Mystery Skype, another fun way to fuel the interests of students. It promotes collaboration, and communication skills. How you ask? Well, it was shown to do all of these things in the article "Where in the world are they? Students find out with Mystery Skype." In this article, a teacher of 5th grade students describes how easy it is to do. Teachers can Google mystery Skype and find eager participants and then set a day and time. She recommends that you assign students to roles or jobs during the call like greeter, inquirers, answerers, think tanks, atlas mappers, Google mappers, closers, etc. All of these roles help students to guess where the students on the Skype call are from. "Is it North Carolina?" It is recommended to give students plenty of time to prepare for the call, collecting maps and such. And during the call teachers will have to sit back and watch. There should be a rule on how many questions asked before they can guess, to keep students from just guessing by listing off the states. Students will do their jobs, collaborate, and work as a team. The mystery Skype will continue until both classrooms have figured it out, and then leave a little time for more questions. And then after the call, students will reflect on what questions worked and what needs to be changed. The article then says the teacher can wait for a moment for a student to say, "When can we do it again?"
I think this is such a great way to motivate 5th grade students to learn about the different states in the United States. The students have to study different states their characteristics, geography, and state facts to be prepared for the mystery Skype call. Plus, they have to work together to figure out clues and fulfill their jobs in the call. Their different roles are perfect for keeping the students productive and working together to figure out the state. This use of the Skype application is a great way to teach geography, history, collaboration, and communication.
As for the ISTE standards for students, mystery Skype addresses Standard 2. Interact and collaborate with peers using a digital environment and media (Standard 2a). The students interact and collaborate using Skype to discover another classroom's state. It also addresses Standard 3, the students plan strategies to guide inquiry (Standard 3a). Students are given a few days to use sources like google maps to plan strategies to mystery skype. Mystery Skype addresses Standard 4, critical thinking, problem solving, decision making. The students have to use critical thinking skills to figure out the other classroom's state. It also addresses Standard 5, digital citizenship, because it teaches students to exhibit a positive attitude towards using technology that supports collaboration, learning, and productivity (Standard 5b). And last, but not least mystery skype addresses Standard 6, technology operations and concepts. Students use a variety of applications effectively and productively like skype, google maps, etc (Standard 6b).
Ripp, P. (2013). Where in the world are they? Students find out with mystery Skype. Learning & Leading with Technology, 40(5), 30-31.
Tuesday, March 24, 2015
UDL & Building an Assistive Technology
UDL? What is it? UDL stands for Universal Design for Learning. The video I watched about UDL focused on the fact that all teachers have diverse students from gender, ethnicity, religion, special education, and etc. And a curriculum needs to be designed from the beginning to meet the needs of all students, hence the need for a Universal Design for Learning. A flexible design for students "in the margins" that include many more students as well. The video focuses on 3 UDL principles; representation, action & expression, and engagement. These principles focus on presenting content with varied supports, plenty of options for students to express what they know, and choices to fuel interests & autonomy.
To further engage in this topic, I read "Build an assistive technology toolkit". This article focuses on AT, assistive technology. It shares a variety of sources for teachers to work with the IT department at their school to install AT software. Assistive technology instills independence and confidence in students with special needs, for example online libraries with text to speech software that helps students that are visibly impaired. There are other sources for AT, like online concept map software, and online spell checkers. All of these tools can help special needs students, and also other students who might need the tools to help with their learning. These two topics tie together by the common thread of representation. AT helps meet the UDL principle of representation by presenting the material with varied support. AT gives students support for text to speech, magnification, on-screen keyboard, changing text size, mouse keys, and etc. All of these tools could help diverse students with their learning.
As for the ISTE standards for teachers, these two sources address Standard 4. It addresses the diverse needs of all learners by using learner-centered strategies and access to appropriate digital tools and resources (Standard 4b). The teachers learn from UDL to create a curriculum from the start that meets the needs of all students by creating a flexible curricula that has a variety of strategies that can be understood by everyone. And building an assistive technology at a school will give address the diverse needs of all learners.
As for the ISTE standards for students, the UDL video did not address any specific use of technology for students. However, the article did address Standard 6. Select and use applications effectively and productively (Standard 6b). The assistive technology gives students the opportunity to choose which software helps their learning experience and productively finish their assignments.
(2015). Videos about UDL. National Center on Universal Design for Learning.
http://www.udlcenter.org/resource _library/videos/udlcenter/udl#videoO/
Ahrens, K. (2011). Build an assistive technology toolkit. Learning & Leading with Technology, 39(3), 22-24.
