tag:blogger.com,1999:blog-52918332120522045362024-03-05T02:52:42.280-08:00Thoughts on EducationKatiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.comBlogger28125tag:blogger.com,1999:blog-5291833212052204536.post-70158830679379558432012-06-18T06:13:00.000-07:002012-06-18T06:24:37.962-07:00Images of the World<div dir="ltr" style="text-align: left;" trbidi="on">
I recently joined <a href="http://pinterest.com/" target="_blank">Pinterest</a>, mostly for personal reasons, but I discovered an unexpected educational use. I noticed that people were posting excellent photography of beautiful places from around the world. At first, I didn't think much of it and ignored those posts because they were not meeting the purpose of why I was browsing pinterest. Then, I came up with an idea... <br />
<br />
I started downloading the images and putting them in a digital folder titled, "Images of the World." I kept the title of each image as the name of the place it was photographed and the country, if given. Many of the images are from the same region so I grouped those together.<br />
<br />
I plan to show these images to students as introductions to learning about that country, region, and culture. I think taking the time to add information and create a solid schema about that region is more meaningful to the students rather than showing them several images in a row and merely telling them where each was taken.<br />
<br />
These ideas could be used as a supplementary lesson for world cultures, a writing prompt in English, or whatever else your creative teaching mind can design. I'm sure there are many uses and I'd love to hear them!<br />
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
Here are some ideas which could be added:</div>
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
1. Due to the uniqueness of some of the photos, they could be shown with no explanation and the students could write or shout out questions the photos awaken.This could be continued with some research to answer those questions and embellish the knowledge surrounding the
image and its region. Students could present their findings in a multitude of various ways OR they could simply informally share the answers. What I like about the latter is that it keeps the focus on the excitement of learning for the sake of learning without burdening it down with another project assignment. </div>
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
2. Students could do a quick-write followed by a conversation about their thoughts and emotional responses of the images. </div>
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
3. Images of animals could also be incorporated into the lesson on each region. There is also an abundance of these on pinterest.... mostly of bats right now... I'm not sure why. </div>
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
4. Viewing that region on Google Maps or Google Earth could also be incorporated, especially if you can use the Street View. Quite often, Google Maps shows images on the sidebar of special attractions from the area you are viewing at the time. </div>
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
5. Use <a href="http://www.breathingearth.net/" target="_blank">Breathing Earth</a> website to show students statistics about that country. Hover the mouse over the country and it will tell you the population, the death rate, the birth rate, and the amount of CO2 emission. </div>
<div style="color: #ffd966;">
<br /></div>
<div style="color: #ffd966;">
6. Add the image (if possible) of a family from that country with their food from the book, <a href="http://www.amazon.com/gp/product/1580086810/ref=olp_product_details?ie=UTF8&me=&seller=" target="_blank">Hungry Planet: What the World Eats</a>. Many of the photos can be found online such as on this <a href="http://urchinmovement.com/2010/08/04/a-weeks-worth-of-food-around-the-world-the-story-in-pictures/" target="_blank">blog</a>.</div>
<br />
I think this should be okay in regards to copyright because the photos are being used exclusively to teach students about that region of the world. <br />
<br />
<br />
<div class="MsoNormal">
</div>
</div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com3tag:blogger.com,1999:blog-5291833212052204536.post-15746749113187224632011-04-24T21:59:00.000-07:002011-04-24T21:59:57.697-07:00I love Stumbling!!!<div dir="ltr" style="text-align: left;" trbidi="on">I just set up a <a href="http://www.stumbleupon.com/">Stumbleupon</a> account this semester after hearing so many of my friends talk about it. They talked about how fun and addicting it is. I'll admit that it is definitely addicting, but I was surprised at how much I have been able to use this for <span style="color: orange;">educational purposes. </span><br />
<div class="MsoNormal"><br />
</div><div class="MsoNormal">The way it works is you check mark a bunch of interests of yours and then click "Stumble." It takes you to sites that are associated with your interests. You can choose to give it a "thumbs up" and it will keep track of that site kind of like a bookmarking site, such as <a href="http://www.delicious.com/">Delicious</a>, would. It's like being zoomed across a city by a cab driver who knows what types of new places that you'd enjoy. I chose a few personal and fun interests but mostly stuck to educational ones just to see if I could use it for that purpose. It worked! It took me to sites that I could potentially use with my students such as <a href="http://www.mapsofwar.com/">Maps of Wars</a>, <a href="http://farr-integratingit.net/Integration/General/Women/index.htm">Her Stories in History</a>, <a href="http://havefunwithhistory.com/index.html">Have Fun with History</a>, and <a href="http://www.breathingearth.net/">Breathing Earth.</a> As you can tell, I picked a lot of history related interests... should have been a social studies major, haha. And if you've never been to Breathing Earth, I highly recommend it. It's a great tool to show your students and give them some perspective on life. Of course, whenever I come across a great site, I put it in the bookmarking site I use, <a href="http://www.diigo.com/index">Diigo</a>. </div></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com0tag:blogger.com,1999:blog-5291833212052204536.post-82814907797805241372011-04-24T18:11:00.000-07:002011-04-24T18:11:38.259-07:00Response Story Reflection<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML/> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin-top:0in;
mso-para-margin-right:0in;
mso-para-margin-bottom:10.0pt;
mso-para-margin-left:0in;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
</style> <![endif]--> <br />
<div class="MsoNormal">I made my <a href="https://sites.google.com/site/katiekintersportfolio/projects-plans/response-story/response-story-outline">second technology lesson </a>plan for 8<sup>th</sup> grade language arts since I will be with 8<sup>th</sup> grade next year for student teaching and Language Arts is my subject area. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I think Lan. Arts can be a difficult subject to incorporate technology into because so much of it is writing, grammar, etc. ….unless you count typing on the computer as using technology, which technically it is, but for the purpose of this class I think we usually think of something more advanced than Word. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Actually, blogging and even microblogging such as twitter and facebook are forms of writing and maybe they can even be supported by the <a href="http://www.michigan.gov/mde/0,1607,7-140-28753---,00.html">GLCE’s</a>. For this lesson, I chose to use a combination of different online tools: <a href="http://penzu.com/">Penzu</a>, <a href="https://docs.google.com/">Google Docs</a>, and a graphic organizer site called <a href="http://www.readwritethink.org/classroom-resources/student-interactives/story-30008.html">Read Write Think</a>. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Now, I almost regret doing my lesson on writing because I did not have enough time to actually write out an example story of high enough quality to post. Although I admit that attempting to write it helped<span> </span>me write the rubric because I realized that the original page requirements were too long and that the Resolution Map is essentially unnecessary. Experiencing what the students experience while doing assignments is good for keeping the directions and rubric clear and reasonable. <br />
<br />
</div><div class="MsoNormal"><a href="http://www.readwritethink.org/classroom-resources/student-interactives/story-30008.html"><b>Read Write Think</b></a></div><div class="MsoNormal">I was disappointed that the graphic organizers I used limits the amount of writing. Being concise is good for some circumstances but not when I’m trying to encourage students to write with a lot of detail!</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I was also pleasantly surprised at how much the organizers helped me write my story… and I’m in college! Hopefully my students will find it useful as well. </div></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com0tag:blogger.com,1999:blog-5291833212052204536.post-41195305058196603292011-04-24T16:31:00.000-07:002011-04-24T16:31:34.271-07:00Peeps R Emotionless Online<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin-top:0in;
mso-para-margin-right:0in;
mso-para-margin-bottom:10.0pt;
mso-para-margin-left:0in;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
</style> <![endif]--> <br />
<div class="MsoNormal">This is my first online class and I have really enjoyed it. I love the freedom of choosing what I want to explore and when I’m going to work on it. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The major downside I have noticed with communicating with people online is that it is much less personable. I don’t know how much this affects other people, but it made a huge difference on me. <span> </span>When someone is merely words on a page, it is easy for me to be harsher and more critical than I would if I was talking to their face. This is why I really enjoyed listening to my House members’ <a href="http://thoughtsoneduc.blogspot.com/2011/04/highlight-showcases.html">Highlight Showcases</a>. I’ve read their written words and seen pictures of them all semester, but it wasn’t until I heard their voices that I felt they were humans with feelings. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I did this with one of my best friends as well. I became very upset with her and was determined to give her a piece of my mind, but she called me on the phone and as soon as I heard her voice I wasn't sure if I could talk to her about it even meekly. I also immediately felt remorse for even being mad at her. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I am not a very confrontational person and maybe it’s because I struggle with addressing issues when I can hear the emotion in their voice and see it in their eyes. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I want to conclude that I think the internet is great, but we need to be aware of the negatives it poses. It is easy to say things that you normally wouldn’t when you are anonymous or you don’t have to deal with the consequences. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">What are ways to prevent this? </div><div class="MsoNormal">-Use real pictures of yourself? Some might not feel comfortable with that and want to keep their identity private for good reasons. </div><div class="MsoNormal">-pretend you’re saying it to someone you know?</div></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com0tag:blogger.com,1999:blog-5291833212052204536.post-61510283571888050122011-04-21T09:16:00.000-07:002011-04-21T09:16:27.061-07:00Historical NewsQuick Lesson Plan Idea:<br />
I was watching the news this evening while eating dinner and wondering what the news would have been like hundreds or thousands of years ago. Then, I thought that would be an awesome project for students to do and it could apply to a wide range of ages. It could be an entire class project, smaller group projects, and/or an option on a list of projects students can pick from. Students could pick a time period or just do it on the time period you're currently studying. Then, they would research the daily lives of those living during that time as well as major events of the area. Students could make a video of their 'broadcast.' They could even cover sports of that time! They could try to dress up similar to the way they would at that time or even just create a <a href="http://www.pixton.com/for-fun">comic strip</a> of the news instead of doing it live. <br />
<br />
Another idea is integrating this into the morning announcements for the entire school especially if they are done by video. <br />
<br />
