I had known that technology had changed. As I said in my first Technology Autobiography:"Throughout the 1990's I watched computers processing power double at what seemed to be a six month clip. It felt like I spent half my time updating my computer system."
That being said, I still had no idea of the power and uses for the computer or the power of the Internet.
Normally, I would use the basic programs: ie Microsoft Word, Office, Excel, Google, etc... however, this class has opened the power up to a whole new level. I have done things such as Podcasting, and Digital Stories, things I had heard of but had no idea how to do. And to make things better, how simple they were to do.
When I look back at how much information was obtained in such a short period of time (we have only met as a class seven times as of this writing and one relatively short 130 page book) , it is hard to believe how much was learned and how many different options are available. Plus, as was mentioned several times, all the technology we used in class was free. By no means would I consider myself an expert in any of the applications that we learned, but, I can do them. I am sure with additional time to "play around" with the particular tools, I could become and expert, and if all else fails, ask my kids.
As I break down the class into its parts:
We started with search engines. I knew of Google. In a short span my knowledge of available search engines expanded tenfold.
Flickr, my wife uses Shutterfly. I have never done either. Now, I can do both.
Digital Stories. I had seen them on line, had no idea how to create such a thing. Once again, I am not an expert, but I could do one. And with most things, the more times you do it, the better you get at it.
Podcasting. Once again, heard of it, had no idea how to do it. Well, I do know.
Wikis. Was fascinated by the concept. Nervious at the content. Then after looking into it more, I can see why the information is deemed reliable. As a matter of fact, for the final, I created a demostration Wiki as part of my lesson plan: http://historicalwiki.wikispaces.com
I have learned so much in such a short time frame. Best of all, I can see how all of these new technologies (or at least new to me) can be used in the classroom. I can see value in all of these items. These tools can make the education process easier and give us a greater variety of sources to draw from as we put together plans to educate our students.
Monday, May 25, 2009
Chapter Nine- The Wrap Up
Chapter Nine was interesting. It was summed up in the chapter title, " What it all Means." The book covered a lot of ground as did the class in very little time. I have learned a lot of things regarding the power and potential of tools available on the Internet. Chapter Nine gives us the two trends that help to sum up the entire book:
1- more and more items will be available on line
2- more and more of the content is being collaborated on.
To me, it is mind blowing that Google is going to digitize 50,000,000 books (Richardson 2009). That is awful lot of information that will be a simple mouse click away. It goes to show how far we have come in such a short period of time.
Chapter Nine also got into the big shifts of the Read/Write Web:
1- Open Content- basically, the teacher is not the final authority any longer. There is too much information from too many sources.
2- Many Teachers, and 24/7 Learning- The actual school day may end at 3:00pm but the opportunity to learn never ends. In addition, there are many more sources available for learning.
3- Social, Collaborative Construction of Meaningful Knowledge- No longer are students isolated in their own studies, the web allows collaboration from down the street to around the world.
4- Teaching is a conversation- This concept opens everyone up to imput from different sources. The days of lecture may be behind us because of the openness teaching is more of a conversation.
5- Know "Where" Learning- The text books days as the end all be all of information is coming to an end. Information can be found a few clicks away.
6- Readers Are No Longer Just Readers- Reading has gone from a passive experience to an active one. The Web has become a printing press for the masses.
7- Web as Notebook- Could paper be becoming a thing of the past. The Internet is becoming more oof a source for both teaching and learning
8- Writing Is No Longer Limited To Text- The Read/Write Web allows us to be the authors and authorities.
9- Mastery Is The Product- Test may no longer be a sign of mastery. Being able to use the product may be.
10- Contribution Not Completion- Everyone collaborating or contribution to make a body of knowledge greater. It may never be completed but continues to grow every single day.
Of the Shifts listed above, I find #9 to be the most interesting and it reminds me of something my Finance Professor told class many years ago: "It wont do me any good to tell you to memorize all these formulas, besides, in the real world, you would look the formulas up. However, you must know how to use the formulas. " This was in the early 1990's, before everyone had a computer. He knew that the mastery was in the product. A little foretelling of the Read/Write Web.
1- more and more items will be available on line
2- more and more of the content is being collaborated on.
To me, it is mind blowing that Google is going to digitize 50,000,000 books (Richardson 2009). That is awful lot of information that will be a simple mouse click away. It goes to show how far we have come in such a short period of time.
