This course has opened my eyes to the many different ways technology can be incorporated into the classroom besides the traditional overhead projector, television, or lap top cart (used during direct instruction). Our class discussions, presentations, and individual projects have demonstrated how technology can benefit: (1) my development as an educator (as YouTube, Delicious.com, etc., open up many avenues to discovering new teaching practices); (2) the activities/tasks I incorporate into my curriculum (as podcasting, wikis, etc., encourage student-centered project-based learning), and (3) the variety of resources my students may rely on to supplement their learning (e.g, via RSS feeds and sources of multimedia). Throughout the semester, I have also particularly appreciated our focus on forms of technology that students find appealing (e.g., podcasts, which in a child's eyes, trumps the overhead projector any day!).
I hope to integrate much of this relatively new technology in my teaching over time. In the short term, however, I plan to utilize RSS feeds, social bookmarking services, and possibly a website to develop an online "Teacher's Binder"; so that next year, I no longer find myself scrambling to ensure I am prepared for my lessons during a school week. I am hoping these online resources may help me develop an effective filing system to save lessons/class notes - because unfortunately, just locating all the electronic files I created this year (which often were improperly named) will be a monumental task this summer! Once I am truly organized, with a curriculum in hand, my search to incorporate new media into my teaching will resume. . . .
Monday, April 27, 2009
Social Bookmarking
Social bookmarking services, such as delicious.com, have changed the way many people search for and organize information on the Web. Such services allow for a collaborative method of organizing and storing links to resources, because instead of storing bookmarks in a private location such as an Internet browser on a personal computer, bookmarks are stored in a publicly accessible location (online). Social bookmarking services also include a feature known as “tagging” – meaning that when someone bookmarks a resource such as a website, the person has the opportunity to select one or more words to label the site. This feature enables users to categorize resources using words that make sense to the person tagging the resource. Tags also help information seekers find resources posted by others because of the opportunities to browse and search the social bookmarking sites.
Social bookmarking presents many opportunities in education. Social bookmarking allows teachers and students to more easily organize research information or resources for assignments. Teachers may (a) provide useful links to supplement course instruction in a centralized location; (b) monitor the progress of students’ research (if students are required to bookmark resources online – which, in turn, supports student contribution to a class); and (c) more easily keep up developments in their area of study (by viewing popular posts, items tagged by colleagues, etc.). Students, on the other hand, can browse through their teachers’ tags or classmates’ tags to locate sources relevant for their particular class without having to search the entire Web. Students working on group and individual research projects can easily share information with each other as well.
Social bookmarking presents many opportunities in education. Social bookmarking allows teachers and students to more easily organize research information or resources for assignments. Teachers may (a) provide useful links to supplement course instruction in a centralized location; (b) monitor the progress of students’ research (if students are required to bookmark resources online – which, in turn, supports student contribution to a class); and (c) more easily keep up developments in their area of study (by viewing popular posts, items tagged by colleagues, etc.). Students, on the other hand, can browse through their teachers’ tags or classmates’ tags to locate sources relevant for their particular class without having to search the entire Web. Students working on group and individual research projects can easily share information with each other as well.
Wednesday, April 22, 2009
Student Selected Topic: RSS Feeds
In developing the "RSS and Social Bookmarking" presentation with Alissa, I learned a great deal about RSS feeds for the very first time. For those students who may have missed our presentation, this post will explain what an RSS feed is and how to get one:
RSS stands for Really Simple Syndication. An RSS "feed" is a website's way of alerting subscribers that a website has been updated - by feeding subscribers the latest updates that have occurred on the web site.
When you find an RSS feed you would like to subscribe to, you must first have a tool that can display the RSS feeds. These tools are often referred to as "News Aggregators", "RSS Readers" or "News Readers". There are an abundance of these tools online that are free, including "My Yahoo!". After you have created a reader account, such as My Yahoo!, to display the RSS feeds, you may then follow the instructions for adding a RSS feed to your My Yahoo! page. Updates to anything you have subscribed to will automatically now appear on your My Yahoo! page.
RSS is particularly convenient for the new teacher, who wants to utilize online teacher resources, yet is often too busy to visit the different websites containing such rescources. While she normally would have to proactively visit a site as updates occur, RSS feeds would notify her when a web site has been updated.
RSS stands for Really Simple Syndication. An RSS "feed" is a website's way of alerting subscribers that a website has been updated - by feeding subscribers the latest updates that have occurred on the web site.
