Welcome Readers! Today’s post is about a technology I just learned of via @DellEDU. The technology is called FlickrFly and it allows you to link Flickr photos with Google Earth. Once this is done, viewers can “fly” to the place on the planet where the photo was taken.
I decided to write about this technology for two reasons: 1) most of my posts have not been about technology, so it was about time. 2) This actually is kind of neat stuff. Not only is Flicker not owned by Google, Flickr is owned by Google competitor Yahoo. It is amazing that the Web 2.0 world is demanding and ubiquitous enough to (at least for now) rise above this conflict in the form of linked technologies.
From an education standpoint, how wonderful that we get spectacular, far-reaching tools that work across multiple platforms and environments in a few clicks? In the classroom I can see how the Flickr/Google Earth link could be used to create cross-disciplinary projects between Language Arts and Social Studies or History content. Especially because Google Earth has the “location over time” feature, allowing users to see the same spot as it looked previously.
I look forward to using this on my own travel blog!
For full instructions on how to use FlickrFly on your blog, go to: http://www.roblog.com/flickrfly-docs/
Friday, July 29, 2011
Thursday, July 21, 2011
KWL to KWHL...too cool
Hello and welcome to my latest tweet commentary. Since we are now 4 weeks into PLN postings I thought it would be a good time to comment on the high-level project first (I will still comment on this week’s specific article below). First this has been a good project for making me think about technology in the classroom. However, although I am following people, I do not feel I am building a PLN. So far most of the things I have found make me say, “I think I would have found that (or something similar) if I had googled ‘technology in education.’” So I still need a better understanding of how Twitter is making my life easier v. being one more place to look for information I can find elsewhere.
So, on to this week’s assignment…today I started in one place and ended in another. Originally, I clicked on the Katherine McKnight (LiteracyWorld) Tweet: Presentation at National Conf on Differentiated Instruction using tech to teach writing http://t.co/V9LPvjb. This lead to a 32-slide presentation on different tech tools for ELA. I looked at blogs from the US and New Zealand. These will be good resources if unit plans work on classroom blogs in the future. There were also great examples of how to vary imbedded content in a blog and how to display information differently on the page.
While that is all worthwhile in the long-run, the most immediately useful tool came in a link off of slide deck. The link took me to http://langwitches.org/blog/. Where I found an article reinventing the KWL chart we have studied in our NLU classes. The site suggested adding an “H” to the chart making it a KWHL chart. The newly added “H” represents “How.” So the chart now means: Know, Want to know, How to know, Learned. The key to the new “H” is to get students to answer the following questions:
• HOW can we find the answers to these questions?
• HOW can we find out what we want to learn?
• HOW did the learning take place?
• HOW can we learn more?
• HOW will we find the information?
The great thing is that these questions obviously lend themselves to the integration of technology into the classroom. By adding the “H” we can get kids to self-start on how to find answers AND how to use technology to do it. I thought this was straightforward, simple, and brilliant.
So, on to this week’s assignment…today I started in one place and ended in another. Originally, I clicked on the Katherine McKnight (LiteracyWorld) Tweet: Presentation at National Conf on Differentiated Instruction using tech to teach writing http://t.co/V9LPvjb. This lead to a 32-slide presentation on different tech tools for ELA. I looked at blogs from the US and New Zealand. These will be good resources if unit plans work on classroom blogs in the future. There were also great examples of how to vary imbedded content in a blog and how to display information differently on the page.
While that is all worthwhile in the long-run, the most immediately useful tool came in a link off of slide deck. The link took me to http://langwitches.org/blog/. Where I found an article reinventing the KWL chart we have studied in our NLU classes. The site suggested adding an “H” to the chart making it a KWHL chart. The newly added “H” represents “How.” So the chart now means: Know, Want to know, How to know, Learned. The key to the new “H” is to get students to answer the following questions:
• HOW can we find the answers to these questions?
• HOW can we find out what we want to learn?
• HOW did the learning take place?
• HOW can we learn more?
• HOW will we find the information?
The great thing is that these questions obviously lend themselves to the integration of technology into the classroom. By adding the “H” we can get kids to self-start on how to find answers AND how to use technology to do it. I thought this was straightforward, simple, and brilliant.
Sunday, July 17, 2011
Free Rice Anyone?
The tweet I am discussing this week led me to Sean Banville’s blog posting “10 ideas for teachers to change the world. No 5. Exercise your cyber-power.” While none of the ideas in this blog were revolutionary (e.g.: facebook, get a cause), I liked that it provided attainable suggestions for teachers new to incorporating cyber into the classroom. Some of the other tweets I read assumed a significant technology base. Although I like technology well enough, I prefer the concept of starting with a simple inclusion since I am new to teaching. I can incorporate the grand technology projects after I’ve got the teaching thing better in-hand.