To further engage in this topic, I read "Build an assistive technology toolkit". This article focuses on AT, assistive technology. It shares a variety of sources for teachers to work with the IT department at their school to install AT software. Assistive technology instills independence and confidence in students with special needs, for example online libraries with text to speech software that helps students that are visibly impaired. There are other sources for AT, like online concept map software, and online spell checkers. All of these tools can help special needs students, and also other students who might need the tools to help with their learning. These two topics tie together by the common thread of representation. AT helps meet the UDL principle of representation by presenting the material with varied support. AT gives students support for text to speech, magnification, on-screen keyboard, changing text size, mouse keys, and etc. All of these tools could help diverse students with their learning.
As for the ISTE standards for teachers, these two sources address Standard 4. It addresses the diverse needs of all learners by using learner-centered strategies and access to appropriate digital tools and resources (Standard 4b). The teachers learn from UDL to create a curriculum from the start that meets the needs of all students by creating a flexible curricula that has a variety of strategies that can be understood by everyone. And building an assistive technology at a school will give address the diverse needs of all learners.
As for the ISTE standards for students, the UDL video did not address any specific use of technology for students. However, the article did address Standard 6. Select and use applications effectively and productively (Standard 6b). The assistive technology gives students the opportunity to choose which software helps their learning experience and productively finish their assignments.
(2015). Videos about UDL. National Center on Universal Design for Learning.
http://www.udlcenter.org/resource _library/videos/udlcenter/udl#videoO/
Ahrens, K. (2011). Build an assistive technology toolkit. Learning & Leading with Technology, 39(3), 22-24.
Monday, March 2, 2015
Flipping Libraries, What?
So, there has been a lot of talk in our 422 class about the new phenomenon of flipping classrooms. But, have you heard of flipping libraries? Well, I had not, until I read the article "Flip your Library". In this article, a high school in Seattle, Washington decided after using flipped classrooms they were going to use the same philosophy and flip their library. In this example, they moved the tour of the library and the rules/expectations to the web. The school used GoAnimate.com to create the library orientation. They also created a quiz about the video for students on PollEverywhere.com to clear up any confusion or misconceptions.
The school states they went further then just flipping the library they changed the culture of the library. They did this by creating a "just ask" motto, and ensuring students that the librarians are experts in information and technology and are there to help. The school found that by using technology to flip their library orientation the results were more student interaction and an overall better transition for freshmen.
I am unsure how I feel about flipping classrooms and now flipping libraries. I think there is a lot a video orientation or tutorial could offer a student if it was efficient and well thought out. However, even in this article it states the school over did it the second year making the orientation 80 minutes long. As a student in high school, I probably would have zoned out after the first five minutes. However, I think back to my library orientation at CSUSM way back when it was in the library and it took a very long time to go through everything and it was just basics. I would like to see schools implementing a few short videos for the library: for the layout, the rules, the research, catalog & computer use, and on plagiarism. I think they would be helpful to any student attending a high school or college. I am concerned for students that do not have access to computers or internet at home, because the article does state the students at the high school have to watch the video at home and this could be a problem for many students. However, I am impressed with the "just ask" motto implemented by the school. I think it is important for students to feel comfortable asking a librarian for assistance and it is great that these librarians are so approachable.
As for the ISTE standards for students, flipping the library addresses Standard 5. Digital citizenship (Standard 5a). The students learn in the orientation how to practice safe, legal, and responsible use of information and technology. The orientation video and the quiz also addresses Standard 6. Technology operations and concepts. The students are able to watch the videos from GoAnimate.com and take the quiz from PollEverywhere.com to learn more about their school library.
What do you group members think? Should all high schools and colleges flip their libraries?
Hershey, H., & Belcher, S. (2013-14). Flip your library. Learning & Leading with Technology, 41(4), 22-25.
ISTE. (2007). ISTE standards: students. International Society for Technology in Education.
The school states they went further then just flipping the library they changed the culture of the library. They did this by creating a "just ask" motto, and ensuring students that the librarians are experts in information and technology and are there to help. The school found that by using technology to flip their library orientation the results were more student interaction and an overall better transition for freshmen.
I am unsure how I feel about flipping classrooms and now flipping libraries. I think there is a lot a video orientation or tutorial could offer a student if it was efficient and well thought out. However, even in this article it states the school over did it the second year making the orientation 80 minutes long. As a student in high school, I probably would have zoned out after the first five minutes. However, I think back to my library orientation at CSUSM way back when it was in the library and it took a very long time to go through everything and it was just basics. I would like to see schools implementing a few short videos for the library: for the layout, the rules, the research, catalog & computer use, and on plagiarism. I think they would be helpful to any student attending a high school or college. I am concerned for students that do not have access to computers or internet at home, because the article does state the students at the high school have to watch the video at home and this could be a problem for many students. However, I am impressed with the "just ask" motto implemented by the school. I think it is important for students to feel comfortable asking a librarian for assistance and it is great that these librarians are so approachable.