When you find an RSS feed you would like to subscribe to, you must first have a tool that can display the RSS feeds. These tools are often referred to as "News Aggregators", "RSS Readers" or "News Readers". There are an abundance of these tools online that are free, including "My Yahoo!". After you have created a reader account, such as My Yahoo!, to display the RSS feeds, you may then follow the instructions for adding a RSS feed to your My Yahoo! page. Updates to anything you have subscribed to will automatically now appear on your My Yahoo! page.
RSS is particularly convenient for the new teacher, who wants to utilize online teacher resources, yet is often too busy to visit the different websites containing such rescources. While she normally would have to proactively visit a site as updates occur, RSS feeds would notify her when a web site has been updated.
Wednesday, April 15, 2009
Using Multimedia
The use of multimedia provides one more set of tools for the creative teacher to deploy. That teacher understands that a group of students is not a collection of homogenous learners, and accordingly, the use of different teaching tools will enable the teacher to reach that collection of learners. Through the combined use of a variety of methods, including but not limited to text, audio, and video, the chances of a particular student's ability to learn via a website may be greatly increased. The use of animation and graphics may further increase the teacher's effectiveness via the website.
Particular attention must be paid to some of the associated technical considerations, particularly as regards the use of pictures and graphical imagery. The file types typically used to store pictures include GIF and JPEG, and each has its associated benefits. JPEG can provide a better video resolution, and accordingly is used for photographs. With imagery in general, file size and data compression influence PC and web performance.
For movies, other media-specific file formats exist. The student's PC must be equipped with a relatively high performance video card and a dependable high speed Internet capability will be necessary in order to effectively utilize movie presentation, whether in streamed form or downloaded form. In other words, if a high speed Internet connection is not available, the use of video is probably not advisable. A modem-speed link will cause so much performance degradation that it will likely discourage the user. Regarding the use of movies, downloaded or streamed formats exist. Doe to the very large storage requirements that can be associated with downloaded movies, the use of streamed may be preferable.
The use of audio may provide music or perhaps the recording of a news event.
The use of any of these media must include relevant consideration such as size and positioning. Each may contribute to the effectiveness of the learning experience, and therefore, each of these media, or any combination, should be considered, to augment the overall presentation.
Particular attention must be paid to some of the associated technical considerations, particularly as regards the use of pictures and graphical imagery. The file types typically used to store pictures include GIF and JPEG, and each has its associated benefits. JPEG can provide a better video resolution, and accordingly is used for photographs. With imagery in general, file size and data compression influence PC and web performance.
For movies, other media-specific file formats exist. The student's PC must be equipped with a relatively high performance video card and a dependable high speed Internet capability will be necessary in order to effectively utilize movie presentation, whether in streamed form or downloaded form. In other words, if a high speed Internet connection is not available, the use of video is probably not advisable. A modem-speed link will cause so much performance degradation that it will likely discourage the user. Regarding the use of movies, downloaded or streamed formats exist. Doe to the very large storage requirements that can be associated with downloaded movies, the use of streamed may be preferable.
The use of audio may provide music or perhaps the recording of a news event.
The use of any of these media must include relevant consideration such as size and positioning. Each may contribute to the effectiveness of the learning experience, and therefore, each of these media, or any combination, should be considered, to augment the overall presentation.
Wednesday, April 8, 2009
Wikis
A wiki presents a potentially very useful tool, inasmuch as it can be easily accessed by any member of the group for whom the wiki has relevance. It presents the ability to build a growing collection of information to which anyone can add new information or edit existing information, which may include making necessary corrections as well as updating entries where required. Through its ability to incorporate the collective efforts of a group, it enables each of the group's members to contribute information.
A wiki presents a very easy to use capability which lends itself to use by almost anyone who can use a computer. To the extent that a wiki presents a means through which multiple users can easily cooperate without any specialized knowledge of the Internet or of hypertext markup languages, it presents an opportunity. Any user of the wiki can add new information or edit existing material. This strength, however, is potentially a weakness, inasmuch as it is possible for a user to unwittingly modify a perfectly correct entry in such a manner that the result is no longer correct. Additionally, it is possible that an unrestricted wiki may be susceptible to a form of online vandalism.
