Here we are at the end of the book. Let's just run through all of the tools that the books has introduced, as well as the possible use of each in the classroom. Firstly, Richardson introduces us to all of the possibilities of the new Read/Write Web, as well as the changing Pedagogies and Practices. This was especially helpful, because it discussed how to incorporate the constantly changing technologies into the classroom. There is so much out there to be used- we just need to know what's out there and how best to use it.
He then introduces us to Weblogs, which was a new thought for me. How can we best incorporate blogs into the classroom? I must admit that I've enjoyed blogging again! Of course, one of my favorites chapters was about Wikis- mostly because I use them on a daily basis. We learned about RSS feeds, which was a new-ish concept for me. He discusses the Social Web, aka Twitter and social bookmarking sites (Delicious and Diigo)- I'm still trying to wrap my brain about how to best use these in the classroom.
His chapter about Flickr was definitely one of my favorites. I'm still trying to think about how best to use this in my English classes... but I think it has real potential! His chapter about Podcasting, Video and Screencasting, and Live Streaming has me planning my lesson re-design assignment and my brain is swimming with the possibilities here. Of course, the Social Networks chapter had me puzzled- but I intend to check out Ning. It seems like it could be very useful.
I also enjoyed his discussion of the Big Shifts in education and educational technology. The Shift that spoke most to me was the one about how teaching is no longer lecture- it's conversation. That is so very true. The students need to start taking part in their own education. I think that using technology in the classroom is a brilliant way to get them doing that.
Sunday, October 23, 2011
Chapter 9: Social Networks (Facebook, Ning, Connections, and Communities)
This was an interesting chapter, for sure. Although I am a big Facebook user, I have never thought about it as a tool for the classroom. While Richardson makes some good points (and uses some very excellent examples), I still don't see it as a tool that I could use in my classroom. There is just too much that could go wrong and too much at stake. Facebook has become a flash point for teachers and I don't think it has a beneficial place in my classroom.
Now Ning seems interesting. I'll have to check it out. I've heard of it before, but not in depth. It seems that it would have a use in the classroom. In fact, it sounds quite similar to Edmodo. I started using Edmodo this year and I have come to love it. I started this year by testing it out in my AP Lit classes. I give my students a weekly blog assignment and it has worked out very well. Next year, I definitely see myself rolling it out to all of my classes. I'll continue playing around with its uses this year.
Now Ning seems interesting. I'll have to check it out. I've heard of it before, but not in depth. It seems that it would have a use in the classroom. In fact, it sounds quite similar to Edmodo. I started using Edmodo this year and I have come to love it. I started this year by testing it out in my AP Lit classes. I give my students a weekly blog assignment and it has worked out very well. Next year, I definitely see myself rolling it out to all of my classes. I'll continue playing around with its uses this year.
Chapter 8: Podcasting, Video and Screencasting , and Live Streaming (Multimedia Publishing for the Masses)
So we finally get a chapter about podcasting! I haven't stopped talking about podcasting throughout my reviews of these chapters. Well... as we all know (since I haven't stopped talking about it), I used to podcast my lectures for my students. It was a great tool for those students who wanted more time for note-taking or for those students who weren't in class and needed to catch up. However, in keeping with my changing educational philosophies, I have gotten away from lecturing. While it may be the norm in a college class, I don't think it has a place in a high school classroom with so many different learning types and abilities. So, with those changes, I have really stopped my "talking at the kids" type of lectures and I tend to focus on short bursts of information, followed by short activities that help students process and remember the information. So there went my podcasts.
However, after reading this chapter, it has re-sparked my interest in doing them... although I would like to think about how to use them with my students. What could my students broadcast? My first thoughts about it are centering around a debate-type podcast. One side records its argument and the other records its. Then they get played for the class and the class can vote for the group with the most effective argument. Or it could get put on a wiki and a voting widget could be used. Still thinking about the possibilities, but there are definitely many!
While video publishing seems like it could be great, my thought is that it would be much more difficult to manage in my English classroom. Getting equipment and finding time to teach its use would be very difficult. There's also the problem of editing. Although there are good possibilities here, I just don't see the practicality. I do use Youtube all the time to show related content videos to my classes. There are so many wonderful videos that can be used in class. :)
Now to my favorite part: screencasting! I have never done any screencasting before last Thursday's class, but I can already tell that it's going to become something I do a lot. In fact, I've already decided I'm going to incorporate it into my lesson re-design assignment. There are so many possibilities here- especially with my interactive whiteboard. I can see doing a poetry explication on the board, while recording it, and then having it play back on my wiki for anyone who missed it (or who wants to see it again). I can also see students screencasting their own assignments for me to watch. So many possibilities.