OR, instead of assigning this as a project to students, the teacher could prepare this type of thing as a creative way of presenting history. Yeah, I know it would be a lot of work, but a possibility would be to assign it to students one year and then use their base work to expand upon it and show it to future grades. I had a high school history teacher who presented time periods in a similar way. He created slide shows of scenes from that time and place as well as inserting figures with student faces pasted on the heads. The figures had speech bubbles commenting on events happening at that time. <br />
<br />
They could also do it in written form such as a newspaper which could be another option on a list of possible projects to pick from.<br />
<br />
Thinking from the students' perspective, I think the key to making this worthwhile and fun is to provide valuable and engaging resources for the students to use for research. And they could try dressing up for it. <br />
<br />
You could have them start out with questions. Questions are good to drive the motivation for research and to guide the research as opposed to students feeling like they're looking stuff up but aren't sure what they're looking up. <br />
<br />
Question: Do you have the students cover world events in their news as if it's similar to the way we do news now? OR do you have them do it more authentically which means they would only do regional news since various cultures of the world were not in communication especially in any efficient or speedy sort of way.<br />
<br />
Now that I think about it, this is probably not that original of an idea but why haven't I seen it done more often?<br />
<br />
Something else that could go on the list of optional projects is a digital storyboard about the a time period similar to <a href="http://kdkportfolio.weebly.com/technology-lesson-plan.html">this lesson plan </a>which involves researching the history surrounding a particular piece of art. Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com0tag:blogger.com,1999:blog-5291833212052204536.post-60522330236237604152011-04-20T20:49:00.000-07:002011-04-20T21:45:48.644-07:00WIKIS<div class="MsoNormal"><b><span style="font-size: 16pt;">Downsides</span></b></div><div class="MsoNormal"><span style="font-size: 16pt;">The biggest downside I have come across with wikis is turning in assignments by posting them on a wiki page. We end up erasing each others’ contributions because people edit at the same time and it only saves the last person who saved it. It’s not like Google Docs where multiple users can edit at the same time. You think you’ve posted your assignment to find out later that you didn’t get the points for it because it ended up erased when someone else saved at the same time as you. It’s highly frustrating but can be easily solved by designating times when each person or group can edit. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 16pt;">One of my major fears of wikis was that if someone deleted something, even accidentally, it would be gone forever. So, I was relieved to find out that you can simply go to the revision history. That solves that problem!</span></div><div class="MsoNormal"><span style="font-size: 16pt;">I have had experience with both <a href="http://pbworks.com/">PBworks</a> and <a href="http://www.wikispaces.com/">wikispaces. </a>At first, I chose PBworks because I have never actually created my own wiki using it whereas I have with wikispaces. My main memory of working with PBworks is from a class I took at MSU. I was very confused on the organization and had trouble finding the files and information I needed unless my instructor sent me a direct link. I’m usually pretty good at figuring things out, but I’ll admit that I can be impatient as well. After trying it out, I understand the layout a little bit more but still do not like the way they choose to organize everything. It just looks like one giant mess to my brain. I need something straightforward and simple. So, I switched to wikispaces. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 16pt;">Actually, I also started out trying to create a wiki which was to attempt to be an <a href="http://projecttimelines.pbworks.com/w/page/38893160/Home-Page">ultimate time line resource</a>. I don’t believe that memorizing dates is the way to learn about history, but I realized that time lines really help me see how history connects. So, maybe it could help others as well. Sadly, I ended up dropping this idea for now because I just couldn’t figure out a feasible way to use the current wiki technology available to to the common person to create the vision in my mind. I think I might end up needing the help of a web designer if my idea has a chance of ever coming to fruition. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://gardnergrizzlies.wikispaces.com/"><b>Class Wiki </b></a></div>So, I decided to do a simple alternative and create a wiki which I could use for student teaching next year. Since my CT co-teaches as well as teaching her own classes, the wiki will pull all of her students classes together. Almost everything up there right now is fabricated to show a sampling of what it will look like. It is difficult creating a wiki for classes which I know nothing about as of right now. However, I know I want a page for each class that any of the students are in to help both the teachers and the students keep track of everything. I know I want to include a class list and perhaps contact information that students are willing to share voluntarily to help each other out with homework. I want a calendar for each class to provide a visual of when assignments are due. I’ll also have links to the class syllabus as well as notes if possible, assignment directions and rubrics, and any other information that could benefit students related to each class respectively. <br />
<div class="MsoNormal">For this type of use, using a wiki instead of a website provides some advantages. Students would be able to edit which is beneficial for adding their own names and contact information and contributing other resources. Perhaps I might end up also using it for turning in projects or sharing in-class work, but it will all depend on what is happening in the school. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b>Wikispaces </b></div><div class="MsoNormal">I like how simple wikispaces looks. It has the navigation on the left and tabs at the top. I also like the ease of adding widgets and other media. I do not like the tabs at the top because every time any of my classes have tried to utilize the “discussion” tab, it becomes confusing. I think the main hang-up is that there is a set of tabs for each page as opposed to one discussion forum for the entire site. So, when someone wants to create a discussion they have to specify the page it’s on. I also do not like the fact that I cannot change the alignment of text, at least I have not figured out how to do it if it’s possible. Everything automatically aligns to the left. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Has anyone had good experiences with wikis other than PBworks or wikispaces?<br />
<br />
<br />
<br />
<br />
<br />
<span style="font-size: large;">UPDATE:</span><br />
<span style="font-size: 16pt;">I just want to point out the importance of having a discussion with your students before unleashing onto a class wiki. I think some ground rules need to be laid down about respect and how using the wiki is privilege. If they misuse it, even once, they will be removed from the member list. Otherwise, you could end up with jokesters putting inappropriate words, images, etc. on something endorsed by the school. </span></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com0tag:blogger.com,1999:blog-5291833212052204536.post-73610585385636764902011-04-16T17:24:00.000-07:002011-04-17T09:15:56.095-07:00Don't Create Frustrating Surveys!I hate taking personality tests or polls or surveys or anything like that. Actually, it’s more like a love-hate relationships because I enjoy coming up with my answers since they are usually easy questions. It’s like taking a test that you know all the answers to because it’s about you!* The part I don’t like is trying to figure out how MY answers fit into the options that are provided. Sometimes it could make me feel like an outcast when my answer doesn’t fit in or I feel like I'm being untrue to myself by choosing an option that doesn’t truly reflect my response. <br />
<br />
The following are tips I have accumulated to avoid causing frustration for the users.<br />
<br />
-optional<b> comment box for explanations</b> behind WHY they answered the way they did after each question <br />
<br />
-optional <b>general comment box</b> at the end- there’s always something that a user has to say that the creator did not think about whether it’s a question or pointing out a problem with the survey or something else.<br />
<br />
-include a <b>"not applicable"</b> option- Forcing users to choose an option when the question doesn't even apply to them can screw up your data<br />
<br />
-include a <b>"neutral" </b>option-Forcing users to lean one way or the other when they really don't care about that particular question can also screw with your results. Or you could just put a comment box after each question as bullet 1 suggests. Then the user has a chance to say, "Hey, I don't care either way." However, I guess some might want the users to be forced to pick a side to discern their "true" feelings or something like that. <br />
<br />
-always <b>offer an “other” option</b> and a space to fill in the blank unless it is just completely inappropriate given the question and options. <br />
<br />
-provide an <b>estimated time for completion </b>next to the survey link- This is not entirely necessary and sometimes difficult to estimate especially since we all spend different amounts of time completing a task. However, saying it takes 5 minutes verses 30 minutes at least gives the user an idea of whether it’s a short quick and easy thing or something they are going to need to sit down and do when they have a good amount of time free. <br />
<br />
-being able to <b>save and come back later</b> or retake it because it stinks when you are filling out a survey and the internet disconnects and you can’t get back into it because it only lets you take it once. Or something comes up and you’ve already done most of it but you have to leave and you don't want to lose your work and start all over again. <br />
<br />
*”It’s like taking a test that you know all the answers to because it’s about you.” That’s something to remember as a positive for giving students a beginning of the year assignment about themselves worth points for completion. <br />
<br />
Please add other tips to these because I’m sure I did not cover everything.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com2tag:blogger.com,1999:blog-5291833212052204536.post-61045026701110406112011-04-16T16:58:00.000-07:002011-04-16T17:03:53.789-07:00Hyperlinks on Steroids<div style="margin: 0in 0in 0.0001pt;">There are many times in which I want to insert two links on a word or phrase as opposed to just one, but I haven’t figured out a good way to do this. </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">I thought about splitting the word and putting one link on the first half and another link on the second half like this: <a href="http://voicethread.com/?#u1244312.b1769443.i9422043">voice</a><a href="http://voicethread.com/?#u1244312.b1432777.i7573323">thread</a>, but then most might not even notice that there are two links and become confused when they experience that clicking the word does not lead them to the same place every time. </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">It's still confusing even when there are multiple words such as: <a href="http://www.newsweek.com/2008/10/13/reading-this-will-change-your-brain.html">Digital</a> <a href="http://www.gotoquiz.com/digital_natives">Native</a> because then it looks like the link on Digital is supposed to explain only the word Digital. </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">There are also times in which I want to add some explanations to my links like I tried in my post called <a href="http://thoughtsoneduc.blogspot.com/2011/04/digitally-native-with-pictures.html">Digitally Native with Pictures</a>. I wanted to specify that I was specifically referring to the 4th paragraph of the article I referenced, but I wasn't quite sure about how I should format that either. </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">I also considered doing it this way: <a href="http://voicethread.com/?#u1244312.b1769443.i9422043">voicethread</a> (also try this <a href="http://voicethread.com/?#u1244312.b1432777.i7573323">voicethread</a>), but I feel like this would start making the text as a whole look cluttered. </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">Which brings me to my second pondering: Is there such a thing as too many hyperlinks? Do they crowd and overwhelm or are they always a good choice? I think there is potential that there could be such a thing as having too many, but on the other hand, some Wikipedia pages glow with blue links to other pages and I don’t ever feel as though that is a hindrance. I actually like it because I know that if I don't understand what something is or want to learn more about it I can just click on it.... but then why do I still feel concerned about using too many links in my own blogs? </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">I’m also wondering about linking to people when mentioning them in a blog or site. What should you link their name to? Their site? Their blog? Something they have written? I guess it depends on what the options are. Should I ask for permission to link to them or at least notify them? </div><div style="margin: 0in 0in 0.0001pt;"></div><div style="margin: 0in 0in 0.0001pt;"><br />