Anyway, back to the article…the most useful suggestion in the article was to introduce me to freerice.com. As a future language arts teacher this wonderful merging of cause and vocabulary will be genuinely useful in the classroom. Plus it’s great that freerice does not require a project or 2-week unit to get the students involved. We could even have a competition between the students for who donates the most rice. Plus it gives me the idea of all sorts of other learning we could set up as more interactive (parts of speech, types of writing, etc). Overall, a nice article for simple suggestions.
Anyway, back to the article…the most useful suggestion in the article was to introduce me to freerice.com. As a future language arts teacher this wonderful merging of cause and vocabulary will be genuinely useful in the classroom. Plus it’s great that freerice does not require a project or 2-week unit to get the students involved. We could even have a competition between the students for who donates the most rice. Plus it gives me the idea of all sorts of other learning we could set up as more interactive (parts of speech, types of writing, etc). Overall, a nice article for simple suggestions.
Monday, July 4, 2011
Twitter Reflection #2
For my week 2 Twitter reflection, I am choosing to comment on Melissa Sheninger’s July 4 Tweet: RT @ShellTerrell: “EduKare” – A New Paradigm for Struggling Schools http://bit.ly/kN6bQ0. This topic attracted my attention because I was curious to learn about “EduKare” and identify the parallels or differences between the EduKare approach and the AUSL approach to troubled schools.
Similar to the AUSL philosophy, EduKare focuses on developing student resiliency to the many negative factors that can detract from learning. Both programs also focus on students as individuals with unique stories and strengths, the importance of trust in the student/teacher relationship, and the need for authentic experiences to create lasting learning.
However, how the 2 programs propose to accomplish these similar goals differs greatly. While this might just be a product of being much closer to the program, I feel AUSL’s approach to be more realistic than the EduKare approach. Per the article, “each child is a gift that comes wrapped with individual strengths and unique possibilities; all we have to do [to make students successful] is make the effort to unwrap them”. This is to be accomplished by “redistributing our time to notice where our efforts are failing,” which “is a process that every teacher, administrator and paraprofessional in a school can initiate for free.” As a matter of fact, the article professes that “distributing collaborative and reflective efforts to re-tool our teaching and learning environments so they are oriented more toward individuals and their specific needs doesn’t require any seed money at all.”
Mind you, the author does not make mention that there are still only so many hours in a day and that to “redistribute” those hours to others will necessitate pulling them from the 65%s students “within the bell curve.” However the author cannot suggest accomplishing this more individualized approach via more teacher hours because that would cost money, which has already been addressed as unnecessary. Instead the proposed solution is a utopia of public services coexisting in the same building (as if they need similar facilities and security) likened to the one-room school house of old as a community cornerstone.
As might be obvious, I was very disappointed in this article. It didn’t suggest any technology solutions to the issue (which can be applied cost effectively and on an individual or group level). Nor did it supply any practical solutions. I agree that students are individuals, but believing that school reform can exist just by making happier, more loved students marginalizes the authenticity of the real world surrounding the students every day. Overall, the impact this article had on me is to remind me that there is a lot of crazy information available on the internet, and to remind me to tell the students in my classes to be wise critics and not to believe everything they read just because they read it on the Internet.
Similar to the AUSL philosophy, EduKare focuses on developing student resiliency to the many negative factors that can detract from learning. Both programs also focus on students as individuals with unique stories and strengths, the importance of trust in the student/teacher relationship, and the need for authentic experiences to create lasting learning.
However, how the 2 programs propose to accomplish these similar goals differs greatly. While this might just be a product of being much closer to the program, I feel AUSL’s approach to be more realistic than the EduKare approach. Per the article, “each child is a gift that comes wrapped with individual strengths and unique possibilities; all we have to do [to make students successful] is make the effort to unwrap them”. This is to be accomplished by “redistributing our time to notice where our efforts are failing,” which “is a process that every teacher, administrator and paraprofessional in a school can initiate for free.” As a matter of fact, the article professes that “distributing collaborative and reflective efforts to re-tool our teaching and learning environments so they are oriented more toward individuals and their specific needs doesn’t require any seed money at all.”
Mind you, the author does not make mention that there are still only so many hours in a day and that to “redistribute” those hours to others will necessitate pulling them from the 65%s students “within the bell curve.” However the author cannot suggest accomplishing this more individualized approach via more teacher hours because that would cost money, which has already been addressed as unnecessary. Instead the proposed solution is a utopia of public services coexisting in the same building (as if they need similar facilities and security) likened to the one-room school house of old as a community cornerstone.
As might be obvious, I was very disappointed in this article. It didn’t suggest any technology solutions to the issue (which can be applied cost effectively and on an individual or group level). Nor did it supply any practical solutions. I agree that students are individuals, but believing that school reform can exist just by making happier, more loved students marginalizes the authenticity of the real world surrounding the students every day. Overall, the impact this article had on me is to remind me that there is a lot of crazy information available on the internet, and to remind me to tell the students in my classes to be wise critics and not to believe everything they read just because they read it on the Internet.
