Introduce self, Delburne Centralized school (John) I began this journey nearly three years ago. However, most of my learning has taken place in the last 2 years, specifically last years LAL conference with David Warlick. Prior to this conference my learning was limited to those that were around me, conferences that I attended and most specifically to conversations with my co-presenter, colleague and friend Stephen. Because of this conference and the use of these tools in my classroom it has led to significant changes in the the quality and my teaching instruction. (Stephen)I am on my second year of this integration of ideas journey and have really benefited from the PLN that I now find myself a part of. From open courses to tweeter I have reached the stage of my teaching that I wonder how I would ever do this work without all the support freely given by others.
Both Questions to gauge audience comfortableness and level of interest with the topic How many people say they use technology in their teaching? Examples?
Both Why we teach with technology and specifically these applications we are going to talk about today... Connect me to my students and parents It is transparent removes the barriers of time and place transition: there are three significant pillars to technology integration we must talk about before we look at some of the tools in our toolbox
Stephen -3 min coined term in paper in 2001 idea is that anyone born in the 90's is a native, all older are immigrants Whether or not the current generation of students can rightly be termed “Digital natives” has been argued recently because, while students are likely to use computers for games, social interaction, research, and word processing, they are typically users only and do not understand theory and code. We wil see an example of this later on in the session. However, for the purposes of this presentation, we will refer to the current generation as such. That, then, makes those of us of a certain age “digital immigrants.” Whether you are a native or an immigrant how many of these preferences do you share? Do you prefer: -receiving information quickly and from multiple sources - parallel processing and multi-tasking - processing pictures, sounds, and video before text -random access to hyperlinked multimedia information It is the trend toward these learning preferences that has led many organizations to develop position statements regarding 21st Century literacies. John: Just because students are 'Natives&quot; does not mean they automatically know, understand and can use technology more intuitively than you or me.
John: Literacy has been defined as the ability to read and write. In the past few years their has been a muddying of this definition to include topic areas such as Math and Science. To be successful in these fields one must &quot;learn the language&quot; of these subject areas to be successful. This has now grown to include, what others would include as buzzwards and jargon -- 21st Century Literacy. It has grown into such acceptability that it has been used by our education minister, Dave Hancock, and the NCTE (National Council Of Teachers of English) in 2008 created a definition for 21st literacies: &quot;As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable.&quot; Play Video (if it works hahaha)
Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of information Create, critique, analyze, and evaluate multimedia texts Attend to the ethical responsibilities required by these texts Like many of the discussions that you have heard recently, we are looking to equip students for the future. So, now we have the answer to WHY we should use Web 2.0 applications. It is not that we are in the business of “edu-tainment”…but that we are preparing students for a world in which information is a commodity, and acquisition manipulation of that information for a variety of purposes is the mandate. While students have become accustomed to being “consumers” of the internet, we must now make them contributors. That’s what Web 2.0 does.
Stephen - 5 min Without a doubt, at this point we need to talk about the issue of digital Citezenship - Must inform not instill fear See eci831 - Tuesday, november 10 also see the report by the internet task force, 49 states particpated - must change and advance in complex thinking as age/grades get higher =Use Google custom search in younger grades =talk about lasting effects of Facebook on University/email names for employers - must have backing of all stakeholders: parents, staff and senior administrators. Letters home, information nights may work... Very luck to work in CESD, very willing to work with us we have a very open senior admin that consults with staff as to directions we need to move in - filters really not an issue, infrastructure like every where is...lol Again, email and ask me for our policies very willing to share
Both - Q an A SO, how can we efficiently create learning opportunities that meet the needs of diverse learners and that are motivating and interesting in the digital age?
John: I never invented the words. I find the silly words gets in the way of communicating the tools with parents and new tech - users. “ wiki” is short for “wiki-wiki” meaning “quick” or “fast”(Hawaiian) and refers to a web page, or a collection of pages, designed to enable users to change and/or collaborate on content Invented by Ward Cunningham in 1994 (inspired by Apple’s HyperCard program! )
Stephen - 2 min The concept of web 2.0 is one of creative input, a read write interaction rather than the static, read only web sites of the early internet user crative content is what drive the web 2.0 ideas often credited to Tim O'Reilly because of the O'Reilly Media Web 2.0 conference in 2004. Not new applications per se, rather a new way of looking at or using the tools Youtube is a prime example of user creative content, as are blogs and of course wikis
John: I created this wiki for several simple reasons, but it has grown to soooooo much more than that: 1. I wanted a way to communicate with parents. I was teaching over 100 students from a variety of grades and classes and I felt that I was not communicating with parents in any meaningful way. I found the use of agendas, at the grade 7-9 level a bit intrusive and almost impossible to keep track of. I found that I wanted to basically give some basic information: course outlines, calendar with upcoming assignments, specifically tests and quizzes. I know many teachers were/are using progress reports but I found with the increase of formative assessment, that progress reports were not representative of students work. 2. the second reason I created a Wiki was to build a way for students to communicate with me -- ask questions that were important to them, but were unencumbered by having to &quot;find&quot; me as well as working up the nerve to meet me face to face. I thought they'd be able to send me messages or create discussion threads.