As for the ISTE standards for students, flipping the library addresses Standard 5. Digital citizenship (Standard 5a). The students learn in the orientation how to practice safe, legal, and responsible use of information and technology. The orientation video and the quiz also addresses Standard 6. Technology operations and concepts. The students are able to watch the videos from GoAnimate.com and take the quiz from PollEverywhere.com to learn more about their school library.
What do you group members think? Should all high schools and colleges flip their libraries?
Hershey, H., & Belcher, S. (2013-14). Flip your library. Learning & Leading with Technology, 41(4), 22-25.
ISTE. (2007). ISTE standards: students. International Society for Technology in Education.
6th grade Blogging
In one of my comments I had expressed my concern for a kindergarten teacher asking her students to participate by following her blog and twitter account. I found that it was not an age for such a request to be reasonable. However, in reading the article "Blogging in Ancient Rome", I found the use of blogs in this situation not only to be reasonable but also a great opportunity for students to learn more about their curriculum. The main difference in these two scenarios are the grade levels. The students in this article are in 6th grade. There is a maturity and experience with technology in 6th graders that gives these teachers the opportunity to introduce the ideas of blogs and teach them what they are, the different types of blogs, and how to have privacy and stay safe online. This is very important!
The teachers in this article used Kidblog.org for the students, because it was secure and the teachers would have control over all posts to make sure the kids were posting appropriate content. In this article, the teachers assigned characters to the students from a novel to give them the opportunity to research and explore the character. In this example, the students were able to be creative and innovative. They were only were required to comment in character to two other blog posts, but they wrote a lot more showing they were having fun. One more great thing about this exercise for students was they were not allowed to use text-speak, they had to use formal writing.
I see this use of Blogging as a great way to involve students to the depth of History, Art, and English. It gives the students an opportunity to get into another character, research the time their character lived, and respond with creativity. Moreover, as a future educator, I like the fact that with using Kidblog.org the teachers have full control to approve all posts and make sure the students are on topic and responding appropriately. Also, it is encouraging to see how creative the teachers were by presenting challenging situations to the students to keep the blog thought provoking.
This type of Blogging for 6th graders meets many ISTE standards for students, such as Standard 1. Creativity and Innovation. The students demonstrated creative thinking and expression, construct knowledge and processes using Blogging technology. Standard 2. Communication and collaboration. (Standard 2a). The students are using the blogging form to interact with other students and publishing on Kidblog. Standard 5. Digital citizenship. (Standard 2a). The opportunity for teachers to teach students about how to maintain privacy and stay safe online. Also, the fact that the teachers have control over all posts make sure the students are learning how to write appropriate content and be responsible. Standard 6. Technology operations and concepts. The students learn about Blogging, the different types, and how to use the format effectively.
Barrett, J. & Goldsby, C. (2013). Blogging in ancient Rome. Learning & Leading with Technology, 41(3), 34-35.
ISTE. (2007). ISTE standards: students. International Society for Technology in Education.
The teachers in this article used Kidblog.org for the students, because it was secure and the teachers would have control over all posts to make sure the kids were posting appropriate content. In this article, the teachers assigned characters to the students from a novel to give them the opportunity to research and explore the character. In this example, the students were able to be creative and innovative. They were only were required to comment in character to two other blog posts, but they wrote a lot more showing they were having fun. One more great thing about this exercise for students was they were not allowed to use text-speak, they had to use formal writing.
I see this use of Blogging as a great way to involve students to the depth of History, Art, and English. It gives the students an opportunity to get into another character, research the time their character lived, and respond with creativity. Moreover, as a future educator, I like the fact that with using Kidblog.org the teachers have full control to approve all posts and make sure the students are on topic and responding appropriately. Also, it is encouraging to see how creative the teachers were by presenting challenging situations to the students to keep the blog thought provoking.
This type of Blogging for 6th graders meets many ISTE standards for students, such as Standard 1. Creativity and Innovation. The students demonstrated creative thinking and expression, construct knowledge and processes using Blogging technology. Standard 2. Communication and collaboration. (Standard 2a). The students are using the blogging form to interact with other students and publishing on Kidblog. Standard 5. Digital citizenship. (Standard 2a). The opportunity for teachers to teach students about how to maintain privacy and stay safe online. Also, the fact that the teachers have control over all posts make sure the students are learning how to write appropriate content and be responsible. Standard 6. Technology operations and concepts. The students learn about Blogging, the different types, and how to use the format effectively.
Barrett, J. & Goldsby, C. (2013). Blogging in ancient Rome. Learning & Leading with Technology, 41(3), 34-35.
ISTE. (2007). ISTE standards: students. International Society for Technology in Education.
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