Sunday, July 3, 2011
Twitter Reflection #1
The twitter I have chosen to reflect on is “Not everything that matters can be measured” from Larry Ferlazzo on July 3. This title caught my eye because I am a big data-head and love things that can be measured. At the same time, I am also a skeptical data-head and believe, “Numbers never lie because you can get them to say anything you want.” So, when I saw that Twitter title, how could I resist?
I’m happy I didn’t. The article, couched in sports references, discusses the danger of relying solely on data to the detriment of “intangibles” that sometimes are greater, or at least equally valid, indicators of potential. As I continue to develop as a teacher, it will be important to keep in mind that there are many kinds of intelligence and that standardized tests (the “what’s measured” of education) are only useful as a portion of a much greater whole.
From a technology standpoint, this thought opens the door for a variety of options. Primarily, it will encourage me to quest for varied tools in the preparation lessons. These tools may be something I learn of on the internet, or they may be Web 2.0 tools for the students to use hands-on (like museum box, myths & legends, or prezi). Either way, the constant reinforcement of the message to expand my teaching horizons is coming in loud and clear.
I’m happy I didn’t. The article, couched in sports references, discusses the danger of relying solely on data to the detriment of “intangibles” that sometimes are greater, or at least equally valid, indicators of potential. As I continue to develop as a teacher, it will be important to keep in mind that there are many kinds of intelligence and that standardized tests (the “what’s measured” of education) are only useful as a portion of a much greater whole.
From a technology standpoint, this thought opens the door for a variety of options. Primarily, it will encourage me to quest for varied tools in the preparation lessons. These tools may be something I learn of on the internet, or they may be Web 2.0 tools for the students to use hands-on (like museum box, myths & legends, or prezi). Either way, the constant reinforcement of the message to expand my teaching horizons is coming in loud and clear.
Here is the list of people I am following on Twitter
You follow 13 people
Here’s more about them.
Tweets People: 13
Chris Fitz Walsh
Learn. Design. Teach. Dir @ New Tech Network. Co-Founder of Google Teacher Academy. Active in CUE & ISTE. Searching for perfect choc chip cookie.
NCTE
The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education.
AUSLChicago AUSL
Teacher training and turnaround schools in Chicago.
LiteracyWorld Katherine McKnight
National Council of Teachers of English, National Consultant Author of 6 books on various literacy topics, Associate Professor at National-Louis University,
Tricia Buck
I love my life: wife mom teacher traveler sister friend
Melissa Sheninger
HS English teacher and Guidance Counselor interested in collaboration with other educators, parents, and moms juggling both a career and family.
Sean Banville
My sites: BreakingNewsEnglish.com, FamousPeopleLessons.com, eslHolidayLessons.com, eslDiscussions.com, BusinessEnglishMaterials.com, Listen A Minute.com, et al.
Russell Stannard
Winner of the British Council ELTons 2010, Russell runs the popular www.teachertrainingvideos.com He tweets about using technology in ELT/ESL.
Larry Ferlazzo
Inner-city High School teacher -- ESL & Mainstream
Abner Oakes
Middle and high school English teacher for 16 years. For last 14 been helping schools, districts, and states with improvement efforts. Blog at www.dacha.com.
US Dept of Education
News and information from the U.S Department of Education.
elemenous Lucy Gray
Education technology and social media consultant, Apple Distinguished Educator,
DellEDU Dell Education
Connecting with teachers, students and communities to discover & highlight #edtech innovation in schools worldwide.
You follow 13 people
Here’s more about them.
Tweets People: 13
Chris Fitz Walsh
Learn. Design. Teach. Dir @ New Tech Network. Co-Founder of Google Teacher Academy. Active in CUE & ISTE. Searching for perfect choc chip cookie.
NCTE
The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education.
AUSLChicago AUSL
Teacher training and turnaround schools in Chicago.
LiteracyWorld Katherine McKnight
National Council of Teachers of English, National Consultant Author of 6 books on various literacy topics, Associate Professor at National-Louis University,
Tricia Buck
I love my life: wife mom teacher traveler sister friend
Melissa Sheninger
HS English teacher and Guidance Counselor interested in collaboration with other educators, parents, and moms juggling both a career and family.
Sean Banville
My sites: BreakingNewsEnglish.com, FamousPeopleLessons.com, eslHolidayLessons.com, eslDiscussions.com, BusinessEnglishMaterials.com, Listen A Minute.com, et al.
Russell Stannard
Winner of the British Council ELTons 2010, Russell runs the popular www.teachertrainingvideos.com He tweets about using technology in ELT/ESL.
Larry Ferlazzo
Inner-city High School teacher -- ESL & Mainstream
Abner Oakes
Middle and high school English teacher for 16 years. For last 14 been helping schools, districts, and states with improvement efforts. Blog at www.dacha.com.
US Dept of Education
News and information from the U.S Department of Education.
elemenous Lucy Gray
Education technology and social media consultant, Apple Distinguished Educator,
DellEDU Dell Education
Connecting with teachers, students and communities to discover & highlight #edtech innovation in schools worldwide.
Thursday, June 23, 2011
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