WebDocs: http://www.webdoc.com/documents/C4E00402-4630-0001-D6ED-2A40E46BC4F0. I created one in a few minutes. It is similar to Glogster, but I think it is easier to use.
Showing posts with label web2.0 tools. Show all posts
Showing posts with label web2.0 tools. Show all posts
05 August, 2011
New Tool for Students: Storybird
I just found a new tool for students--Storybird. Students create narrative short stories based on a visual and collaborate on the story with friends. I have not yet begun to use the tool, but you should check out the cool stories posted by students. I think the key here is "students" are the creators. I have not had time to explore, but it appears to cater to K-8.
A new literacy tool for a new generation
"Storybirds are short, art-inspired stories that are curiously fun to make, share, and read. Teachers love them because they inspire their most reluctant writers and readers and reward their most adventurous. Kids adore them because they feel empowered by the tools and supported by the social feedback."
23 July, 2011
22 July, 2011
How Finland became an education leader
How Finland became an education leader
The final point of the article really hit home:
"How did Finland manage to elevate the role of teacher in the eyes of the population to something that is not just an honorable profession, but a revered profession, whereas in the United States, teachers are so regularly denigrated?"
The final point of the article really hit home:
"How did Finland manage to elevate the role of teacher in the eyes of the population to something that is not just an honorable profession, but a revered profession, whereas in the United States, teachers are so regularly denigrated?"
"They really think about teachers as scientists and the classrooms are their laboratories. So, as I mentioned -- every teacher has to have a masters degree, and it's a content degree where they're not just taking silly courses on education theory and history. They're taking content courses that enable them to bring a higher level of intellectual preparation into the classroom. That's the first point.
The second point is that they've defined professionalism as working more collaboratively. They give their teachers time in the school day and in the school week to work with each other, to continuously improve their curriculum and their lessons. We have a 19th century level of professionalism here, or worse, it's medieval. A teacher works alone all day, everyday, and isolation is the enemy of improvement and innovation, which is something the Finns figured out a long time ago. Get the teachers out of their isolated circumstances and give them time to work together."
21 July, 2011
17 July, 2011
Web 2.0 Integration Plan
Integrating Web2.0 tools into both my personal and professional lives requires strategic planning, especially in August when my principal advises his goals for the year, and we take off down the runway, all while teaching our students. I am by nature a hard worker, and fortunately a "short sleeper" with sisu (Finnish word with no exact translation, but here is good one). I also pride myself in finding shortcuts; why do the task the hard way? As an educator, it is also difficult to extract the personal and professional lives, that by nature and by job description are intertwined, especially from mid-August to mid-June. 21st century tools blur the lines even more, while challenging our efforts to obfuscate our private lives (Rupert Murdoch not withstanding).
Personal
Teaching in a public school, we must always align to standards, thus clarifying and guiding my actions. Maryland has Teacher Technology Standards (2002), but I will use the ISTE National Standards for Teachers (2008).
1. Facilitate and Inspire Student Learning and Creativity through modelling and facilitating digital experiences that connect to real world experiences, and that utilize Web 2.0 collaboration tools. This step is crucial, and if we start with one or two tools, such as wikis and blogs, our digital native students will be ready for the challenge.
2. Design and Develop Digital-Age Learning Experiences and Assessments through use of technological ad digital tools that link students' outside world lives with schoolhouse experiences. Alignment of content standards with technology standards is an essential component of the plan. Students will be instrumental in sharing the tools they use to communicate, and to develop classroom goals that will enable them to be more engaged in and responsible for their learning. If we incorporate one new tool in each unit, the learning experiences will be remarkable.
3. Model Digital-Age Work and Learning, not only to students, but to staff as well. As a teacher leader, it is imperative to communicate and model the digital innovations with staff, administrators, students, parents, and community members if we are to excel in preparing our students for college and career readiness. In addition, we must find ways for students to integrate digital tools in ways that will enhance higher order thinking skills, such as analysis, evaluation, application, synthesis, and creativity, while promoting scholarly research. Many teachers in our building utilize social media to engage students, but we must remember that learning is not about being a "sage on the stage", but "guides on the side".