Chapter Nine also got into the big shifts of the Read/Write Web:
1- Open Content- basically, the teacher is not the final authority any longer. There is too much information from too many sources.
2- Many Teachers, and 24/7 Learning- The actual school day may end at 3:00pm but the opportunity to learn never ends. In addition, there are many more sources available for learning.
3- Social, Collaborative Construction of Meaningful Knowledge- No longer are students isolated in their own studies, the web allows collaboration from down the street to around the world.
4- Teaching is a conversation- This concept opens everyone up to imput from different sources. The days of lecture may be behind us because of the openness teaching is more of a conversation.
5- Know "Where" Learning- The text books days as the end all be all of information is coming to an end. Information can be found a few clicks away.
6- Readers Are No Longer Just Readers- Reading has gone from a passive experience to an active one. The Web has become a printing press for the masses.
7- Web as Notebook- Could paper be becoming a thing of the past. The Internet is becoming more oof a source for both teaching and learning
8- Writing Is No Longer Limited To Text- The Read/Write Web allows us to be the authors and authorities.
9- Mastery Is The Product- Test may no longer be a sign of mastery. Being able to use the product may be.
10- Contribution Not Completion- Everyone collaborating or contribution to make a body of knowledge greater. It may never be completed but continues to grow every single day.
Of the Shifts listed above, I find #9 to be the most interesting and it reminds me of something my Finance Professor told class many years ago: "It wont do me any good to tell you to memorize all these formulas, besides, in the real world, you would look the formulas up. However, you must know how to use the formulas. " This was in the early 1990's, before everyone had a computer. He knew that the mastery was in the product. A little foretelling of the Read/Write Web.
Friday, May 22, 2009
Chapter Six- The Social Web
Learning together is the header of this chapter. The first topic covered was Twitter. I am aware of Twitter and thought it was something that was pretty lame. Now that I know more about Twitter, my opinion has not changed. I really dont ses how this would be valuable in a classroom setting. On a personal level , I really dont need to know what someone is doing every minute of the day. I heard celebrities use this frequently. I guess I am just not enamered with anyone enough to care where they are eating dinner and with whom.
The second portion of the chapter got into social bookmarking. At first I was reminded of the RSS from an earlier chapter (Chapter Five to be exact) then the additional benefits were explained,. The bookmarking allows you to mark or tag specific search terms. This, I can see the benefits in on both a personal level as well as in the classroom. Social bookmarking allows specific search terms to be delivered right too you. The search terms could be narrowed thus cutting the amount of useless information down. It seems to offer a much narrower scope than the RSS. This I could definitly see benefits in the classroom. Additionally, you can bookmark specific people. This could be done on a personal invataional level or through a shared interest (such as cockatoos). A classroom application could be History Classes studing the same time period.
Out of Chapter Six, I found some good and some bad. The good was social bookmarking. I feel that there are plenty of applications there. Conversely, Twitter, seems to be kind of fadish like the pet rock or the 80's leg warmers.
The second portion of the chapter got into social bookmarking. At first I was reminded of the RSS from an earlier chapter (Chapter Five to be exact) then the additional benefits were explained,. The bookmarking allows you to mark or tag specific search terms. This, I can see the benefits in on both a personal level as well as in the classroom. Social bookmarking allows specific search terms to be delivered right too you. The search terms could be narrowed thus cutting the amount of useless information down. It seems to offer a much narrower scope than the RSS. This I could definitly see benefits in the classroom. Additionally, you can bookmark specific people. This could be done on a personal invataional level or through a shared interest (such as cockatoos). A classroom application could be History Classes studing the same time period.
Out of Chapter Six, I found some good and some bad. The good was social bookmarking. I feel that there are plenty of applications there. Conversely, Twitter, seems to be kind of fadish like the pet rock or the 80's leg warmers.
Thursday, May 21, 2009
Chapter 8- Podcasting
Chapter Eight was actually broken down into several sections. The end result of the sections was the same, getting published on the Internet.
The first section dealt with Podcasting. I am really glad we actually Podcasted in class before I read this chapter. It made it really easy for me to follow along. Once again Will Richardsons direction were pretty much exactly what we did in class. I do agree that Podcasting may be geared towards younger students, as the olders ones want to put a face with the voice and would rather video cast.