Not that I want to create an internet version of the MLA/APA monster (a couple reasons described in <a href="http://misshayesblog.blogspot.com/2011/02/blog-post.html">Copyrights in Education)</a>, but an optional guideline or etiquette could be helpful. On the other hand, perhaps I should just try things out and see how it develops. I think I appreciate the method of informal trial and error as opposed to one person or group sitting down and deciding the right way for everyone. </div><div style="margin: 0in 0in 0.0001pt;"><br />
</div><div style="margin: 0in 0in 0.0001pt;">Any ideas on any of this stuff? </div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com0tag:blogger.com,1999:blog-5291833212052204536.post-3907974494633187542011-04-10T21:44:00.000-07:002011-04-10T21:50:01.544-07:003 Technologies<div class="MsoNormalCxSpFirst">I was supposed to focus on one technology but in my exploration for that technology I stumbled across a few interesting ones that I’d like to share. </div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle"><a href="http://www.primaryaccess.org/">Primary Access</a></div><div class="MsoNormalCxSpMiddle">At first I got really excited about this site because it uses primary sources. Anyone can use the site, but perhaps there are more perks if you have an account. The sources available seemed very limited. They mostly have artifacts from the past 100 years. It seems to be geared towards teachers especially those of late elementary to middle school. Like I said, perhaps it is a totally different experience if you actually have an account. It seems to be able to produce pretty sweet projects if students are focusing on the eras and subjects the site highlights. For example, this is a video created by students: <a href="http://www.primaryaccess.org/show.php?id=1691">http://www.primaryaccess.org/show.php?id=1691</a>. I also wish there was a navigation on the side so I could get back to the other site pages without having to click the back arrow on my browser. </div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle"><a href="http://penzu.com/content">Penzu</a></div><div class="MsoNormalCxSpMiddle">It’s an online journal which looks quite similar to a real notebook and you can even insert images. If I used this in a classroom, I would incorporate it into their daily or weekly writing time. Students would have the choice of using Penzu or a real notebook but they would have to stick with that media for the whole year. Most of their entries would be private so that the teacher would not even see them. This works very well if the writing time is a free-write. I would have prompts each time but students are not required to stick to the prompt if they feel moved to write about something else such as if they are having a bad day or want to write about something exciting in their life. However, it would be required that they send a certain number of their entries to the teacher for credit, but they get to choose which ones to send. The site facilitates emailing an entry which makes it convenient. Also, they can choose entries to elaborate on for larger writing projects. This shows students that writing can be for themselves and that free writing can help generate ideas which can be used later and revised. </div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle"><a href="http://www.pandora.com/">Pandora </a></div><div class="MsoNormalCxSpMiddle">Pandora is an online radio in which you create your own stations based on songs, artists, or genres that you like. For instance, two of my 17 stations include: Classic Rock and Alicia Keys. Pandora plays music similar to the styles you like. You communicate to it by giving a song a "thumbs up" or a "thumbs down." You can also skip over a song if you don't want to listen to it any longer. You have to create an account to use it but you don't have to pay unless you want the upgraded version. The downside of the free version is that you are limited to 40 hours a month and you still have periodic commercials. </div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle">What does this have to do with education? Some teachers play music while students independently work. Some play the radio, but most put in CDs or hook up an ipod with set playlists to control what is being played. Pandora is another option. There is even a setting you can choose that ensures that no "adult content" will be played. Pandora could be used as an indirect way of teaching students about different music genres or important historical singers and groups. For example, you could play music by Astrud Gilberto and give a quick summary of his background in Brazil before they begin working or play a Billie Holiday station and say a few things about her importance to Black history. These would just be quick summaries before they begin working so it doesn't distract from their projects. </div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle">That is another thing- it IS a legitimate argument that playing music during work time is a bad idea because some students find it distracting. This is something you could find out through taking formal or informal surveys of the class about what the conditions they need to work or study. </div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com3tag:blogger.com,1999:blog-5291833212052204536.post-31481409806771436782011-04-08T09:34:00.000-07:002011-04-29T12:48:58.955-07:00Google Docs<div dir="ltr" style="text-align: left;" trbidi="on">I have fallen in love with <a href="https://docs.google.com/">Google Docs!</a> It’s partly the result of my loathing for group work. Google Docs has solved some of the issues such as:<br />
<br />
<div class="MsoNormalCxSpMiddle" style="text-indent: 0.5in;">-Cannot physically meet due to distance or scheduling issues. Also, my group knew we had to make a few minor changes to our project but didn’t want to set up a meeting just for 15 minutes of work.So, we used G Docs. </div><div class="MsoNormalCxSpMiddle" style="text-indent: 0.5in;">-can work on the project at the SAME TIME as well as communicate with others working on it. </div><br />
However, everyone has to be on board. I was in a group in which one member, for whatever, reason, shot down my suggestions to use it every time. It was frustrating because I knew that Google Docs would solve our problem of only having one person being able to edit or project at a time. However, I recognize that each of us has our own preferences which need to be respected. <br />
<br />
<span style="font-size: large;"><b>Resume</b></span><br />
Recently, I have been using Google Docs to work on my resume and link it to my <a href="http://kdkportfolio.weebly.com/">portfolio</a>. It has been a rather surprisingly frustrating experience. At first I tried uploading my existing resume and linking to it in my portfolio. The resume looked great on Google Docs, but when I followed the link, the formatting had changed so that my neat columns of information were slanted across the page as seen below.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9kX0SnlGOih1Sy99O3aqn0EFrJVgHVZQvMHWGc0gLGSDmHEEl_v-1U4nCUPlm8u5_33gnM_0eHgRiVJIBH5Ld1RqaIozLgJcA7Ifix6E9hcJ1xs8CGU-1If6F28EA2y2oZdTxPTm0QCI/s1600/resume+fail.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9kX0SnlGOih1Sy99O3aqn0EFrJVgHVZQvMHWGc0gLGSDmHEEl_v-1U4nCUPlm8u5_33gnM_0eHgRiVJIBH5Ld1RqaIozLgJcA7Ifix6E9hcJ1xs8CGU-1If6F28EA2y2oZdTxPTm0QCI/s640/resume+fail.JPG" width="640" /></a></div><br />
I downloaded my resume from Google Docs as a PDF and uploaded it to my portfolio as a down-loadable file but even the PDF had strange little quirks. This time the changes were few and minor enough so that I could go to GD and change a few things to create the desired look in PDF form. I’m glad I could fix it but it’s still annoying that I had to do that. The reformatting seemed random as well. Sometimes it recognized my tabs and sometimes it would ignore the tabs and move my information left or right. I’m hoping that there is something in the settings that can be changed as an easy fix but so far I cannot figure it out. It is also frustrating that Google Docs is not divided into pages. So, when I viewed my resume in PDF form it ended up being 4 pages and had awkward breaks instead of the 2 pages that it was in Microsoft Word.<br />
<br />
<br />
I figured out that using the URL at the top of my browser keeps the formatting correctly<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivoNLOYaauo3QnXv1ZY5IDonySD1GqPNCgH1sjVcKExvDOTKzbkLKiXnE5xzy4pIMm4uLJmL1QCldTcAJf7rdFgRGUNGz5ejSaO51yrYB8-TqKzkllbjr4_wSmxNVQGZNkRkkdnS7up2g/s1600/URL.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="32" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivoNLOYaauo3QnXv1ZY5IDonySD1GqPNCgH1sjVcKExvDOTKzbkLKiXnE5xzy4pIMm4uLJmL1QCldTcAJf7rdFgRGUNGz5ejSaO51yrYB8-TqKzkllbjr4_wSmxNVQGZNkRkkdnS7up2g/s400/URL.JPG" width="400" /></a></div><br />
but then future employers would be viewing my resume in GD which I'm not sure is desirable. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigC7yBiLqHV4AeVp2l4DktT9tsJj-7MuXyjwZcC1YykYl_XSABl0zgGzLQiuGlC0881f6-anGlyxmBwgRXCmZpntoh0JZQhlBudMB0Q-kqCXBkKfvRW_yONyc7FjZIPrbm1DtmSa0bY-0/s1600/in+GD.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigC7yBiLqHV4AeVp2l4DktT9tsJj-7MuXyjwZcC1YykYl_XSABl0zgGzLQiuGlC0881f6-anGlyxmBwgRXCmZpntoh0JZQhlBudMB0Q-kqCXBkKfvRW_yONyc7FjZIPrbm1DtmSa0bY-0/s400/in+GD.JPG" width="400" /></a></div><br />
<br />
Before, I was using the URL given to me by GD when I clicked “share” and then “publish to web”<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhFcjQ6oejBOXCIWYh0cVBt2mzR2YjxwUKEizjAl0uSAnKY3M0w2xyzIkYXAgy0pq9sDS5asCQiDx7wAj_0gOwkkuVXDIa-3acxTYj3rZycf48Gp6dYTfHU2I21GpETnzwM8y8DICu5xI/s1600/not+this+one.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="337" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhFcjQ6oejBOXCIWYh0cVBt2mzR2YjxwUKEizjAl0uSAnKY3M0w2xyzIkYXAgy0pq9sDS5asCQiDx7wAj_0gOwkkuVXDIa-3acxTYj3rZycf48Gp6dYTfHU2I21GpETnzwM8y8DICu5xI/s640/not+this+one.JPG" width="640" /></a></div><br />
which makes a finished product look that I am going for, if only the formatting wasn't messed up.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_uAWDU6Dp_87Z1xBFWPMjCM8EWshUq0Mt3_LZP_oDNqkbvgqeMK-zXr9-YLWQ_n7emxW7t6zepgoshoFCmHo0Wr4f5LfVKNQ6u7dSWLgYnB9HOrmdBAj5h6GbPGRMaFL3PcZxKVe_Fhg/s1600/finished+look.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_uAWDU6Dp_87Z1xBFWPMjCM8EWshUq0Mt3_LZP_oDNqkbvgqeMK-zXr9-YLWQ_n7emxW7t6zepgoshoFCmHo0Wr4f5LfVKNQ6u7dSWLgYnB9HOrmdBAj5h6GbPGRMaFL3PcZxKVe_Fhg/s640/finished+look.JPG" width="640" /></a></div><br />
<br />
I ended up just taking the embed code and modifying it so that it looks like <a href="http://kdkportfolio.weebly.com/resume1.html">this</a> (my <a href="https://sites.google.com/site/katiekintersportfolio/resume">resume</a> in my new portfolio)<br />
<div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle"><span style="font-size: large;"><b>Survey Form</b></span></div><div class="MsoNormalCxSpMiddle">I have also been playing around with GD’s survey form. I created a simple one just to see how it works and invited a few friends from my PLN to answer the questions. I made the first mistake of not filling it out myself to set the example. I also should have had a question asking for their name but I didn’t realize that it would present the responses in <a href="https://spreadsheets.google.com/ccc?key=0AhItUmJzDOzPdDBldFNwRU9TQTVjRU9Ddjc2U1hiOHc&hl=en#gid=0">table form</a> without any indication of who wrote it. </div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle">Under the tab titled “Form” you can click “Show summary of responses” and it shows the multiple choice answers in a pie graph which, I think, is pretty sweet. </div><div class="MsoNormalCxSpMiddle"><br />
