Summarization of learning:
Chapter 8 dealt with making your own radio shows, broadcasts, movie clips, and more. I learned that there are a bunch of free ones on iTunes, but had a little trouble when trying to actually access them. But I was able to view several other referenced in the book like "Parents" and found another similar one called "Lego Buddies" that was pretty cute with a good message.
On page 117 the book gave ideas for use in the classroom - the Spanish teacher at my school used Audacity last week to have students record lyrics to a song in Spanish. Last October I went to the National Science Teacher's Convention and a teacher presented the idea of instead of having student answer lab questions, they would record their voices to go along with pictures that represented what they did in the lab. It incorporated technology and made sure each student was participation in the lab. Since I don't own an iPhone, I also learned what the term "Jail-breaking" meant!
Application:
I've thought about having students do the lab write up on our Rock Cycle (melting crayons) lab by recording what they have learned since last year and I guess this would be the one student use idea from this chapter. I would also like to work on recording some directions for if I'm gone that a sub could play for students, as it's hard to leave science plans sometimes. I honestly am not sure about this in my science classroom, but maybe something to explore with Advisory students. Maybe with our Future Cities Unit or with our service learning project H2O for Life?
Sunday, April 17, 2011
Sunday, April 10, 2011
Chapter 7: Fun With Flickr
Based on your reading and analysis of the selection, record
Four of the most critical things that you learned from the reading:
1. On p. 102 Richardson talks about sharing the classroom with student and parents (and even the whole community or world). Often time I take pictures of students in the classroom, but they don't even see it. This could be a tool to share with students and parents and possibly as an end of the year slideshow type of thing. Especially for 8th graders we could compile pictures from 6-8th grade for an end of middle school slideshow.
2. One thing I may have issues with is constantly uploading pictures so that my account isn't deleted because I haven't uploaded for 90 days. I think this will especially hard in the summer, so may have to upload something random just to keep it active.
3. The annotation tool could be very important in a science class. I like that I could annotate something myself. It's always a pain when students miss a lab. Now I could take pictures and annotate them so students would have an idea of what they missed. Or I could post a picture of it for students to practice annotating in preparation for a test (human body parts come to mind).
4. The next thing I could interesting is the Creative Commons part of FIickr. I'm always searching for pictures of volcanoes, clouds, plants, ecosystems, etc to illustrate what students can't see around MN. This might be a great source of images that I wouldn't have to worry about copyright issues for and students could use them when putting together a project.
Three connections that you made between your teaching and the reading:
1. Model Making p. 104 - another colleague brought an ecology model/lab to our Professional Learning Community this year as she struggled with having the kids understand how to set up the parts in 3-D based on a paper map and understanding it. I wonder if having the kids look at the Jane Goodall example with annotations first would help them to understand? Or maybe setting up the Ecology model, taking a picture, putting it on Flickr with annotations and then having students look at it before the lab day would maybe help some of the confusion. I can't wait to show this to my colleague and brainstorm with her.
2. I was excited about having the fetal pig dissection on Flickr, but disappointed when I went to look. There are a couple of good images, which could be used on a particular day to illustrate what the kids should see. But I was hoping for an actual video that could be used with the whole class of just the kids that missed a particular part.
3. I was also very excited about clouds - that is coming up in a week or two. I think I'll put Flickr up while kids are doing a matching game of cloud types. Students who finish early can watch the cloud pictures. I could also do this on the day of the "Cloud in a Bottle" lab before to review cloud types and how they are made and again after to fill time for those done early.
Two connections to other reading (research) or learning you have had related to the topic of the
reading:
1. This site ( http://blog.simplek12.com/social-media/how-to-use-flickr-in-your-classroom/ ) gave some of the same ideas in the chapter, but also the idea of posting an image and having students try to interpret it. I like the idea of doing some easier ones to start with and then maybe putting a picture of the Ecology Model on for students to interpret to see if it helps their understanding. For Current Events, you can click on the map and see what is going on in the world.
2. Jake's site ( http://www.jakesonline.org/flickrsites.htm ) could be a really useful place to go for not only ideas, but for resources, tools, learning applications, specialty sites, etc. It helped give me ideas of what I could do with Flickr.
One question you have connected to your practice and your continued inquiry:
1. I wonder about posting our kids pictures on Flickr. Am I going to get in trouble for posting pictures of kids on the internet if I don't put names or anything identifying them?
Four of the most critical things that you learned from the reading:
1. On p. 102 Richardson talks about sharing the classroom with student and parents (and even the whole community or world). Often time I take pictures of students in the classroom, but they don't even see it. This could be a tool to share with students and parents and possibly as an end of the year slideshow type of thing. Especially for 8th graders we could compile pictures from 6-8th grade for an end of middle school slideshow.
2. One thing I may have issues with is constantly uploading pictures so that my account isn't deleted because I haven't uploaded for 90 days. I think this will especially hard in the summer, so may have to upload something random just to keep it active.