However, after reading this chapter, it has re-sparked my interest in doing them... although I would like to think about how to use them with my students. What could my students broadcast? My first thoughts about it are centering around a debate-type podcast. One side records its argument and the other records its. Then they get played for the class and the class can vote for the group with the most effective argument. Or it could get put on a wiki and a voting widget could be used. Still thinking about the possibilities, but there are definitely many!
While video publishing seems like it could be great, my thought is that it would be much more difficult to manage in my English classroom. Getting equipment and finding time to teach its use would be very difficult. There's also the problem of editing. Although there are good possibilities here, I just don't see the practicality. I do use Youtube all the time to show related content videos to my classes. There are so many wonderful videos that can be used in class. :)
Now to my favorite part: screencasting! I have never done any screencasting before last Thursday's class, but I can already tell that it's going to become something I do a lot. In fact, I've already decided I'm going to incorporate it into my lesson re-design assignment. There are so many possibilities here- especially with my interactive whiteboard. I can see doing a poetry explication on the board, while recording it, and then having it play back on my wiki for anyone who missed it (or who wants to see it again). I can also see students screencasting their own assignments for me to watch. So many possibilities.
Thursday, October 13, 2011
Chapter 7: Fun With Flickr (Creating, Publishing, and Using Images Online)
I have to admit that as I jumped into this chapter, I was very skeptical about how I could possibly ever use Flickr in the classroom. I'm somewhat familiar with the site, but it's not a favorite of mine. However, I was amazed at some of the uses for the site in the classroom... the margins of my book are covered in questions, ideas, and comments (most ending with exclamation points!). I am still trying to come up with a lesson or activity for my classroom, but I am most definitely intrigued!
I did have a great idea for a colleague. My department head, Walter Mitchell, is famous with both teachers and students alike for his annual pilgrimage to Walden Pond. The assignment for the students is to reflect on life while at Walden, taking pictures of their experience their, and then writing the reflection, using pieces of Whitman's writing (and other fitting poetry/prose) to supplement the experience. I could see a great use of the annotation feature of Flickr for this assignment. The pictures could be put together in a slideshow and whatever it was in the pictures that played a part in the student's reflection or inspiration could be annotated with the experience or the literature. The assignment could then be uploaded to a blog, wiki, or other format. It could also be shared in the class with an interactive whiteboard or LCD projector.
I did have a great idea for a colleague. My department head, Walter Mitchell, is famous with both teachers and students alike for his annual pilgrimage to Walden Pond. The assignment for the students is to reflect on life while at Walden, taking pictures of their experience their, and then writing the reflection, using pieces of Whitman's writing (and other fitting poetry/prose) to supplement the experience. I could see a great use of the annotation feature of Flickr for this assignment. The pictures could be put together in a slideshow and whatever it was in the pictures that played a part in the student's reflection or inspiration could be annotated with the experience or the literature. The assignment could then be uploaded to a blog, wiki, or other format. It could also be shared in the class with an interactive whiteboard or LCD projector.
Sunday, October 9, 2011
Chapter 6: The Social Web (Learning Together)
This chapter had me scratching my head a lot. Firstly, it dealt with Twitter. When I first saw that the chapter would discuss Twitter, I was surprised. I do not "get" Twitter. It seems to be a technology that has taken off in the world, yet I don't see the point of it. I understand the basics, I even have a Twitter account. I follow and have followers. But I don't get it. Facebook makes so much more sense to me. I guess I don't like the time it takes to check on everyone's latest posts... although I don't know what makes it so different from the time it takes to check on everyone's Facebook posts. I guess Twitter is one of those things I don't get.
I found the idea of using Twitter in the classroom very odd. I'm sure my personal feelings about Twitter contributed to that, but I just don't see what the point would be. I would love to see an actual example of what can be done. I think that might enlighten me... maybe I'd finally see the point! :) I also was curious about Richardson's mention of Edmodo as 'Twitter-esque'. I don't see it that way, but maybe there is a function that I haven't discovered in my still nascent usage of this classroom technology.
I am also still in the dark about tags. I'm hoping we will have a chance to go over this in class. I am curious about both Diigo and Delicious. I've heard of Delcious before, but I've never checked it out. I plan to look at both of these sites, but I'd love a tutorial in class.