You can also email the form or embed it:</div><div class="MsoNormalCxSpMiddle"><iframe frameborder="0" height="653" marginheight="0" marginwidth="0" src="https://spreadsheets.google.com/embeddedform?formkey=dDBldFNwRU9TQTVjRU9Ddjc2U1hiOHc6MQ" width="760">&amp;lt;p&amp;gt;&amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;Loading...&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;gt;&amp;lt;/p&amp;gt;</iframe></div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle"><br />
</div><div class="MsoNormalCxSpMiddle">I really like <a href="http://gauthiercep452.blogspot.com/2011/04/exploring-google.html">Gabrielle Gauthier’s idea</a> of creating a Google Form for students’ parents to fill out at the beginning of the school year. So, I think I might do something similar in the future. In addition, mid-semester forms could be made to do a quick check-up on the parent-teacher-student relationships. </div></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com3tag:blogger.com,1999:blog-5291833212052204536.post-8015127173639589052011-04-04T14:38:00.000-07:002011-04-04T14:38:41.267-07:00Growing Pains<div class="MsoNormal"><span style="font-size: 16pt;">I have been having a difficult time lately handling criticism and simply hearing very different opinions than my own as well as hearing my own opinions attacked. I usually consider myself as someone who welcomes opposing views as a way of growing, but sometimes, I’ll admit, there are growing pains, haha. It’s just so much easier to surround myself (both physically and digitally) by people who agree with me and are similar to me. In the end, I honestly DO like KNOWING other views, but I think the process of finding out about them can be difficult. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 16pt;">One reason for this is that, quite often, those who have interesting views are those who believe very strongly in something. They* are so passionate that they can say things on waves of emotions in addition to their passion blinding themselves sometimes. Well, blinding is not a good word for it…. It’s more like- if you really believe you’re right about something ……. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><i><span style="font-size: 16pt;">(which hopefully you DO think you’re right because if you think you are wrong then why would you think that? …..of course, I guess there’s always that middle ground where you believe one thing but you’re not quite sure so you’re still open and searching) </span></i></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 16pt;">…..anyway, if you really believe you’re right about something and you’ve already heard many of the main arguments against it, then you kind of start dismissing those arguments because you already know you disagree with them. The problem with this is 1) there might be more points that you HAVEN’T ever heard and, more importantly, 2) you shut down to those with opposing opinions. Shutting down to others is bad because, you can lose touch with the reasons WHY they still think differently than you. This is a first step in lack of understanding and lack of compassion and ends up in people just yelling at each other and hating each other as opposed to civilly discussing and compromising or at least admitting that there are legit reasons for believing differently. It also leads down the road of seeing people as the enemy and as “other” instead of as human because if you see them as so different from you that you can’t relate to them, then you don’t care about them even as fellow humans…. and that does not lead to good things. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 16pt;">So…. anyway… that’s my quick and confusing rant for today. I’m sure I’ll read it later and be like, “What?”</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 16pt;">*I’m not using “they” to imply that this DOESN’T include me, because it definitely does.</span></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com1tag:blogger.com,1999:blog-5291833212052204536.post-43098341408344443122011-03-25T15:09:00.000-07:002011-03-26T11:19:41.524-07:00“Causing arguments since 2008”<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiwGeBbg8o-DyC-Ps-_wBgJXxhnYCeKiWNtms7Xv_b4YXYw9bryiXXqN8rpXveFDmbzohPz8xDXTvpCthCIiqLIIAiv_j0EkrO_mvvz9KSYsqagEDYJ-2bHu7JVIOLGktMxDVEHInDEXg/s1600/fill+in+info.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiwGeBbg8o-DyC-Ps-_wBgJXxhnYCeKiWNtms7Xv_b4YXYw9bryiXXqN8rpXveFDmbzohPz8xDXTvpCthCIiqLIIAiv_j0EkrO_mvvz9KSYsqagEDYJ-2bHu7JVIOLGktMxDVEHInDEXg/s400/fill+in+info.JPG" width="400" /></a></div><a href="http://www.amap.org.uk/create/%E2%80%9D">aMap</a>, or argumentative Map, is a site in which users can create a debate with other users in the form of a web or map. You do not create an account; anyone can create a map, but for each time that you create a new map, you must provide a user name, city, postcode, and email address. <br />
<br />
<br />
If I used this in a classroom, I would start with a quick lesson on how to fill out the aMap form: <br />
- Your position (I think . . .) – what you think overall<br />
- Propositions (Because . . .) – reasons that support your position<br />
- Arguments (As . . .) – supporting arguments that back up each of your propositions<br />
- Evidence (Supported by . . .) – supporting evidence to back up your arguments<br />
<br />
It looks like this:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5f7QBS-iIMnpz1NO3VA-aa_LGy3YJj1UtFMKXP_lB-iSEDubwIT5g_RcuAFryfvVqF21KXxkKZtPL5YbbNo4q_qVaoa487YG1YXZEzD4D971WTPARcLJi0C2AyPMN5fmbVHmbY9t1QBk/s1600/3+tiers.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5f7QBS-iIMnpz1NO3VA-aa_LGy3YJj1UtFMKXP_lB-iSEDubwIT5g_RcuAFryfvVqF21KXxkKZtPL5YbbNo4q_qVaoa487YG1YXZEzD4D971WTPARcLJi0C2AyPMN5fmbVHmbY9t1QBk/s640/3+tiers.JPG" width="640" /></a><br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Their example is:<br />
I THINK... "Man U are the best team in the Premiership” (State their position)<br />
BECAUSE... "They’re the most successful on the pitch” (State their proposition/reason)<br />
AS... "They win the most silverware and have the best players” (State supporting argument)<br />
SUPPORTED BY...“In 2008 Man U won the Champions League and Ronaldo won best European Player of the year.” (State supporting evidence)<br />
<br />
<br />
<br />
aMap even offers a <a href="http://www.slideshare.net/Delib/developing-arguments-critical-thinking-teachers-pack">powerpoint</a> for teachers: <br />
<object height="355" id="" width="425"> <param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=developingarguments-090915152249-phpapp01&stripped_title=developing-arguments-critical-thinking-teachers-pack&userName=Delib" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed name="__sse2002472" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=developingarguments-090915152249-phpapp01&stripped_title=developing-arguments-critical-thinking-teachers-pack&userName=Delib" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed> </object><br />
<span style="font-size: xx-small;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/Delib">Delib</a></span> <br />
<br />
Students can also look over <a href="http://www.amap.org.uk/view-all/">examples</a> of already created aMaps. <br />
<br />
I would require students to create a minimum of one map and to reply to a minimum of 3 of their classmates' maps. Students would choose their issue in class on a sign-up sheet to ensure that multiple people do not choose the same topic. They would also draft their map either in class or as a homework assignment because it is difficult to edit in the website. <br />
<br />
<span style="color: cyan;">Pros</span>/<span style="color: red;">Cons</span><br />
<div style="color: cyan;">+integrates technology into teaching students how to debate</div><div style="color: cyan;">+lays out a basic format for creating an argument</div><div style="color: cyan;">+their maps can be expanded upon for a formal paper later on</div><div style="color: cyan;">+can follow maps on twitter, facebook, and myspace</div><div style="color: red;">-no way to edit your aMap once you've officially shared it so students would have to create and edit their arguments on paper or in a Word document first </div><div style="color: red;">-its format is rigid and not very flexible- some arguments and points are more complicated than the 3 tiered argument they offer and others may be simpler. </div><div style="color: red;">-text for each box is limited by a set number of characters</div><br />
This lesson fulfills the following <a href="http://www.michigan.gov/documents/ELA_08_87361_7.pdf">GLCE's for 8th Grade Language Arts </a><br />
<b>W.PR.08.03 </b>draft focused ideas experimenting with various ways of sequencing information including ordering arguments, or sequencing ideas chronologically by importance when writing compositions.<br />
<b>S.DS.08.01</b> engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.<br />
<b>S.DS.08.02</b> respond to multiple text types in order to explore problems and pose solutions supported with evidence, take a stand on an issue and support it, and identify personally with a universal theme.<br />
<br />
<a href="http://www.michigan.gov/documents/METS_6-8_129586_7.pdf">METS</a><br />
<b>6-8.CI.3.</b> illustrate a content-related concept using a model, simulation, or concept-mapping software<br />
<b>6-8.CC.1.</b> use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences<br />
<br />
I used 8th grade GLCE's, but I think this site could be used in any classroom from late elementary through even high school depending on how it's used and the need of the students. <br />
<br />
I am still not confident with the form they use especially the "supporting argument: As....." It's one of those situations in which I get it when I look at their examples but I am unsure what to put when creating my own.<br />
<br />
My example:<br />
<embed flashvars="map_id=5609&base_url=http://www.amap.org.uk/" height="300" pluginspage=" http://www.macromedia.com/go/getflashplayer" src="http://www.amap.org.uk/viewer.swf" type="application/x-shockwave-flash" width="400"></embed>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com3tag:blogger.com,1999:blog-5291833212052204536.post-70767051803290084272011-03-22T12:06:00.000-07:002011-03-22T12:08:12.279-07:00Disapointed with SliderocketI played around with <a href="http://www.sliderocket.com/">Sliderocket</a> last week. I needed to teach a lesson to my college classmates and my TA wanted us to be creative and not just copy the format of previous groups who had taught. I couldn't really get around having some sort of digital text presentation but I wanted to avoid the overused powerpoint.<br />
<br />
Sliderocket was fairly simple to learn how to use since it's quite similar to powerpoint. My favorite feature is the slide transition. I like the options available for transitioning between slides because it really separates itself from powerpoint by providing a modern visual such as the cuberotate and the swap. You can also insert videos and links on the slides, but I didn't need to do either.<br />
<br />
Another seemingly cool thing is that users can download their presentation. However, you have to pay for it. This was a huge disappointment because I knew the internet connection in the room I would be teaching in is not reliable. I needed something I could use without internet and I was not about to pay sliderocket anything. <br />
<br />
<br />
Then, Sliderocket was saving my work and something went wrong, an "error" happened. One of my slides was lost and others lost quite a bit of information which I had recently added. I was already running late and had to spend another 30 minutes redoing the lost pieces. I ended up copying and pasting all of my information into a powerpoint because I was so frustrated and mad at sliderocket. This type of thing makes me nervous about working on anything that is saved only on the web. I feel like I have no control whether something gets deleted or not. On my computer, I can at least save it after big additions or revisions and I can even back it up to a flashdrive, but on the web, it could just disappear and I would never see all my hard work every again.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com4tag:blogger.com,1999:blog-5291833212052204536.post-11225002806896424522011-03-20T19:44:00.000-07:002012-06-12T17:27:21.839-07:00I wish I was as POOR as Teachers!<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="color: lime;">
The purpose of this is not to prove that teachers make too much money or too little money. It’s to make people think and to put some perspective on things. </div>
<div style="color: lime;">
<br /></div>
<div style="color: lime;">
The following is a journal entry from 2005 by a high schooler. Pseudonyms are used for obvious reasons.</div>
<br />