4. Promote and Model Digital Citizenship and Responsibility through collaboration with the Library Media Specialist and other staff, in order for our students to understand ethical implications and obligations in a digital world. Engage and collaborate with teachers in other regions of the world to promote global responsibility. [This summer I am a participant in an online professional development experience with educators around the world, through IEARN, where we are building plans for collaboration projects for our students.]
5. Engage in Professional Growth and Leadership that is meaningful, and ongoing. Too often when teachers are introduced to new ideas, it is done in a "drive-by" or "speed-dating" method. Teachers spend 30 minutes learning one tool, then either go back to the classroom with no follow-up, or try it with no support. If teachers participate in a PLN, and regularly discuss tools, share their knowledge, even invite other teachers to see the technology in action in classrooms, we will all learn and grow, making digital tools second nature to our lesson planning and delivery. We need our administrators to be leaders in this change as well. Too often faculty meetings are sit and take, rather than share and give. Our leaders must include "infusion of technology" in the improvement plans for our school, as well as input from teachers, students, parents, and the community, in the vision for change.
Personal
- Try to not get distracted when I am performing a task. (personal and professional)
- Use Web 2.0 tools to connect, organize, and share with friends and family
- Find more tools to add music to my daily life
Teaching in a public school, we must always align to standards, thus clarifying and guiding my actions. Maryland has Teacher Technology Standards (2002), but I will use the ISTE National Standards for Teachers (2008).
1. Facilitate and Inspire Student Learning and Creativity through modelling and facilitating digital experiences that connect to real world experiences, and that utilize Web 2.0 collaboration tools. This step is crucial, and if we start with one or two tools, such as wikis and blogs, our digital native students will be ready for the challenge.
2. Design and Develop Digital-Age Learning Experiences and Assessments through use of technological ad digital tools that link students' outside world lives with schoolhouse experiences. Alignment of content standards with technology standards is an essential component of the plan. Students will be instrumental in sharing the tools they use to communicate, and to develop classroom goals that will enable them to be more engaged in and responsible for their learning. If we incorporate one new tool in each unit, the learning experiences will be remarkable.
3. Model Digital-Age Work and Learning, not only to students, but to staff as well. As a teacher leader, it is imperative to communicate and model the digital innovations with staff, administrators, students, parents, and community members if we are to excel in preparing our students for college and career readiness. In addition, we must find ways for students to integrate digital tools in ways that will enhance higher order thinking skills, such as analysis, evaluation, application, synthesis, and creativity, while promoting scholarly research. Many teachers in our building utilize social media to engage students, but we must remember that learning is not about being a "sage on the stage", but "guides on the side".
4. Promote and Model Digital Citizenship and Responsibility through collaboration with the Library Media Specialist and other staff, in order for our students to understand ethical implications and obligations in a digital world. Engage and collaborate with teachers in other regions of the world to promote global responsibility. [This summer I am a participant in an online professional development experience with educators around the world, through IEARN, where we are building plans for collaboration projects for our students.]
5. Engage in Professional Growth and Leadership that is meaningful, and ongoing. Too often when teachers are introduced to new ideas, it is done in a "drive-by" or "speed-dating" method. Teachers spend 30 minutes learning one tool, then either go back to the classroom with no follow-up, or try it with no support. If teachers participate in a PLN, and regularly discuss tools, share their knowledge, even invite other teachers to see the technology in action in classrooms, we will all learn and grow, making digital tools second nature to our lesson planning and delivery. We need our administrators to be leaders in this change as well. Too often faculty meetings are sit and take, rather than share and give. Our leaders must include "infusion of technology" in the improvement plans for our school, as well as input from teachers, students, parents, and the community, in the vision for change.
16 July, 2011
More on Cell Phones in Learning Environments
Listen to this video. All classrooms should follow model 2 in the CNN Video. I agree "we need to take control" before they take control of us, and if teachers are the leaders, we can take charge of the distraction of cell phones. Notetaking, videos, reinforcing lessons, even tweeting. Think of all the money we will save, NO PAPER. This can lead to a new revolution if we teach the students to experiment and use the mobile devices in an educational manner. Assessments, 140 Word Historical Tweets, Mobile Handheld Apps for Social Studies, and so much more. I truly believe handheld apps and smartphones use in classrooms hold the key to motivating our students. We must join them and find ways to utilize the tools they already use or lose.