One of the 1st things to change/develop was I learned that I could add the assignments and tasks this quickly developed into having students create extra info pages to supplement our assignments
this is a page that students had to add content on how to write an essay. They found hyperlinks They found content they even found presentations (PP) that they embedded into the page. they were able to create 2 very full pages What was really nice for the assignment was the amazing amount of QUALITY information that they were able to add to what I had originally provided
As the assignments grew, and I learned more about Wiki's, I was amazed at the ability to embed content. the information on this page was: 1. Images (picture of poster) 2. Video (embed youtube) 3. Text This assignment was a group project. The students had to create a &quot;Brand&quot; for the class and then had to create a persuasive presentation to convince the class that their brand WAS the brand for the class
This is the survey that was used after the presentations. I added this using a google doc form and was quite easy for the students to fill out. These are a few of the ways I used my Wiki in my class. In the year and half I've used the wiki, I haven't even used the full aspect of Wiki's. I have seen some amazing wiki's and I'm looking forward to see how my current students will end up using the Wiki this year.
Stephen - 7 minutes I began using wikis in a different manner... but am now slowly changing how I use tool Began as a resource for keeping Parents informed, one more way to keep in touch. Lack of Divisional web site and control of web site issue lead me to this as a means to circumvent the rules...I pushed the boundaries to begin with, and then helped shape the guidelines later...go figure. I updated the site after every class, or at I least tried to. After a short while it quickly became about students that missed class &quot;Did you check the Wiki&quot; was heard almost daily until they students started to check just to shut me up. I realized that I could put many different ideas on to my wiki, examples of exemplars, expectations of students, which lead me to learn alternative to typing all the content.
Stephen - continued For a while it seemed that John and I really pushed each other to see what we could embed or attach to our wikis. I began to Scribd documents, yes, another innane spelling of an application, which signals that it is indeed a web 2.0 application. Scribd allows you to take word documents, PDFs and PowerPoint Presentations, upload them and then embed them right into your wiki...yes, that was a lot of techno babble all at once...see L of F wiki page Once we discovered we could upload our saved word documents, nothing held us back. Every assignment I had found it's way onto my wiki. Then it was youtube videos, TEd Talks speeches, anything that possibliy could help my students found its way onto my wiki. I soon realized two things, I was doing all the work and the studnets really wanted ownership ...
Stephen - cont As I stated earlier, I am beginning to slowly let students have control of the update pages As you can see, at this point students discovered they could change coulors, and went wild, really enjoy the fact that my colourblindness makes reading this so difficult...they never seem to miss a chance to torment me... For me this was a major step forward, letting go of the absolute control and trusting the students to be responsible...
Q and A on wikis
This is where I will show/explain some of the things at the 1984 ning. John: Ning.. I came across Ning from Stephen asking me to join one. I thought it was interesting, but wasn't really engaged with the Ning and kind of forgot about it for a while. Along came semester change and I ended up with 3 periods of LA once every 4 day cycle. It was a bit daunting. How could I engage the students and give them some variety. I remembered Ning and created my own on a whim and was impressed. I thought I would use this extra period as a writing focused period so I thought it would be great to do blogs. The thought of trying to manage 27 different blogs was a bit worrisome. And this is where Ning comes in...
As you can see the the Ning is organized in 3 columns and is completely customizeable. You can choose to organize it as you see fit. This was difficult to begin with, but, is sooo easy to work with. Has easy easy easy navigation. Students tend to use only a couple of the navgation buttons at the top. I use my Ning for 2 main purposes. 1. Writing 2. Formative Assessment While my Wiki is more of a location for summative assessment projects.
Stephen My ning came about after I met Yvonne Mason,a South Carolina Honours British Lit teacher. We met at Teachers 2.0 Ning, shared ideas and lesson plans and then decided we needed to something completely different. We came up with the idea of team teaching George Orwell's novel 1984. So, 101 SCids and 24 Canakids: Read one novel, watched several videos, composed three well written essays, invited a partner to a movie using texttalk, participated in three different week long discussions, were subjected to three reading quizzes, read and reread 2 articles, reviewed and memorized 25 or more instructional notes, received numerous update messages, chatted for hours, patiently listened to daily lectures and completed one glorious Glogster and met 'ace to face' via video conference ...all this in 20 classes!
Here are 2 profile pages created by my students These pages allow students to bring their personality to the site...it goes a long way for students to bring ownership and pride to this site.