I ripped into Mr. S today. I didn’t mean to. He’s a nice teacher and I like him, but he was the last straw. He made a comment about how he doesn’t make any money as a teacher and I snapped. I gave him a five minute lecture on how bad it is for him to be complaining about how much money he makes when he could have students who are actually poor and how does that make them feel and on and on. I expect that kind of thing from the lazy coaching “teachers” but not from Mr. S; he seems quality. <b style="color: magenta;">It’s like it’s a rule that if you’re a teacher you must meet a quota of number of times you complain about your salary</b>. Mr. S is young. I wish he would challenge the norm and not just follow in the footsteps of others.<br />
<br />
<br />
I’ve been listening to teachers complain about how much money they make (or DON’T make) for years and for some reason a lot in the past few weeks and I’m sick of it! I figure my parents must make a fraction of what teachers make since we can't afford their lives. So my dad gets paid less AND his job is way harder yet he doesn’t complain… okay, sometimes he does, given what’s natural for a human. I mean, he did CHOOSE his profession so I kinda don’t feel TOO bad… but so did teachers! They knew they were going into a field that doesn’t pay tons because they have also listened to their teachers who complained about it. So then why do they expect more? Are they the children of rich middle class couples, spoiled, have no clue about what a hard life really is, and expect the world to hand them a high standard of living?<br />
<br />
<br />
Mrs. J lives in that new, big, brick home. I wish I lived in a house that nice. Maybe she just has a wealthy husband, but what about Mr. and Mrs. D? They’re both teachers and they just bought that one house. Plus they paid me a lot for babysitting one little girl. It was really nice in there. Nothing was broken, Nothing was hand-me-downs-and-down-and-down. It looked like they have everything they need and want. I mean, it’s not a mansion and they don’t have boats but not everyone can be THAT rich. I don’t feel bad for teachers. Looks like they’re livin it up to me. Then again, I'm not coming from parents who are doctors or lawyers or anything like that. Their lives probably seem like poverty compared to the childhood they are coming from, but it looks luxurious to me. But what about Mrs. M? Her house is small and she lives paycheck to paycheck… she also got pregnant when she was a teenager and her husband is working part time.... She's an exception. I just look at teachers’ clothes, cars, houses, cell phones, and think, <b><span style="color: magenta;">“Wow, I wish I was as poor as you.”</span></b> Mr. B has a motorcycle, a pool, a billiard table, a nice car and he doesn’t even do anything! I wonder how much teachers REALLY make….. Mom says $30,000 is a respectable starting wage. So, I guess, that means teachers make $20,000? $25,000? <br />
<br />
<br />
Furthermore, it’s always (almost) said like this, “Good thing I’m not doing it for the money cause we get paid nothing.” This pisses me off cause if you truly weren’t doing it for the money then why bring it up and complain about it? Saying things like, “I work my butt off and get paid peanuts,” is insulting to someone who works or comes from parents who work longer and more laboriously and get paid less. I know teachers have degrees and most people who get paid less don’t, but, in reality, no one’s gonna care if you’re “qualified” or “certified.”All they’re gonna see is a bunch of people who work with kids, get summers off, and still think they’re living in poverty and their lives are awful. Pointing out that you have a degree almost makes it worse cause it’s like you’re saying, “Look at me! I’m better than you!” <b style="color: magenta;">No wonder the poor hate the rich</b>. My family’s not even that poor and teachers certainly aren’t rich either. It’s almost like teachers are the sophomores in society- taking pride in being better than those below them yet still lusting to be an upperclassman.<br />
<br />
<br />
<b><span style="color: magenta;">If teachers are poor, am I supposed to feel ashamed of my background?</span> </b>Of my life? I don’t feel ashamed. At least, I don’t think I do. But if teachers believe that their situation is soooo bad, then what does that say about mine? My family of SEVEN can survive just fine off of our income but apparently it’s not enough for teachers. I just think people don’t realize how good they have it which makes sense considering the sayings “You don’t realize what you have until it’s gone” or “It’s always greener on the other side.” I can think of plenty of other kids who are worse off than my family. I wonder how THEY feel. <br />
<br />
<br />
I don’t want to be too harsh. I have many amazing teachers and many who DO work their butts off. I just wish they wouldn’t complain about their pay. And it sucks for the teachers who work hard that there are teachers like Mr L who really honestly don’t do much. I can just picture him in his Union “We are Professionals” T-shirt saying, “Wha wah wah, my job is sooo hard. I’m a lazy football coach who copies notes from the textbook, has my students grade their tests, and chastises students for daring to ask questions and actually learn something.”Once he starts doing as much work and is as amazing as Mrs. Q, then he can maybe start thinking about complaining. <br />
<br />
<div style="color: lime;">
This is just something to think about in regards to your own students. I'm sure most high quality teachers are aware of how much their words, actions, and attitudes affect students. Just remember that you don’t always know what’s going on in their lives and you can’t always ascertain their socioeconomic status. This is besides the fact that it is very unprofessional to be discussing salary in front of students anyway. </div>
</div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com5tag:blogger.com,1999:blog-5291833212052204536.post-80857830296930956642011-03-10T16:57:00.000-08:002011-03-21T21:10:30.701-07:00Digital Story Board Example using Prezi<div style="font-family: Arial,Helvetica,sans-serif;"></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCxqlkJGOZVu1-xrvbu8J6PXwm2GpQu7I8GYVsWJzrrb83fO7l8qeWE0fRwjYzkj0oUJgV8ae3XNbJGIddwVOebtdqlq6eSFantydpgN08I02rAcU52zg86MO9g26hHXcTpOcyRp2WJO0/s1600/screenshot.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="142" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCxqlkJGOZVu1-xrvbu8J6PXwm2GpQu7I8GYVsWJzrrb83fO7l8qeWE0fRwjYzkj0oUJgV8ae3XNbJGIddwVOebtdqlq6eSFantydpgN08I02rAcU52zg86MO9g26hHXcTpOcyRp2WJO0/s320/screenshot.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">an image from my digital storyboard example</td></tr>
</tbody></table><span style="font-size: large;"><b>Intro</b> </span><br />
<span style="font-size: small;">I expanded on a lesson plan idea suggested in my post</span> <span style="font-size: small;"><a href="http://thoughtsoneduc.blogspot.com/2011/02/explore-museums-around-world-for-free.html">Explore Museums Around the World.... for FREE!!</a>. Basically, I created my own <a href="http://prezi.com/rq_syqftaawp/the-peacock-clock/">personal example</a> for students to look at while doing <a href="https://docs.google.com/document/d/1RBKNqjzBS8Ocavf_bUokElkL9NErLnXYJaEQw3z9Lyg/edit?hl=en&authkey=CO2Uo7EL#">this digital storyboard assignment</a>. I also made various drafts of my story outlines to show them how messy composing and revising can be (<a href="https://docs.google.com/document/d/1fLXxdbq5BWWcJYY7QsgsL4fgMIcqH-xtdz1YYnl1MS8/edit?hl=en&authkey=CJjR9MwB#">Beginning</a>, <a href="https://docs.google.com/document/d/1tUyUMCej940DPny7vU0wYpyD4pBCPQOLWPDNYXXeC6I/edit?hl=en&authkey=CMbym80B#">Draft 1</a>, <a href="https://docs.google.com/document/d/1-5ttANISvbcbY63J1J1BgoCKE2m5j8P0HKVGRB4a78Y/edit?hl=en&authkey=COLq_d4G#">Draft 2</a>, <a href="https://docs.google.com/document/d/16UNd-vxhWuJfBAbPShX7-VbrpV9yDOhXakrMrGp8zBs/edit?hl=en&authkey=CM7w3f0M#">Draft 3</a>). This lesson could make a great art class project and it DOES greatly integrate history. Unfortunately, it is not supported by any particular GLCE that I know of, which means it would not realistically be used; most do not have enough time to teach even the basics let alone a project such as this. However, since it is already prepared, I could see it as a good enrichment project to be set aside for substitute days or days in which something unexpected happens and the teacher is for some reason standing there without a lesson plan or for unruly days such as just before a vacation (Thanksgiving, winter break, spring break, etc.). In any school I have been in there are always at least a couple of these afternoons that get thrown to the wind….. which is interesting considering my statement before about how no one seems to have time to teach even the basics, but that’s diverging from the topic. Another disadvantage is that there could be much confusion from students if there is a sub who doesn’t have answers for their questions. Another drawback for this being a “quick, informal, afternoon lesson” is that the whole thing took me 2 days of my Spring Break to finish. So, it would have to either be more of a long term project or be modified and have different expectations than the one I created. It also seems logical that a lesson on copyright would make sense as a prerequisite considering the amount of research and media which is involved. </span><br />
<div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: large;"><b>Positives for using digital storyboards</b></span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+It makes it fun especially if students are used to presenting project after project on poster boards and standing in front of the class saying “Blah, blah blah.” </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+It allows for multimedia (videos, text, images) and is aesthetically pleasing </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+This is something they can show their parents and keep for years. </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+If done in groups, it allows for students to work on it separately as opposed to having to meet physically for any accomplishment. </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+Digital Storyboards offer student choice and variety between projects if they are allowed to pick their own tool. There are <a href="http://cogdogroo.wikispaces.com/Dominoe+50+Ways">many options</a>. However, it might be easier to limit their options since the teacher will likely have to provide assistance in using the tools. </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;"><b><br />
</b><span style="color: cyan; font-size: large;">Pros</span><span style="font-size: large;">/</span><span style="color: red; font-size: large;">Cons</span><span style="font-size: large;"> to <a href="http://prezi.com/index/">Prezi </a></span></span></div><div style="color: cyan; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+loved the “zebra” tool for selecting, changing the size of, and rotating an object. </span></div><div style="color: cyan; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+creates a very modern looking and creative presentation</span></div><div style="color: cyan; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+provides a tutorial</span></div><div style="color: cyan; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+was fairly easy to figure out without watching the tutorial (since I rarely have patience for them, although I admit that sometimes it might save time and frustration in the end)</span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-one of my youtube videos takes a while to load, but that might not be Prezi’s fault</span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-you can’t control how long the auto play stays at each stopping point </span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-cannot add voice to it, I even tried recording on my laptop and uploading the sound file but it doesn’t allow that</span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-it ONLY allows embedding youtube videos, trust me- I tried adding a video from <a href="https://www.google.com/accounts/ServiceLogin?service=writely&passive=1209600&continue=http://docs.google.com/&followup=http://docs.google.com/&ltmpl=homepage">google-docs</a> </span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-doesn’t allow for links to other sites, which would be nice considering the previous point, however you can insert the URL for viewers to copy and paste</span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-some images were pixilated but it could have been due to the quality of the original image and thus not Prezi’s fault</span></div><div style="color: red; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">-became frustrated with the pointer automatically selecting objects without me knowing about it… had to use the “undo” button many times</span></div><div style="color: cyan; font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">+has an “undo” button :D</span><br />