To reduce the likelihood of a user deliberately "trashing" or otherwise vandalizing a wiki, it is possible to impose a level of security which restricts access to the wiki to only those users who have an authorized sign-on or logon ID and password information.
Despite these weaknesses, the wiki presents great potential. Numerous users can collaborate in development efforts. Users who may not even know each other may be able to pool knowledge. Knowledge can shared among users who do not have to be available at the same time, or in the same place. In this regard, the wiki is a potentially very useful tool. For class assignments, the wiki can enable multiple participants, each at his/her own pace and choice of time, to contribute to the development of a collective work effort. This may be particularly useful for distance learning, inasmuch as the students or project participants may be hundreds or more miles away from each other, yet all are potentially able to incrementally contribute to the total knowledge base of the project or assignment.
A wiki presents a very easy to use capability which lends itself to use by almost anyone who can use a computer. To the extent that a wiki presents a means through which multiple users can easily cooperate without any specialized knowledge of the Internet or of hypertext markup languages, it presents an opportunity. Any user of the wiki can add new information or edit existing material. This strength, however, is potentially a weakness, inasmuch as it is possible for a user to unwittingly modify a perfectly correct entry in such a manner that the result is no longer correct. Additionally, it is possible that an unrestricted wiki may be susceptible to a form of online vandalism.
To reduce the likelihood of a user deliberately "trashing" or otherwise vandalizing a wiki, it is possible to impose a level of security which restricts access to the wiki to only those users who have an authorized sign-on or logon ID and password information.
Despite these weaknesses, the wiki presents great potential. Numerous users can collaborate in development efforts. Users who may not even know each other may be able to pool knowledge. Knowledge can shared among users who do not have to be available at the same time, or in the same place. In this regard, the wiki is a potentially very useful tool. For class assignments, the wiki can enable multiple participants, each at his/her own pace and choice of time, to contribute to the development of a collective work effort. This may be particularly useful for distance learning, inasmuch as the students or project participants may be hundreds or more miles away from each other, yet all are potentially able to incrementally contribute to the total knowledge base of the project or assignment.
Wednesday, April 1, 2009
Factors that will Impact Using Curriculum Webs in Schools
The factors that will impact using Curriculum Webs in schools are numerous. They may be classified as human, technical web and related software, and technology infrastructure. Several of these have potentially significant cost implications, including costs related to periodic replacement due to obsolescence. These factors are in addition to the design of the web and its educational components.
Technology infrastructure includes the availability of a sufficient number of personal computers, a reasonably high performance network server, broadband Internet access, and reliable network telecommunications components such as routers and switches, and adequate electrical support, possibly including surge protection and/or UPS components. To be reasonably effective, the PCs should be relatively current, well equipped, and in good operating condition. Adequate network wiring, or wireless access should be available. The objective here is that of ensuring that the technical basics provide a level of performance necessary for the systems' users - much like that of ensuring that a car good brakes, tires, and an overall condition that contributes to a satisfactory ride - in the context of the systems, is to provide against slow response times, or software that at times seems to lock up the PCs, and or a general level of student frustration. Additionally, it may be desirable to consider the use of a hardware or software firewall to prevent inappropriate Internet usage. Each aspect must be carefully evaluated. Just as slow or unreliable system performance will negatively affect the potential use of the system, the same firewall that may prevent access to a pornographic web site may also inhibit access to sites that contain material that is suitable for legitimate educational purposes.
This includes a commitment to providing and maintaining the necessary supporting software components. Technical software includes web application development software tools, an Internet browser, and any other program component that may be necessary for the web to be developed and to used reliably.
The human component very much includes the teacher, and includes teaching and technically supporting the teacher. The teacher must either learn to become adept in the design and use of one or more web tools that support the teaching role, or may be assisted, perhaps initially, by a technical support individual who is skilled in the implementation and use of educational software. This may be especially necessary in dealing with the difficulties that arise from the use of new software, including these difficulties that may involve a general lack of familiarity as well as technical bugs, or problems which exist because the software may not be error-free. An additional important consideration is the students' level of computer literacy. This may, in turn, vary greatly within a particular class. It may be possible that some students, but not all, have access to personal computers at home.
The design of the web itself is fundamental to its success. Good design requires careful planning, and careful planning depends on the setting of a clear objective. It must additionally consider carefully from the end-user's perspective - that is, how the web will be used. A well-defined teaching objective must be established and must precede any use of software tools.