Policy makers need to realize teacher work 24/7 to keep up with 21st century changes. Our teaching colleges need to do the same. Our young teachers need to be in the top 10% of their classes, the Finland model. We need to pay our teachers salaries aligned with professionals, then we will begin to see change.
Meanwhile many of us continue to enrich during our free time, often forsaking our own family time for our students. Each year my main goal is to MOTIVATE students. If I wait for district money to alleviate the challenges, I fall behind. Cell phones just might be the key.
Policy makers need to realize teacher work 24/7 to keep up with 21st century changes. Our teaching colleges need to do the same. Our young teachers need to be in the top 10% of their classes, the Finland model. We need to pay our teachers salaries aligned with professionals, then we will begin to see change.
Meanwhile many of us continue to enrich during our free time, often forsaking our own family time for our students. Each year my main goal is to MOTIVATE students. If I wait for district money to alleviate the challenges, I fall behind. Cell phones just might be the key.
08 July, 2011
Social Bookmarking
My Diigo account is ceslobodnik1.
First, I am going to miss our blog conversations. Even though I will try to keep it updated, I know that August and school will interfere. However, I will require that my students contribute to a course blog this year. I am also in a course with Iearn, http://media.iearn.org/projects a global collaborative where we are creating a unit with teachers from around the world.
I have learned so much from this course, and all of the new knowledge is extremely useful and practical.
I also know that we need to advocate for technology for our students. Many of the applications, especially Diigo, promote literacy. If students have access to technology in schools, we will be able to use the Web2.0 tools in the classroom. Many of our students have smartphones, but no computers at home. In order for us to teach students about 21st century literacy, our legislators must support our goals for funding technology.
Social bookmarking has so many possibilities. The collaborative piece is beautiful. I had used Diigo in the past to keep track of my own research, but had never joined a group or shared. My newest group, very interactive, and very informative, is http://groups.diigo.com/group/history-teachers. If you know history teachers who love technology, I recommend it. One of the members introduced me to http://www.animaps.com/#!home, where google maps can come alive. It is in the beta stage, but I surely will require my students to complete an assignment on this site. One can add markers, create videos by adding shapes and lines and images. It is so cool!
Teachers could use Diigo to more readily share and learn professionally. If anyone is in FIRST and needs a PD or Leadership activity, this would be a great idea. There are so many possibilities. Maybe we can start our own PLN as well. I am sure I will see many of you in other technology courses.
First, I am going to miss our blog conversations. Even though I will try to keep it updated, I know that August and school will interfere. However, I will require that my students contribute to a course blog this year. I am also in a course with Iearn, http://media.iearn.org/projects a global collaborative where we are creating a unit with teachers from around the world.
I have learned so much from this course, and all of the new knowledge is extremely useful and practical.
I also know that we need to advocate for technology for our students. Many of the applications, especially Diigo, promote literacy. If students have access to technology in schools, we will be able to use the Web2.0 tools in the classroom. Many of our students have smartphones, but no computers at home. In order for us to teach students about 21st century literacy, our legislators must support our goals for funding technology.
Social bookmarking has so many possibilities. The collaborative piece is beautiful. I had used Diigo in the past to keep track of my own research, but had never joined a group or shared. My newest group, very interactive, and very informative, is http://groups.diigo.com/group/history-teachers. If you know history teachers who love technology, I recommend it. One of the members introduced me to http://www.animaps.com/#!home, where google maps can come alive. It is in the beta stage, but I surely will require my students to complete an assignment on this site. One can add markers, create videos by adding shapes and lines and images. It is so cool!
Teachers could use Diigo to more readily share and learn professionally. If anyone is in FIRST and needs a PD or Leadership activity, this would be a great idea. There are so many possibilities. Maybe we can start our own PLN as well. I am sure I will see many of you in other technology courses.
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