<div style="color: white;"><br />
</div><div style="color: white;"><span style="font-size: small;">UPDATE: After more research, it turns out that this idea IS indeed supported by the GLCE's and could be a legitimate lesson plan used in the classroom as seen <a href="http://kdkportfolio.weebly.com/technology-lesson-plan.html">here</a>. </span></div></div></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com3tag:blogger.com,1999:blog-5291833212052204536.post-89084592962411985922011-02-21T21:00:00.000-08:002011-02-21T21:21:07.160-08:00Home Visits: Bad? Good? Why?<div style="font-family: inherit;"></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt;"><span style="font-size: large;"><b></b>In many of my courses at MSU, the idea of teachers visiting their students’ houses has been upheld as a great method of building relationships and learning about the student’s cultural knowledge. While I do see how meeting families in their homes would be beneficial, I am very hesitant about the whole thing for a few good reasons. </span><br />
<span style="font-size: large;"> </span></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.25in;"><span style="font-size: large;">1.<span style="font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>As a student, I would have felt very uncomfortable if any of my teachers had visited my house (with a few exceptions of those whom I was very close to or who already knew my family). Students cannot control their home life but they can control who they are at school. Seeing the student’s home environment may give you insight but it also could make the student feel exposed and vulnerable when he/she did not choose to be.</span></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.25in;"><span style="font-size: large;">2.<span style="font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>If the teachers visit the student’s houses, do the students and/or their parents visit the teacher’s house? It seems like the idea of the teacher going around to people’s houses could stir up some feelings of, “That person can come in, look at us, study us, and judge us, but we can’t go to their home” (whether the teacher is actually judging or not). I would like to add to this that, overall, students and/or their families visiting my home would make me very uncomfortable, but I admit that I have the attitude that my personal life and my professional life should remain generally separate, with some exceptions. </span></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.25in;"><span style="font-size: large;">3.<span style="font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Doesn’t this enter into some gray area in terms of professional conduct? Or am I just drawing the lines too rigidly? Horror stories have me terrified of simply being alone with one student let alone driving them home or visiting their house. </span></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt 0.5in; text-indent: -0.25in;"><span style="font-size: large;">4.<span style="font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Going off of #3, what if I visited my student’s house and saw something inappropriate or illegal? I would obviously be obligated to report it, and, in this instance, it seems that visiting their home destroyed the purpose of “building a relationship,” at least a good one. Unless, I guess, the student was happy about it being reported, but it seems it would still make the situation awkward. </span></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt;"><br />
</div><div style="font-family: inherit; margin: 0in 0in 0.0001pt;"><span style="font-size: large;">Perhaps a solution to some of my concerns above would be to simply get written consent from both the student and the parents that a home visit is okay. Additionally, calling and scheduling a set time for the visit would seem to be an appropriate protocol that could decrease #4 at least. </span></div><div style="font-family: inherit; margin: 0in 0in 0.0001pt;"><br />
</div><div style="font-family: inherit; margin: 0in 0in 0.0001pt;"><span style="font-size: large;">I am curious about how many teachers actually do home visits and what they have to say about it. </span></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com2tag:blogger.com,1999:blog-5291833212052204536.post-12682051614282677932011-02-20T20:53:00.000-08:002011-02-20T20:56:56.059-08:00The Collective Brain<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdVu0GwDRysPKYDVFHCqsGN1P_OtKOw0ciYuFE5pC74RAbzEIDRXMbN1dxwZBqhE5qQ3VIAZQOwGj84hrco4d3MRn5AkxYwUb1-zaYQFymTNMhCWh0kdmglXIGKEO4YDtRWF4R4Td6CVo/s320/internet.jpg" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo Attribution:<br />
<a href="http://www.opte.org/maps/">http://www.opte.org/maps/</a><br />
by The Opte Project<br />
Released by an Attribution-Share Alike License:<br />
<a href="http://creativecommons.org/licenses/by-nc-sa/1.0/">http://creativecommons.org/licenses/by-nc-sa/1.0/</a> <br />
<br />
</td></tr>
</tbody></table>This is one of my favorite images which I have found using the <a href="http://search.creativecommons.org/">Creative Commons Search</a>. As the creator put it, "This project was created to make a visual representation of a space that is very much one-dimensional, a metaphysical universe" (the internet). I think the specific image at right is accurately depicting the internet on November 23, 2003. <br />
<br />
I would use this image in a similar way in the classroom as Matt Ridley did in his lecture <a href="http://www.youtube.com/watch?v=mNFRg1Tu1y8">When Ideas Have Sex</a>. I would use it to remind my students that they each have value and are needed by society because we are all interdependent. IQ means absolutely nothing. Whether you are the smartest, fastest, strongest, etc. doesn't matter because you are needed for being you. (This is, of course, besides the fact that being literally the smartest, fastest, strongest, or best at anything is only possible for one person at a time, and thus a ridiculous goal to have for 99% of the population.) This is also supported by one of the Nine Organizaing Themes for Understanding Ethical Practices in the book <a href="http://www.amazon.com/gp/product/0135010713/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=486539851&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=0130939897&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=1KRJ2H32WB1NK7BD50G6">Behavior Management</a> by Wheeler and Richey: "Each student as an <i>individual </i>human being has worth and dignity, despite the nature or severity of his troubling behavior." So even if you are a cashier at McDonald's, you are needed by everyone.... even those who don't like McDonald's.<br />
<br />
Okay, so if you passed over this video the first time, this is me saying you should seriously watch this: <a href="http://www.youtube.com/watch?v=mNFRg1Tu1y8">When Ideas Have Sex</a>. <br />
<div class="separator" style="clear: both; text-align: center;"></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com1tag:blogger.com,1999:blog-5291833212052204536.post-66567734620810558632011-02-20T12:00:00.000-08:002011-02-24T13:48:10.088-08:00Explore Museums Around the World.... for FREE!!<div class="MsoNormal"><b>Intro</b> </div><div class="MsoNormal">I have recently fallen in love with using the street view and images on <a href="http://maps.google.com/maps?hl=en&tab=wl">Google Maps</a> to explore the world (<a href="http://www.onlineuniversities.com/blog/2010/01/100-incredible-educational-virtual-tours-you-dont-want-to-miss/">list of places to visit</a>). For instance, as my friend was physically visiting the Cliffs of Moher in Ireland, I was viewing them online. I see it as a free way to expand my horizons while sitting in my living room. A new option is now being offered by Google: <a href="http://www.googleartproject.com/">Google Art Project</a>. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b>Google Art Project </b>provides virtual tours of art museums around the world. It is free and you do not need to set up an account to use it. There are two main ways of experiencing the tour: “Explore Museum” or “View Artwork.” Exploring the museum gives you the view as if you are actually walking around. Viewing the artwork shows you one painting at a time in which you may zoom in and out or go to the next painting. I created a video explaining it in depth as opposed to trying, in vain, to explain it in written words. </div><div class="MsoNormal"><br />
<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/IpjSxcLOtFE?rel=0" title="YouTube video player" width="640"></iframe><br />
I suggest pressing the "expand" button at the bottom right corner to watch it in full screen. </div><br />
<br />
<span style="color: cyan;">Pros</span><span style="color: magenta;"> &</span> <span style="color: red;">Cons</span><br />
<div class="MsoNormal"><div style="color: cyan;">+field trip to museums without permission slips and transportation fees</div></div><div class="MsoNormal" style="color: cyan;">+“go” to places you wouldn’t be able to on a normal field trip (such as other countries)</div><div class="MsoNormal" style="color: cyan;">+get an idea of the actual size of the paintings. For example, I’ve seen the image of the Mona Lisa hundreds of times but I’ve heard that it’s actually unexpectedly small.</div><div class="MsoNormal" style="color: cyan;">+can navigate virtually as if you were there </div><div class="MsoNormal" style="color: cyan;">+don’t have to worry about students breaking anything, pulling the fire alarm, getting left behind or lost, etc.<br />
+audio tours and youtube videos produced by the museums as well as links to the museum website </div><div class="MsoNormal" style="color: magenta;">-/+visual quality is low in “explore museum” mode however quality is excellent when you select a specific painting</div><div class="MsoNormal" style="color: magenta;">-/+miss out on having a guide tell you about the paintings and cannot read the descriptions on the wall, but you can read about them under “viewing notes” </div><div class="MsoNormal" style="color: red;">-sometimes “see more” under “viewing notes” gives information in a different language than English</div><div class="MsoNormal" style="color: red;">-moving around in “explore museum” can be difficult</div><div class="MsoNormal" style="color: red;">-controlling students exposure to nudity? If that’s an issue<br />
-some of the paintings have glare on them from the “explore museum” mode </div><div class="MsoNormal" style="color: blue;"><br />
</div><br />
<b>Lesson Plan Ideas</b><br />
<ul><li>Write about your reactions to this painting. What are your first impressions? What are your impressions from being zoomed out or zoomed in on a specific spot? Try using all five senses even though you are not actually there; use your imagination. </li>
<li>Do a comparison project. Choose one painting or sculpture that you like, write or record your voice about your reaction to it, and then find out more information about the artwork and the artist. Then, discuss how knowing the background information changed your view of it for good or bad or did not change your view. Repeat for a piece of art that you find boring and do not like, and then compare your initial reactions to both paintings to your reactions after finding out more information. </li>
<li>Discuss why someone would paint this? What moved them? Why would someone buy it? What is the importance of art and expression amidst a world of science?</li>
<li>Write a story inspired by the painting they see. This could involve using the background information or not. </li>
<li>Create your own artwork collection (account required). Choose five pieces of art that speak to you and write about what specifically strikes you in the comments. OR choose five views of one piece of art and write about what each one means to the big picture in the comments. </li>
</ul><br />
<br />
As far as <a href="http://tpack.org/tpck/index.php?title=Main_Page">TPACK</a>, the Google Art Project lessons focus more on the technology and art aspect than on traditional academia. I tried finding some <a href="http://www.michigan.gov/mde/0,1607,7-140-28753_33232---,00.html">GLCE’s</a> to support the above lesson plan ideas but I mostly only found those pertaining to writing and composing since there are no art GLCE’s of which I am aware. I think the benefit of doing an activity such as this with your students is demonstrating to them how the internet can give them access to the world.<br />
<br />
