led me to another comic link, a classic comic book site that creates graphic novels--yes, just like the ones in our libraries. What's really cool about this place is that they have 4 levels/versions of the novels, much like Holt's 3 levels/versions of the interactive readers. One version is the original text, the second is written in modern language, the third model has reduced text for a quicker read (and for those struggling with language), and the forth is text free--just empty bubbles in which the students or teacher can add the dialogue. The downside is that only some classics are free to educators. The free works could easily be used as a resource/example for students who wish to create their own graphic novel as an interpretation of the literature they are studying in class, especially works with lots of dialogue.
Finally, I found another slide show of suggestions titled "Zero Interesting Ways to Use Audio in the Classroom?" Wow... Tom Barrett has recommended 17 ways to use Voicethread in the classroom, and his ideas seem very doable and rather exciting.
The only problem...I need mucho dinero to fund a class set of computers. I'll even take those little purse-size computers...not picky at all. Any offers?
For some reason, I always seem to be drawn to the Free Technology for Teachers blog when I stop in at my reader. I don't know why I continue to torture myself. I already have enough to do with the technology available through this course, so why do I want more? Why? Why? It's the nerdy, love-to-learn optimist who believes that she can do anything, and so she keeps going back.
So, my first tip from FTFT (free tech for teachers) was a slide show that offered 21 ways to use comics in the classroom. It does have some creative suggestions: comics for research, story telling (a reflective piece, creative piece, retelling literature piece), interview between characters, interpreting poetry, and many, many more.
This slide show led me to another comic link, a classic comic book site that creates graphic novels--yes, just like the ones in our libraries. What's really cool about this place is that they have 4 levels/versions of the novels, much like Holt's 3 levels/versions of the interactive readers. One version is the original text, the second is written in modern language, the third model has reduced text for a quicker read (and for those struggling with language), and the forth is text free--just empty bubbles in which the students or teacher can add the dialogue. The downside is that only some classics are free to educators. The free works could easily be used as a resource/example for students who wish to create their own graphic novel as an interpretation of the literature they are studying in class, especially works with lots of dialogue.
Finally, I found another slide show of suggestions titled "Zero Interesting Ways to Use Audio in the Classroom?" Wow... Tom Barrett has recommended 17 ways to use Voicethread in the classroom, and his ideas seem very doable and rather exciting.
The only problem...I need mucho dinero to fund a class set of computers. I'll even take those little purse-size computers...not picky at all. Any offers?
Thing #19 Voice your opinion
This thingy has me thinkin'. Just at a glance, it appears that Voicethread is a convenient, efficient, productive way for a class to communicate about a given topic. What I like about it most is that kids can discuss in numerous ways and that the topic of their conversations can be over something visual. In fact, the kids can discuss numerous slides which will prevent them from getting bogged down and superficial about one or two images or topics.
I've stuck with my Harlem Renaissance unit and found this virtually perfect slide show.
I'm kind of excited about this. I'll be really excited when it comes to fruition. I could spend the rest of my life creating interactive activities to use in a classroom. Maybe by the time I'm ready for retirement, I'll have completed some of the ideas that I have rolling around in my head.
I've stuck with my Harlem Renaissance unit and found this virtually perfect slide show.
I'm kind of excited about this. I'll be really excited when it comes to fruition. I could spend the rest of my life creating interactive activities to use in a classroom. Maybe by the time I'm ready for retirement, I'll have completed some of the ideas that I have rolling around in my head.
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