Video casting was the second section. Essentually the same with a little higher in up front costs (you need a digital camera). I definitely see the value as well as the danger in video casting. The value in allowing students to be creative and let them express themselves and the danger with being on the Internet for the whole world to see. As educators we really need to look at what we are asking our students to do. Besides educate, one of our first duties should be to ensure the safety of our charges. That being said, the Podcast would be much easier to control.
The next section dealt with Screencasting. Screencasting is one step up from the Podcast. Screencasting essentally allows you to broadcast your screen . Sounds like something out of Star Trek. After watching the video in class, I can really see the benefits of this technology. Best part about it, is that it is pretty safe.
Finally the chapter wrapped up with Live Streaming. This could turn any classroom into a tv or movie studio, the principals are the same, except it is live. The applications here are endless. Sick childern could be live streamed the classroom so they would not miss a thing. That will make them think twice about calling in sick.
The first section dealt with Podcasting. I am really glad we actually Podcasted in class before I read this chapter. It made it really easy for me to follow along. Once again Will Richardsons direction were pretty much exactly what we did in class. I do agree that Podcasting may be geared towards younger students, as the olders ones want to put a face with the voice and would rather video cast.
Video casting was the second section. Essentually the same with a little higher in up front costs (you need a digital camera). I definitely see the value as well as the danger in video casting. The value in allowing students to be creative and let them express themselves and the danger with being on the Internet for the whole world to see. As educators we really need to look at what we are asking our students to do. Besides educate, one of our first duties should be to ensure the safety of our charges. That being said, the Podcast would be much easier to control.
The next section dealt with Screencasting. Screencasting is one step up from the Podcast. Screencasting essentally allows you to broadcast your screen . Sounds like something out of Star Trek. After watching the video in class, I can really see the benefits of this technology. Best part about it, is that it is pretty safe.
Finally the chapter wrapped up with Live Streaming. This could turn any classroom into a tv or movie studio, the principals are the same, except it is live. The applications here are endless. Sick childern could be live streamed the classroom so they would not miss a thing. That will make them think twice about calling in sick.
Skype Memo
Attention: Principal Edwards
From: Greg Perram
Proposed Idea: Skype
Principal Edwards,
I have come across a new system that I feel will really enhance the educational experience of our students. This system is called Skype. Skype is a software package that allows phone calls, video calls, instant messaging and file sharing over the internet between Skype subscribers. The cost of this software and of the basic package is nothing. It is a free download. Skype can also provide allows local, long distance and international calls to phones and cell phones, however, that is a pay service. What I shall focus on is the free access of Skype.
Skype does require access to Broadband Internet, and to use the free service both you and the person or group that you are calling, must have downloaded the software. The calls are made from your computer. A headset is recommended for for better sound quality, however, you can use the built in microphone on your computer. An additional feature, if you have a webcam, is you can make video calls, so both you and the person you are calling can see each other. Once again, this is free provided both parties have downloaded the Skype Software.
I believe that Skype would be an asset in the classroom. It gives students the opportunity to interact with students from around the country and around the world. With the use of the video feature, students can see students in other classrooms and have debates, or foreign language students could practice their skills with native speakers. Students could learn about other cultures from direct contact with students that live in those cultures versus just reading about it in a book or seeing it in a video. The possibilities are endless. Skype gives us the opportunity to broaden our students horizons.
Sincerely,
Greg Perram
From: Greg Perram
Proposed Idea: Skype
Principal Edwards,
I have come across a new system that I feel will really enhance the educational experience of our students. This system is called Skype. Skype is a software package that allows phone calls, video calls, instant messaging and file sharing over the internet between Skype subscribers. The cost of this software and of the basic package is nothing. It is a free download. Skype can also provide allows local, long distance and international calls to phones and cell phones, however, that is a pay service. What I shall focus on is the free access of Skype.
Skype does require access to Broadband Internet, and to use the free service both you and the person or group that you are calling, must have downloaded the software. The calls are made from your computer. A headset is recommended for for better sound quality, however, you can use the built in microphone on your computer. An additional feature, if you have a webcam, is you can make video calls, so both you and the person you are calling can see each other. Once again, this is free provided both parties have downloaded the Skype Software.