I found the idea of using Twitter in the classroom very odd. I'm sure my personal feelings about Twitter contributed to that, but I just don't see what the point would be. I would love to see an actual example of what can be done. I think that might enlighten me... maybe I'd finally see the point! :) I also was curious about Richardson's mention of Edmodo as 'Twitter-esque'. I don't see it that way, but maybe there is a function that I haven't discovered in my still nascent usage of this classroom technology.
I am also still in the dark about tags. I'm hoping we will have a chance to go over this in class. I am curious about both Diigo and Delicious. I've heard of Delcious before, but I've never checked it out. I plan to look at both of these sites, but I'd love a tutorial in class.
Thursday, October 6, 2011
Chapter 5: RSS (The New Killer App for Educators)
When we first dealt with RSS feeds in class, I was excited, because I was hoping to learn something new about them. In my past experiences with RSS feeds, I have found them to be cumbersome, aggravating, and difficult to maneuver. Which is slightly ironic, I know, because that is exactly the opposite of what they are designed to be. However, I find it annoying to slog through the feeds to see updates. I suppose it's because I don't enjoy looking through updates in that format. I am actually that one person who enjoys getting the email to let me know that something has been updated (which is why the Facebook change annoyed me... I need those emails!).
In the classroom, Richardson makes note of uses for the RSS feed. He mentions that if you are using student blogs, you could easily monitor them all using a RSS feed. He also mentions Technorati, which I've heard about and plan to investigate more thoroughly. You can also use RSS feeds to create web pages, search for news about a particular topic, search blogs... so many uses!
Thinking about using RSS feeds in my classroom... I don't know how I would fit them in. Most of the work in my classes are based on literature and analysis. Many of the uses for RSS feeds seem to be getting breaking news about topics. I can see this as a must-use tool for disciplines that do cutting-edge research (science, history, and world languages mostly), but I'm not sure how I would fit it in to my classroom. I'm glad to have learned a little more about RSS feeds, though.
In the classroom, Richardson makes note of uses for the RSS feed. He mentions that if you are using student blogs, you could easily monitor them all using a RSS feed. He also mentions Technorati, which I've heard about and plan to investigate more thoroughly. You can also use RSS feeds to create web pages, search for news about a particular topic, search blogs... so many uses!
Thinking about using RSS feeds in my classroom... I don't know how I would fit them in. Most of the work in my classes are based on literature and analysis. Many of the uses for RSS feeds seem to be getting breaking news about topics. I can see this as a must-use tool for disciplines that do cutting-edge research (science, history, and world languages mostly), but I'm not sure how I would fit it in to my classroom. I'm glad to have learned a little more about RSS feeds, though.
Tuesday, October 4, 2011
Chapter 4: Wikis (Easy Collaboration For All)
At last! My beloved wikis! I enjoyed this chapter because it gave me some ideas about how to use wikis for more than just for distributing classroom information and materials. I am intrigued by the possibilities that Richardson discussed in the later part of the chapter. He writes about the different uses of wikis in classrooms- some teachers use them as an addendum to the text book, or as a way to prepare for an exam (AP or otherwise). I plan to explore the wiki sites that he shares in this chapter to see if I can learn more about how other teachers use them in the classroom. I plan to explore Wikibooks and Flat Classroom. I also wanted to check out Shelley Paul's wiki for Turn Homeward, Hannalee... but the link is dead. :(
I also wanted to mention the Wikipedia business mentioned at the beginning of the chapter. It is the bane of my existence as a teacher because I am constantly cautioning against it. However, the first place I go when I want more information is definitely Wikipedia. Maybe there need to be assignments designed that teach students how to properly use Wikipedia. I think it would be less effective in an English class (unless it was simple research about an author, setting, and/or time period), because we concentrate so much on analysis in our research. It is an interesting thought, though. One worth pondering some more... ;)
I also wanted to mention the Wikipedia business mentioned at the beginning of the chapter. It is the bane of my existence as a teacher because I am constantly cautioning against it. However, the first place I go when I want more information is definitely Wikipedia. Maybe there need to be assignments designed that teach students how to properly use Wikipedia. I think it would be less effective in an English class (unless it was simple research about an author, setting, and/or time period), because we concentrate so much on analysis in our research. It is an interesting thought, though. One worth pondering some more... ;)
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