3. The annotation tool could be very important in a science class. I like that I could annotate something myself. It's always a pain when students miss a lab. Now I could take pictures and annotate them so students would have an idea of what they missed. Or I could post a picture of it for students to practice annotating in preparation for a test (human body parts come to mind).
4. The next thing I could interesting is the Creative Commons part of FIickr. I'm always searching for pictures of volcanoes, clouds, plants, ecosystems, etc to illustrate what students can't see around MN. This might be a great source of images that I wouldn't have to worry about copyright issues for and students could use them when putting together a project.
Three connections that you made between your teaching and the reading:
1. Model Making p. 104 - another colleague brought an ecology model/lab to our Professional Learning Community this year as she struggled with having the kids understand how to set up the parts in 3-D based on a paper map and understanding it. I wonder if having the kids look at the Jane Goodall example with annotations first would help them to understand? Or maybe setting up the Ecology model, taking a picture, putting it on Flickr with annotations and then having students look at it before the lab day would maybe help some of the confusion. I can't wait to show this to my colleague and brainstorm with her.
2. I was excited about having the fetal pig dissection on Flickr, but disappointed when I went to look. There are a couple of good images, which could be used on a particular day to illustrate what the kids should see. But I was hoping for an actual video that could be used with the whole class of just the kids that missed a particular part.
3. I was also very excited about clouds - that is coming up in a week or two. I think I'll put Flickr up while kids are doing a matching game of cloud types. Students who finish early can watch the cloud pictures. I could also do this on the day of the "Cloud in a Bottle" lab before to review cloud types and how they are made and again after to fill time for those done early.
Two connections to other reading (research) or learning you have had related to the topic of the
reading:
1. This site ( http://blog.simplek12.com/social-media/how-to-use-flickr-in-your-classroom/ ) gave some of the same ideas in the chapter, but also the idea of posting an image and having students try to interpret it. I like the idea of doing some easier ones to start with and then maybe putting a picture of the Ecology Model on for students to interpret to see if it helps their understanding. For Current Events, you can click on the map and see what is going on in the world.
2. Jake's site ( http://www.jakesonline.org/flickrsites.htm ) could be a really useful place to go for not only ideas, but for resources, tools, learning applications, specialty sites, etc. It helped give me ideas of what I could do with Flickr.
One question you have connected to your practice and your continued inquiry:
1. I wonder about posting our kids pictures on Flickr. Am I going to get in trouble for posting pictures of kids on the internet if I don't put names or anything identifying them?
Chapter 6: The Social Web
This chapter focused on Twitter and Delicious. I am familiar with both as I have signed up for our school Twitter account and already had a Delicious account (could use this more, though). The main thing I learned from reading this is the importance of tagging in my Delicious account. On p. 85 Richardson states, "we get back just as much if not more" from the web. This struck a chord as I'm often looking for labs or lessons, but don't put my own stuff out there very much. I guess I should be willing to give if I'm willing to take! I never tagged any of my Delicious sites because I didn't understand how that could be important and help others.
Application for the classroom:
I have used Delicious with my Life Science class as they needed to access a couple different websites I had bookmarked for a project. Our tech people can set the computers to come up with one website automatically when kids log in, but not several. So I put the pages on my Delicious account and set that to pop up. Kids could then just click on the sites they needed. I'm seriously thinking of putting all my bookmarked paged on Delicious and linking my it to my school webpage as our server is slow and unreliable. However, that has been one of the "when I have time" projects!
I'm also intrigued for with the idea of having kids use cell phones for formative assesment (p. 89) in class. Again, would have to look at logistics, like our no cell phone policy. But it would save the district from having to buy devices if we could just have kids use cell phones!
Personally, I'm interested in LibraryThing.Com or Shelfari to get ideas on books that I may be interested in when I actually have time to read again for fun.
A personal goal is to use our Team's Twitter account more to keep kids and parents updated about school!
Application for the classroom:
I have used Delicious with my Life Science class as they needed to access a couple different websites I had bookmarked for a project. Our tech people can set the computers to come up with one website automatically when kids log in, but not several. So I put the pages on my Delicious account and set that to pop up. Kids could then just click on the sites they needed. I'm seriously thinking of putting all my bookmarked paged on Delicious and linking my it to my school webpage as our server is slow and unreliable. However, that has been one of the "when I have time" projects!
I'm also intrigued for with the idea of having kids use cell phones for formative assesment (p. 89) in class. Again, would have to look at logistics, like our no cell phone policy. But it would save the district from having to buy devices if we could just have kids use cell phones!
Personally, I'm interested in LibraryThing.Com or Shelfari to get ideas on books that I may be interested in when I actually have time to read again for fun.
A personal goal is to use our Team's Twitter account more to keep kids and parents updated about school!
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