P.S. I'm sorry that the video is not focused. This was my first time playing around with a screencasting software. I tried out a few of them and am not overly pleased with any so far. I'm open for any tips.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com1tag:blogger.com,1999:blog-5291833212052204536.post-10656194540205087792011-02-17T14:23:00.000-08:002011-02-25T10:16:12.862-08:00Copyright<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">I found this <a href="http://teachingandtech.wikispaces.com/CreativeCommons_and_Copyright">copyright lab</a> to be enlightening. It increased my awareness and accountability as a user and as a teacher of users about the laws surrounding copyright particularly on the internet. However, I still feel quite a bit fuzzy about what I’m supposed to do when I attempt to actually apply what I have learned. I will probably have to go through the lab at least one or two more times to feel competent teaching about copyright. I am more than happy to give credit where credit is due and to teach students that they are responsible to do the same. I think what causes me to be hesitant is the formatting. It seems as though the formatting requirements are almost as tedious and confusing as MLA and APA (rules governing the format of essays, citations, etc. according to Modern Language Association and American Psychological Association respectively). Now, I can understand the need for having a standard format. Consider this: </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: center;"><span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggihbhx8CC_cM0o2PSAJuyIr_4pIYjPIF3MBlrJ4o0OsaBl75KTydNP_cJ9njIQTqYeUzFnCvseFzlsIIcKjvCFk3E2FsRAhQ3YFgDbnsp0p_cRRXcSp4-svkrGIp9O8n8jG1yhTuRxOQ/s1600/image_of_x.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggihbhx8CC_cM0o2PSAJuyIr_4pIYjPIF3MBlrJ4o0OsaBl75KTydNP_cJ9njIQTqYeUzFnCvseFzlsIIcKjvCFk3E2FsRAhQ3YFgDbnsp0p_cRRXcSp4-svkrGIp9O8n8jG1yhTuRxOQ/s320/image_of_x.JPG" width="320" /></a></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The two "images" are the same (a box with an x in it), but clearly "cited" differently. If I was only looking at example A, I would not be sure if "Dan Harper" is the author or the title of the image, although I would guess it's the author. There IS a link to the source but it's tiny. Example B has the title but the author's name is not in full and there is no link to the source or any reference to a source at all. Having no conditions about what information is needed and where users can depend to find it can lead to confusion and inaccuracies. So, like I said, I can understand the need to have some dependability. </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">I can also understand why it gets complicated because there are so many exceptions and different types of information based on whether it’s an image, video, book, article, etc. Perhaps I simply need a resource similar to <a href="http://owl.english.purdue.edu/">OWL</a> to show me what information I need to use and where. </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">I’m also at a loss as to what I should do if I want to use a work that is not licensed by <a href="http://creativecommons.org/">Creative Commons</a> or not notated with some kind of indication of the usage rights. How do I find out this information? When it is annotated with a CC license, what do I do if the work is supposed to be attributed according to how the author wishes except I don’t know what the author wants. CC’s <a href="http://wiki.creativecommons.org/Frequently_Asked_Questions#How_do_I_properly_attribute_a_Creative_Commons_licensed_work.3F">Frequently Asked Questions </a></span><span style="font-size: small;">answered this one: “</span><span style="font-size: small;">If the copyright holder has not specified any particular way to attribute them</span><span style="font-size: small;">….</span><span style="font-size: small;"> you will have to give attribution to the best of your ability with the information you do have.” Perhaps this applies to works on the web that have no specifications concerning how they can be used. </span><span style="font-size: small;">On the other hand, lack of information effects the expectations for a standard format. </span><br />
<span style="font-size: small;"><br />
</span><br />
<span style="font-size: small;">Apparently there are even different citation rules depending on if you’re using Flickr verses CC verses who-knows-what-else which is confusing on top of itself because you can have a picture on Flickr and use a CC license at the same time. I also wonder if there are rules about where the license and citations are supposed to be located. Underneath the image? At the bottom of the website or blog? On a specific works cited page of a website or wiki? </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">I am hoping, not hoping, planning on becoming more and more experienced and knowledgeable on this as I practice citing everything I can. </span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 0.0001pt;"><span style="font-size: small;">(Did I even cite the quote from above correctly?)</span><br />
<br />
<span style="font-size: small;">Copyright for the image used in this post: <a href="http://creativecommons.org/licenses/by-nc/3.0/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/88x31.png" style="border-width: 0pt;" /></a><br />
<span href="http://purl.org/dc/dcmitype/StillImage" property="dct:title" rel="dct:type" xmlns:dct="http://purl.org/dc/terms/">"Image of X</span>" by <a href="http://thoughtsoneduc.blogspot.com/2011/02/copyright.html" property="cc:attributionName" rel="cc:attributionURL" xmlns:cc="http://creativecommons.org/ns#">Katie Murphy</a> is licensed under a <a href="http://creativecommons.org/licenses/by-nc/3.0/" rel="license">Creative Commons Attribution-NonCommercial 3.0 Unported License</a>.</span></div>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com2tag:blogger.com,1999:blog-5291833212052204536.post-78524696891943365482011-02-07T19:08:00.000-08:002011-02-20T18:01:16.922-08:00Flashcard MachineI tried out <a href="http://www.flashcardmachine.com/">Flashcard Machine</a> which is exactly what it sounds like- a website in which users can create online flashcards. You must have an account to CREATE flashcards but it seems as though non-users can view and flip through the cards if they have the URL. It even offers an option where you can identify yourself as a teacher. I'm not sure what the differences are between being designated as a teacher or a student or professional. However, a possible implementation of this as a teacher could include creating flashcards for your students and sending them the URL. This applies to any subject area and age group.<br />
<br />
You can choose to be quizzed on the flashcards by being given the term or the definition. The quizzes are setup in multiple choice format which is not completely helpful for 100% memorization, but it still helps.<br />
<br />
Downside: you can insert images BUT they must be from another online source which was disappointing because I was hoping I could simply upload images of the text instead of having to type it all up<br />
<br />
P.S.After continuing to use Flashcard Machine, I still like it overall, but I find the requirements for creating a new set unnecessary. You have to fill in a subject area, grade level, description, etc. It really honestly doesn't take that long to fill out, and it makes sense since the purpose is to share flashcards with all the other users. However, I am just a student who wants to use it for my own benefit. I think I would feel the requirements worth while if I was creating flashcards for my students to use.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com2tag:blogger.com,1999:blog-5291833212052204536.post-84680794188361379512011-02-07T16:16:00.000-08:002011-02-17T16:57:38.607-08:00RSS Feeds need to Prevent Lonely BloggingI started using Google Reader to follow blogs about 6 months ago but I still have not gotten into the habit of actually checking it. Perhaps I have not played with it enough to learn how to use it effectively or change the settings to suit myself. One of my frustrations has been that it <b style="color: red;">does not update the comments</b> on a blog. How is an RSS feed supposed to save me time when I still have to keep track of each blog I have commented on or am interested in to check if there are any new comments. I think reading and leaving comments are almost as important as the initial post since the point of a blog is to initiate discussion. I see so many blogs that sit there lonely as if no one has or ever will read them, and<span style="color: red;"> </span><b style="color: red;">I don't want to contribute to lonely blogging. </b><br />
<br />
<br />
Finally a classmate told me that I had to create a<span style="color: red;"> separate feed for the comments</span> of a post and I also figured out how to setup my blog so that others may choose to follow the comments. This HAS encouraged me to check Google Reader more often, as well as reorganizing my feeds and folders. Yet, it is still inconvenient that I have to have two separate feeds for posts and comments. In my mind, I pictured comment updates for a post appearing as indented bullets beneath the post in Google Reader. I was going to try a different reader such as Blog Lines but I didn't want to set up yet another account (since I feel as though I have hundreds of accounts all over the internet) and then end up not liking it. I watched a tutorial on Blog Lines and it didn't look much different from Google Reader. <br />
<br />
Are ALL blogs capable of having the comments be followed or are there some that do not give that as an option? <br />
Any advice? Any suggestions on a different RSS reader?<br />
<br />
P.S. <br />
I realized that many blogs that do not offer an option to follow the comments through an RSS feed offer an option to receive emails anytime someone comments. I find this even more inconvenient than having to set up separate comment and blog feeds because I want all of my blog stuff to be in the same place.<br />
<br />
P.S.S <br />
After using two main methods of following comments, I have changed my mind. I now prefer to follow a post's comments through email. This is because, so far, there are only a few responses anyway so they are not bogging down my email account. Secondly, if I use my Reader to follow the comments, I will end up with a feed for EVERY SINGLE post I comment on. That would be quite a few! Still, I only PREFER email over the current system. I'm still waiting for a better method.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com2tag:blogger.com,1999:blog-5291833212052204536.post-38368040039703783862011-01-30T18:30:00.000-08:002011-01-30T18:34:27.992-08:00Don't be Daunted by the Post BelowThe <a href="http://thoughtsoneduc.blogspot.com/2011/01/twitter-tweetdeck-and-other-bird-like.html">post</a> I just finished is quite long. However, I was experimenting with a different type of organization. Usually I try to segment sections under subheadings which I kind of did (Twitter, tweetdeck, seismic), but there were still chunks of text that were really long and boring to the eye. I know when I look at an uber long piece of text <b>my motivation drops off a cliff!</b> So, I tried pointing out key words or phrases of a given paragraph by putting them in bold. Hopefully this will aid the reader in skimming for information that is pertinent for them. Unfortunately, it also numbed the effect of the aforementioned subheadings, at least it did until I added hyperlinks to each heading. <br />
<br />
I think if we all did this type of composing more (such as in textbooks! *cough*), readers, such as myself, would be more engaged and not have to read through the stuff they find boring or already know to get to the good stuff. I have also been told by a friend who has ADHD and dyslexia that sometimes text is easier to read when words are highlighted differently. <b>Too bad this blog site doesn't allow me to put words into different colors!</b>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com4tag:blogger.com,1999:blog-5291833212052204536.post-21401406403517629652011-01-30T18:05:00.000-08:002011-02-03T13:33:35.768-08:00Twitter, Tweetdeck, and other bird-like activities (but not twiddling)<a href="http://twitter.com/"><b>Twitter</b></a><br />
Six months ago, I thought Twitter was stupid and essentially a constant status update. While it IS somewhat the latter, I have gotten over my initial aversion to it and realized what it is good for. For instance, I am using it as a tool to expand my <a href="http://en.wikipedia.org/wiki/Personal_Learning_Networks">PLN</a> and keep in touch with college of ed. peers. <br />
<br />