I believe that Skype would be an asset in the classroom. It gives students the opportunity to interact with students from around the country and around the world. With the use of the video feature, students can see students in other classrooms and have debates, or foreign language students could practice their skills with native speakers. Students could learn about other cultures from direct contact with students that live in those cultures versus just reading about it in a book or seeing it in a video. The possibilities are endless. Skype gives us the opportunity to broaden our students horizons.
Sincerely,
Greg Perram
Chapter 4- The Wiki
Besides being just fun to say, the Wiki is a very useful tool. I had heard of Wikipedia (who hasn't). I had never used them as a source, due to my extreme lapses in college (graduated in 1992 with a degree in Marketing) and my sister in law always said the information was dubious. After the lesson in class, combined with the reading of the chapter, I can definitely say, my attitude has changed. Everyone wants to be a part of something, to have ownership of something, I think that is why the Wiki is so great and why most of the information posted on them is correct. The Wiki enables everyone to be a part of something, to take ownership of something. No one really wants anyone to discredit their work, that is why my attitude has changed on the idea of the Wiki.
As for classroom applications, I can see where they would be very useful. An idea that popped into my head was English or a Literature class. A Wiki could be started with a simple sentence, then, each class member could add his our her our thoughts, ideas, or concepts to that sentence, thus creating a story. Other classes could do so as well, Math could take concepts and problem solving skills, foreign language Wikis could be very useful, the possibilities are endless.
As for classroom applications, I can see where they would be very useful. An idea that popped into my head was English or a Literature class. A Wiki could be started with a simple sentence, then, each class member could add his our her our thoughts, ideas, or concepts to that sentence, thus creating a story. Other classes could do so as well, Math could take concepts and problem solving skills, foreign language Wikis could be very useful, the possibilities are endless.
Wednesday, May 20, 2009
Chapters 3, 5, & 7
Chapter Three was all about blogging. How to get started and step by step instructions on how to use blogger.com. The very beginning of the chapter said a lot about Will Richardson's attitude concerning the new technology. He states very early in the chapter (in the second paragraph) "to blog" if you plan on using blogs as a tool. I have always felt the best way to learn something is to do it. Show me once, then let me play around with it a while. eventually, I will get it. Plus, it makes things translate a lot better if you know how to do it and you actually do it. Students can see if you know what you are talking about. Especially in areas of technology because for the most part, they have grown up with it, they are the home team.
Chapter Five was, for me at least, an introduction to RSS (Real Simple Syndication). I had never before heard of such a thing (I guess that is why I am in this class). The chapter goes through in pretty good detail of what an RSS is and how to set one up. I am constantly scaning the Internet looking for certain news stories and information. I will be setting myself up an RSS account in short order because I really see the value in both my personal life as well as in my professional life of having the information delivered to you.
Chapter Seven was about Flickr. I had heard of Flickr (my family actually uses Shutterfly. Personally, I had never used Flickr until we did the class project. As with the previous two chapters, information about how to use Flickr was given as well as classroom applications. Having used Flickr in an actual classroom, I can definitely see the uses for such technology. We created and displayed our class Flickr project in under an hour. Thus, it is something that has ease of use.
I really like the fact that the book is stressing low or no cost technology. With todays budget concerns, it is great to know that these types of aides are out there. This gives us the power to bring the classroom into the Twenty First Century.
Chapter Five was, for me at least, an introduction to RSS (Real Simple Syndication). I had never before heard of such a thing (I guess that is why I am in this class). The chapter goes through in pretty good detail of what an RSS is and how to set one up. I am constantly scaning the Internet looking for certain news stories and information. I will be setting myself up an RSS account in short order because I really see the value in both my personal life as well as in my professional life of having the information delivered to you.
Chapter Seven was about Flickr. I had heard of Flickr (my family actually uses Shutterfly. Personally, I had never used Flickr until we did the class project. As with the previous two chapters, information about how to use Flickr was given as well as classroom applications. Having used Flickr in an actual classroom, I can definitely see the uses for such technology. We created and displayed our class Flickr project in under an hour. Thus, it is something that has ease of use.
I really like the fact that the book is stressing low or no cost technology. With todays budget concerns, it is great to know that these types of aides are out there. This gives us the power to bring the classroom into the Twenty First Century.
Subscribe to:
Posts (Atom)
