(u05a2) Students Meeting the NETS-S

The NETS-S have six components:  1. Creativity and Innovation, 2. Communication and Collaboration, 3. Research and Information Fluency, 4. Critical Thinking, Problem Solving, and Decision Making, 5. Digital Citizenship, and 6. Technology Operations and Concepts.  Saying so through many Web 2.0 applications, students can meet the NETS-S requirements and apply their skills in 21st century learning.  How and what tools can they use to satisfy these needs?


Communication (NETS-S Component 2, 6)
Communication is a very powerful skill that students must need presently and for the future in order to succeed.  Not only do students need to know how to communicate with each other physically, they need to know how to communicate through print effectively as well.  To help students communicate effectively, they can use Web 2.0 applications such as: Prezi, Edmodo, Diigo, Skype, Podcasts, e-mail, chats, blogs, Google Docs, VoiceThread, and social networks.  This can help them communicate with other students, professionals, relatives, or teachers not only locally, but globally.  It can also help group members collaborate with each other virtually.  Most of our students now are digital natives, and know how to use and implement many of these tools already, so why not have them use the tools they are experts in. 


Collaboration (NETS-S Component 2, 4, 6)
Collaboration to no doubt goes hand and hand with communication skills, because in order to collaborate successfully, students must know how to communicate effectively.    Some Web 2.0 tools that students can use to collaborate are:  Google Docs, Google+, Skype, Wikis, Edmodo, VoiceThread, blogs, and social networks. 


Publishing (NETS-S Component 1-6)
Publishing is the way in which students distribute their products for others to view.  Publishing not only lets students show off their work, but enables them to be creative as well.  Creativity is far the most important skill that students seem to not pracitce, because they are not given the oppurtunity to show their true colors in many classrooms, and thus lack this skill in the future.  Web 2.0 applications that students can use to publish their work are:  Prezi, GlogsterEDU, Blogger, Google Docs, VoiceThread, Wikis, Animoto, and SlideShare.


Refrences
International Society for Technology in Education.  (2007).  NETS Student Standards.  Retrieved from:  http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx. 

Our Solar System

Here is the video my class created using Blabberize, Audacity, and Movie Maker.  Enjoy =)

(u01a1) Blog - PBL

The three PBL examples viewed this week all shared common aspects.  First, it is to no doubt that the PBLs in each class were well prepared and organized by the teacher.  Because of this well organization, the PBLs were executed flawlessly and easy for students to understand and produce great outcomes in their projects.  Second, the students in all three classes were very enthusiastic and engaged in their projects, which meant learning was exciting and fun and was easily viewed in their faces.  Third, all PBLs showed how well students can work independently in groups and collaborate with each other and then share their knowledge and findings to others energetically.

The structure of all three PBLs shows the teachers role of a facilitator and the students role of researchers and investigators.  This structure produces high expectations from both the teacher and student and both must work in collaboration in order to produce the final project/outcome.  Although it produces high expectations, all and all this learning experience and incorporation of PBL in the classrooms increases students engagement in learning.  As I mentioned above in all three classrooms the students are enthusiastic, engaged, and want to learn more, which poses their role of investigators and researchers on the specific PBL topic.  Due to this students easily presented what they had learned and can reflect back to it as background knowledge in the future.  This hands-on experience project is priceless and something they will always connect to.

Refrences

Armstrong, Sara.  (2002).  Geometry Students Angle into Architecture Through Project Learning.  Edutopia.  Retrieved from:  http://www.edutopia.org/geometry-real-world-students-architects.

Curtis, Diane.  (2002).  March of the Monarchs: Students Follow the Butterflies' Migration.  Edutopia.  Retrieved from:  http://www.edutopia.org/march-monarchs.

Curtis, Diane.  (2001).  More Fun Than a Barrel of Worms.  Edutopia.  Retrieved from:  http://www.edutopia.org/more-fun-barrel-worms. 

(u07a2) Digital Portfolio

For my Digital Portfolio I created a prezi to express myself. The link is  https://prezi.com/secure/e2017bc4c716fecca82feacafc9781ee486de216/. 

Enjoy! =)

(u07a1) Self-Evaluation

My digital project that I've chosen to self evaluate is a Glog on Main Idea that I created during a previous Wilkes course, EDIM508. The grading criteria that my instructor posted for this project is as follows:

Category	Point Value
Required specifications - includes at least two hyperlinks, two still images and credits/citations	25
Layout and Design	10
Integration of video content via a Discovery Education streaming builder and an assessment component via a Discovery Education streaming builder	20
Reflection Blog (20) and Glog embedded or linked in blog post (5)	25
Total	80

In this assignment I received 80/80 points when graded by the instructor. Although I feel that the grading criterion was not necessarily a rubric in which I could follow to help me build my Glog, I constructed my own rubric from Rubistar. Because my students are 3rd graders I have to take their age into consideration when structuring my Glogs in an easy to maneuver manner, so that they don't become lost and will want to participate in more. The rubric in which I used as part of this assignment to help me is posted below. I've evaluated myself as follows:

Glog Appearance and Content : Online Presentation

CATEGORY	4	3	2	1
Text - Font Choice & Formatting	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to	Font formatting makes it very difficult to read the material.
Sequencing of Information and Transition	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might come next in sequence. Demonstrates an effecitve smooth flow and transition.	Most information is organized in a clear, logical way. One card or item of information seems out of place. Demonstrates an OK flow and transition.	Some information is logically sequenced. An occasional card or item of information seems out of place. Demonstrates a puzzling flow and transition.	There is no clear plan for the organization of information. Demonstrates an unclear flow and transition.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Background	Background does not detract from text or other graphics.	Background does not detract from text or other graphics.	Background does not detract from text or other graphics.	Background makes it difficult to see text or competes with other graphics on the page.
Spelling and Grammar	Glog has no misspellings or grammatical errors.	Glog has 1-2 misspellings, but no grammatical errors.	Glog has 1-2 grammatical errors but no misspellings.	Glog has more than 2 grammatical and/or spelling errors.
Originality	Glog shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Glog shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Glog shows an attempt at originality and inventiveness in some parts.	Glog is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Buttons, Navigation, and Links Exertion	Buttons are appropriately labeled and all similar buttons and links work correctly.	Buttons are appropriately labeled. Most similar buttons and most button and links work correctly.	Buttons are appropriately labeled. Many of the buttons and links work correctly.	Buttons are not adequately labeled and fewer than 75% of the buttons and links work correctly.
Sources	All sources are correctly cited.	Most sources are correctly cited.	Few sources are correctly cited.	No sources are correctly cited.
Layout	The glog has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.	The glog has an attractive and usable layout. It is easy to locate all important elements.	The glog has a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.	The glog is cluttered looking or confusing. It is often difficult to locate important elements.

All and all this rubric has really helped me when developing Glogs for my students and I am very pleased with my work. After the initial glog on Main Idea, my students were very satisfied and they asked me to create more. Not only did I use these Glogs for whole group classroom instruction, but I also used it in individual learning stations and as a re-teaching method for my struggling students.

(u06a2) Digital Story Created With a Cell Phone

Here is the link to my cell phone project on Animoto, When I Grow Up...  I've also attached it below for you to view easily.

Enjoy! =)

(u06a1) Cellphones as Learning Tools

First of all I’m for the use of massive technology in the classroom, and I would fully consider implementing cellphones in my classroom as well.  Although I had never actually seen it in action or hear comments from the students themselves, after watching the video Cellphones as Learning Tools it is to no doubt the great impact that cellphones have over our students.  It’s the newest fad and must have for every student especially teens. 

Positive Educational Values

This video truly shows the great impacts that it has created on the students who participate in a classroom where cellphones are used in the daily lessons by their teacher.  The following lists the positive educational values for teachers and students:

1.      Students are fully engaged and participating actively

2.      Students show greater interest in learning

3.      Students demonstrate a higher responsibility role

4.      Greater collaboration amongst peers

5.      The teacher and principal have direct contact and collaboration with students instantly

6.      Stronger and healthier teacher/principal relationship

Potential Pitfalls

Although cellphones are of a great impact to this group of students, and student everywhere it does show some pitfalls which can suppress the actual values.

1.      Only students with cellphones can participate and this might cause those who do not have cellphones to feel left out/neglected

2.      Students can easily go off topic and use their phones for other reasons instead of staying on task in the assignment

3.      Students can take advantage of the situation and cause negative/serious problems

4.      Bad criticism can offend students

5.      There is no ideal control (firewall) over the use of cellphones

6.      Too much freedom

I truly liked the impact that cellphones created in the classroom as a learning tool, I really love the fact that students are well engaged and extremely active in the learning experience.  I would love to incorporate this in my classroom, but I know that in my 3^rd grade classroom not many of my students have cellphones yet, but I know that they do own Nintendo DSis and PSPs.  I know that it may not be a cellphone, but the Nintendo DSis give the option to chat and everyone can join.  This would be easier for me to incorporate in my classroom because I could see exactly what my students are typing while I use my own DSi to control the learning experience.  This is something I think I will try out after the state assessment pose questions and have my students collaborate using the texting feature on the DSis while I also collaborate with them.  I believe that DSis have the capability for Wi-Fi and Bluetooth, saying so I can look for a Web2.0 site to incorporate this gadget and see if they can be seen via computer as well.  Just thinking about it gets me anxious to start!

Cellphones and other electronic devices which include Nintendo DSis, PSPs, and IPods are not allowed at our campus, it breaks our school policy that students and parents are fully aware of.  I know that I can ask and explain my project to my principal who may give the “Green Light” to try out.  If so I would send a letter home to parents explaining our upcoming project and ask for permission to let their child participate and let them take their electronic device to school when asked.  I’ve created many projects with the help of Web2.0 tools, my students’ parents are fully aware and I send them a copy or email with the link of our project.  I surely have their support and we are always in contact.  I do feel that it may cause a problem and challenges with other students in other classes who might not understand what we are actually doing, or feel simply left out then parents of those students can cause a great problem.  I would have to sit down with my principal and discuss how we can have control over this future project.  A technical challenge might be the versions of Nintendo owned by students, not all my own the DSi or the DSi XL or 3D or whichever version that is up to date.  I wouldn’t like for my students to feel ashamed for the one in which they own, but I know that this is something that I can truly take care off before we start the project. 

Future Project NintendoDSi innovator! =)