Technology infrastructure includes the availability of a sufficient number of personal computers, a reasonably high performance network server, broadband Internet access, and reliable network telecommunications components such as routers and switches, and adequate electrical support, possibly including surge protection and/or UPS components. To be reasonably effective, the PCs should be relatively current, well equipped, and in good operating condition. Adequate network wiring, or wireless access should be available. The objective here is that of ensuring that the technical basics provide a level of performance necessary for the systems' users - much like that of ensuring that a car good brakes, tires, and an overall condition that contributes to a satisfactory ride - in the context of the systems, is to provide against slow response times, or software that at times seems to lock up the PCs, and or a general level of student frustration. Additionally, it may be desirable to consider the use of a hardware or software firewall to prevent inappropriate Internet usage. Each aspect must be carefully evaluated. Just as slow or unreliable system performance will negatively affect the potential use of the system, the same firewall that may prevent access to a pornographic web site may also inhibit access to sites that contain material that is suitable for legitimate educational purposes.
This includes a commitment to providing and maintaining the necessary supporting software components. Technical software includes web application development software tools, an Internet browser, and any other program component that may be necessary for the web to be developed and to used reliably.
The human component very much includes the teacher, and includes teaching and technically supporting the teacher. The teacher must either learn to become adept in the design and use of one or more web tools that support the teaching role, or may be assisted, perhaps initially, by a technical support individual who is skilled in the implementation and use of educational software. This may be especially necessary in dealing with the difficulties that arise from the use of new software, including these difficulties that may involve a general lack of familiarity as well as technical bugs, or problems which exist because the software may not be error-free. An additional important consideration is the students' level of computer literacy. This may, in turn, vary greatly within a particular class. It may be possible that some students, but not all, have access to personal computers at home.
The design of the web itself is fundamental to its success. Good design requires careful planning, and careful planning depends on the setting of a clear objective. It must additionally consider carefully from the end-user's perspective - that is, how the web will be used. A well-defined teaching objective must be established and must precede any use of software tools.
Wednesday, March 25, 2009
Podcasting
Podcasting, the term which has resulted from the combination of the iPod and broadcasting, presents a potentially effective tool in the arsenal of the creative teacher.
The podcast can enable the teacher to present a concept in a variety of different ways, which potentially can provide the teacher with a wide array of differing presentations of the same concept. As a reusable tool, the podcast, once developed, can provide benefit numerous times, over a many year period.
The podcast may provide supplemental instructional benefit for the student who must miss class due to illness or injury. It can also provide a form of inexpensive review of any material which the student may have forgotten, or with which a student may be experiencing difficulty.
The podcast presents the possibility of collaborative or shared development and use among multiple teachers, thus allowing the creation of a particular lesson and its development in multiple languages. In schools in which the student body consists of students from a wide array of nationalities and first-spoken languages, this presents each such teacher with an effective tool in communicating a lesson in a way that may assist a student to overcome language-related difficulties.
Perhaps one of the greatest single benefits of Podcasting arises from the students' ready acceptance of current technology. The students in general already widely enjoy the use of portable electronic media. The podcast provides the teacher a convenient way to use the tool - computer or portable media player - that is already widely accepted and extensively used the students. The podcast, via the portable media player, itself already ubiquitous, presents a relatively low-cost, high tech instructional tool.
The podcast can enable the teacher to present a concept in a variety of different ways, which potentially can provide the teacher with a wide array of differing presentations of the same concept. As a reusable tool, the podcast, once developed, can provide benefit numerous times, over a many year period.
The podcast may provide supplemental instructional benefit for the student who must miss class due to illness or injury. It can also provide a form of inexpensive review of any material which the student may have forgotten, or with which a student may be experiencing difficulty.
The podcast presents the possibility of collaborative or shared development and use among multiple teachers, thus allowing the creation of a particular lesson and its development in multiple languages. In schools in which the student body consists of students from a wide array of nationalities and first-spoken languages, this presents each such teacher with an effective tool in communicating a lesson in a way that may assist a student to overcome language-related difficulties.
Perhaps one of the greatest single benefits of Podcasting arises from the students' ready acceptance of current technology. The students in general already widely enjoy the use of portable electronic media. The podcast provides the teacher a convenient way to use the tool - computer or portable media player - that is already widely accepted and extensively used the students. The podcast, via the portable media player, itself already ubiquitous, presents a relatively low-cost, high tech instructional tool.
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