Over the weekend, I monitored #educon. Watching a popular <a href="http://mashable.com/2009/05/17/twitter-hashtags/">hashtag</a> is a great way to jump into twitter. I saw and practiced many aspects of twitter such as retweeting great ideas and quotes. I also realized how twitter can be used to <b>share resources</b>. Links to blogs, articles, etc. were being tweeted constantly. At one point, I became overwhelmed by the number of tabs I had open due to the links I had clicked in others’ tweets. I finally had an epiphany that “Hey! I can bookmark these in my Delicious account!”<br />
<br />
Another neat thing about twitter at this point in my life is that my age and experience are not on the forefront. When I was conversing with other #educon tweeters, I was seen simply as another adult interested in education, unless, of course, someone looked into my profile. As someone who is still in that awkward stage of life between childhood and adulthood, I can attest to the importance of being seen and treated as a fellow member of the <b>adult and professional community</b>. It is almost embarrassing for me to admit how excited I was when educators whom I had never met started replying to and retweeting my tweets. Due to my insecurity about my experience and age, I was hesitant to ask questions for fear of sounding ignorant or being annoying, but so far it seems others are eager to answer questions and share info. and resources. <br />
<br />
Twitter seems to also be good for keeping updated on <b>news</b> events. It’s how I learned about the Egyptian protesting. I even followed a Twerson who tweeted updates every 30 seconds. <br />
<br />
The <b>downside</b> of twitter is that you really need to be logged in and paying attention to reap the benefits. This means it could become another feature in this life that sounds great at first, but could take over your life if you let it. I like it while I’m logged in, but in the end, I prefer things that I can check and reply on my own time such as email. <br />
<a href="http://www.tweetdeck.com/"><br />
<b>Tweetdeck</b></a><br />
I think I expected twitter to let me know when I log in what tweets I have missed, but as I said before, you really have to be constantly logged into twitter to reap the benefits. So, I wanted to see if tweetdeck would help keep my tweets <b>organized</b>. <br />
<br />
One feature of tweetdeck is that the notifications are in the form of pop up windows in the corner of my screen with a corresponding sound (of a bird tweet? who knows) which are both beneficial and annoying. Being driven mad by the constant chirping, I quickly figured out how to turn the sound off. While I chose to keep the <b>pop up notifications</b> running, I still have mixed feelings between the pop ups being helpful and distracting. I like the fact that they are small and in the corner. So, I can easily ignore or glance at them and continue working on something else. On the other hand, so many of the tweets were not relevant to me such as people talking about where they’re eating dinner or meeting up with someone else. I felt like I was wasting my time even just glancing at them especially when I would try to go back to working on homework and couldn’t remember what I was doing. Yet, I couldn’t bring myself to log out. I thought, “What if I miss something life shatteringly important?!” <br />
<br />
I think there were too many tweets per second by #educon for TweetDeck (or myself!) to keep up with in practical way. I would go back to full screen for tweetdeck and realize that it wasn’t notifying me for ALL the new tweets. This made me nervous because as I said before, <b>“What if I miss something life shatteringly important?!”</b> Eventually I figured out that the little numbers at the bottom of the pop up show if there are multiple new tweets and if there are you can use the arrow buttons to see them. So, all is well. <br />
<br />
You can also use tweetdeck to keep updated with your facebook and myspace accounts as well as <b>other accounts</b>, but I, personally, did not like this. It’s my personal preference that I want to check facebook when I’m ready for facebook and I do not want constant updates from facebook. This is probably because my view of fb and twitter are different. I think of facebook more like an email account that I check on my own time when I’m ready as opposed to Twitter which I see as a necessity to be in constant contact to get anything from it. Although, I DO think it’s pretty cool that you can update both twitter and facebook (and probably myspace as well) with the same post at the same time. <br />
<br />
<a href="http://seesmic.com/"><b>Seesmic</b></a><br />
Then, I tried Seesmic which has the same purpose as Tweetdeck. At first, I thought Seesmic was not as easy to figure out but that was probably just my bias from using Tweetdeck first. After I got over that, I was pretty impressed by how modern looking Seesmic looked (it was probably just the spinning settings window that got me). Seesmic basically <b>does everything Tweetdeck does</b> as far as I can tell. I was all ready to switch to using Seesmic permanently instead of Tweetdeck when I realized that Seesmic doesn’t have a refresh button that I know of and it definitely needed one because the tweets for #educon were stagnant for about 5 minutes. I knew that couldn’t be right. The only way I could figure out how to get it jump started was to delete the column and make a new one. Not wanting to blame Seesmic, I thought it might be due to a poor internet connection. However, Tweetdeck was doing just fine. <b>In conclusion, I decided to use Tweetdeck.</b>Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com2tag:blogger.com,1999:blog-5291833212052204536.post-34063457621253399912011-01-22T14:02:00.000-08:002011-01-22T14:02:47.882-08:00Creating Web SitesI am already currently working on a google site for my wedding. To balance it out and try something new, I decided to set up my e-portfolio on a <a href="http://kdkportfolio.weebly.com/">weebly</a>. <br />
<br />
I think <a href="https://sites.google.com/?hl=en&tab=w3">Google Sites</a> is easy to use and figure out, but I feel limited sometimes. For instance, there are only five font types and I do not have the option of having navigation visible on some pages and not others. I can’t wait to see if weebly offers more options and more room to be creative. So far, weebly seems to be at least equal to google sites.<br />
<br />
Weebly<br />
+ can edit pictures (crop, shading, etc.) right on the editing page instead of uploading new ones which I edited on my computer<br />
+all editing tools right on top of page for quick access<br />
-NO font choices!<br />
-constantly requesting that I pay for a domain for every time I save changes<br />
<br />
Google Sites<br />
+supposedly easily connects to other google tools (I haven’t had the need to test this out)<br />
-only 5 font choices<br />
-moving to pages that are not on the navigation panel is more difficult than it should be<br />
<br />
My guess is that once I’m done playing around with Weebly I will favor it more than Google Sites because it seems to be catered more for the things I want to do. I love both of them more than any wiki I have used. Wikis (such as <a href="http://newliteracysocial.wikispaces.com/">wikispaces</a>) seem to be great for sharing plain information and allowing a class to edit, but they are so limited creatively.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com1tag:blogger.com,1999:blog-5291833212052204536.post-50769070654632402762010-12-14T19:54:00.000-08:002011-02-03T13:58:35.693-08:00Facebook for EducationFacebook (fb) was created for social networking and unfortunately is often known more for its negative connotations than it is for the good things that can come from it. There is also a huge debate over whether employers should be allowed to view the profiles of job applicants and current employees. I will not discuss the ethics of this discussion here, as this is about the good things facebook CAN be used for. As a future teacher, I see the potential uses for fb. It can help me increase my involvement as a member of the educational online community (defined below) as well as communicate with students and their parents. <br />
<br />
<b>Educational Online Community</b><br />
Teaching is said to be a lonely job. Sure, you’re surrounded by students but you’re on your own when it comes to brainstorming, writing lesson plans, etc.; any collaboration with coworkers is limited to what can be said in the teacher’s lounge during lunch. This is why the internet has become a useful tool for many teachers. They can share ideas, lesson plans, activities, classroom management strategies, etc. They can do this through websites, twitter, blogs, and, of course, facebook. <br />
<br />
<b>Uses</b><br />
Resume Extension<br />
Use your profile to highlight the positive aspects of you, your life, and your abilities that a resume cannot cover. If you do not want to modify your personal profile, create a separate one for professional use so that you can really highlight the aspects of your life that you want students, parents, and employers to see. Then, link this one with your work email address, blog sites, twitter, etc. Facebook itself has just recently changed their layout to be more geared towards showing off your degree(s), employment, etc. and, in a way, resembles a resume. <br />
<br />
“friending” students <br />
Being fb friends with your students could give you insight into their interests and abilities outside of school that you could use to facilitate their learning of school subjects. It also allows your students to get a glimpse into your own personal life and perhaps see you as a human being just like them. This could improve the teacher-student relationships which is essential for a positive learning experience. <br />
<br />
Communicating with Parents<br />
You can use the email message system or your own status to put out additional reminders for things such as… <br />
• field trips <br />
• test days<br />
• student count days<br />
• assemblies<br />
• carnivals<br />
• fund raisers<br />
• conferences<br />
• open houses<br />
(Some of these would definitely be in addition to flyers sent home.)<br />
This type of thing can help build excitement and involvement in their children’s lives. You can also share that day or week’s activities so parents can know what to ask their kids about. This might initiate a more substantial conversation than the typical “How was your day,” “Good.” <br />
<br />
Posting Resources<br />
Post links to great online resources that students can use to learn more about a subject, get extra practice, etc. If it is geared towards parents, you could post ideas on what they can do at home with their child to help them out using the Notes application. You could post instructions for at- home projects or assignments. Some of these would be easier, and perhaps more appropriate, to do on a class wiki or website, which could also be linked to fb.<br />
<br />
Other<br />
-show off student accomplishments<br />
-share photos from field trips and assemblies <br />
<br />
<b>Possible Assignments</b><br />
Buildings Roman Photo Assignment <br />
Students could create a photo album showing a trip or experience that they had that helped them grow. They can use the photo description and comment boxes to describe the meaning of the photo and how it added to their development. <br />
<br />
Art Appreciation <br />
Post several photos in a specified album and assign your students the task of studying it. This can focus on the five senses and imagining what it would be like to be inside the picture. They could write a poem and post it as a comment on the photo. They could research the background of the photo or painting and talk about what went in to making it. <br />
<br />
Notes<br />
Utilize the Notes application similar to a blog. Post a topic and information and have students comment on it. <br />
<br />
Encouraging Citizens<br />
This would follow a class discussion on the importance of encouraging others. Students could post encouraging statements, notes of thanks for things that a person has done, or talk about characteristics he/she appreciates about that person. This activity may sound corny and childish, but one of my teachers did something similar when I was 16 and we loved it. I still have the little notes my classmates wrote to me. <br />
<br />
<b>Disadvantages</b><br />
-facebook changes layout and features quite often<br />
<br />
-This assumes that students and parents have regular dependable access to the internet which is <a href="http://thoughtsoneduc.blogspot.com/2010/11/for-technology.html">not always the case</a>. It also assumes that they have fb profiles and are willing to “friend” a teacher. It is not good to make assumptions, for obvious reasons, and you should always do what works for your students and families.Katiehttp://www.blogger.com/profile/13227569020012802362noreply@blogger.com1