As you can see here the difference is one of maturity as my ning was for Senior High Students. We gave zero instructions about how to update profiles, only about what can and cannot go into their home pages. Absolutely no mention of towns, schools locations other than South Carolina and Alberta...no last names as well...yes, we banned a few students until everybody understood we were serious. We allowed students to upload pictures as this site is totally locked down. The sharing of personal information in the form of visuals proved to be one of the unexpected benefits of sharing a ning. As we under took this project in the spring, both the South Carolina Prom and Alberta Grad dresses proved to be a favorite to share.
John: As I said earlier, my Ning is primarily a writing site. I feature the assignment as a Note and then the students create a blog post in response to the question
John: This is the blog post created in response to the note on the previous slide. Things I've learned: 1. approve blog posts -- prevents sharing of info that may be to personal for others to read and its an easy way to keep track of completion 2. Assign titles for the blog posts-- much easier to find assignments later on 3. I always add a comment feature to the assignment --- forces students to read and give feedback to their peers. This is a good tracking feature when doing draft work....its the trackable evidence of this process. And the more that it is done the more exempars of good quality work that is seen by the students 4. As the year goes on I've learned to see that the quality of work improves noticeably over time.
One of the most amazing aspects of our project was the ability of the students to work well together, despite the two hour time zone differential. We posted a list of student groups on Google documents and the students took over from there. The SCkids and Canakids just went for it and came up with these group names,as well as the descriptors and icon images. From here we had the students engage in a variety of activities that focused on conversation skills.
Each week we posted a concept for discussion. One group members was to begin with a post on the groups blog site, an internal feature of the ning, and the other members were to respond. By the end of the week a group consensus post was to be made. One of the first things we noticed was the ability of the students to be cordial while still maintaining their own stance on a particular topic. However, some interesting debates did occur, as some of the students really became pasionate about their 'take' on the issue. A good teachable moment, on both sides of the board for sure.
Q and A you must have something.....
Glog -- Slang for throwing it all together Creates professional looking posters No more glitter glue and paper!! Can be graded online Specific elements can be uploaded Same basics available to everyone Learning curve is shallow; once pieces are assembled, creation takes little time Virtual archive
This was a Science glog created in my grade 7 class. We created the pages, with a few speedbumps. 1. because they could add a video they thought they had to include their favorite band into the glog 2. I used the EDU side of glogster, which gives you pre-made accounts -- great for the younger kids, but I used a very long username with an odd spelling and for those that had spelling issues...accessing their required glog account was DIFFICULT!! Positives Many many early finishers created their own personal interest glogs.
For the final project of the 1984 unit we decided that the students needed to construct a visual to show understanding of the big ideas and enduring understandings we had endeavoured to teach. The decision to use Glogster seemed like a good idea at the time. Glogster is, as John hs stated, a fairly simple app to use. So simple that Yvonne and i decided we need to add some extra elements to the Glogster. Each student had to have seven poems, images or songs on their wall. They then had to write up their rationale, the why I used what I used, on a Goggle docs, link that doc to their Glogster, add a G'doc of MLA citations, embed the songs so we could hear them, and have all this done and posted to their blogs on time... Yes, this did not go as well as we planned... First off, we had some issues with saving work, and then we had major issues with students not being all that well versed in technological knowhow..digital native they well be, they are still children that need to be taught skills, specifically the ability to problem solve. The night before the Glogs were due, Yvonne and i were online in the ning chatroom answering the same questuons over and over and over and over...well we ended up calling that night the 'Help desk from Hades&quot; episode...
One of the simplest apps I have used is Tumblr, yes, spelt funny again. This is an electronic journal. I found that the duo tang just did not cut it for me. The tumblr allows the writer to not just use text but visuals and videos as well as songs to express their thoughts. I believe this freedom has resulted in a mindset that the students really enjoy. I give very limited instructions some times, such as 'What did you like about today's class&quot; or 'Tell me one thing that you remember about this week&quot;. Of course the students also used tumblr to communicat with me, the good and the bad, so to speak.
I really tried to foster a feeling of openness in the Tumblrs, and encouraged the students to tell me what they really were thinking...sometimes I did get what I asked for... Tumblr has proven to be a great way to track what my students are experiencing, allowing me to alter and modify lessons based upon what I am viewing. And sometimes you get something you never expected...
The communication between a teacher and a student can be amazing sometimes, and this is one time. This student was able to express their thoughts in a private, safe manner. Yes, his is shameless perhaps, but sometimes it is nice to hear that you have mae an impact on another's mindset... It is what we do every day,but we do not always get to see the light blub go off...
And sometimes it is just good to have a laugh or two...
Web 2.0 applications help classroom teachers meet the ICT curriculum keep learners engaged meet the needs of diverse learners level the playing field encourage higher order thinking skills removes the barriers of time and space
1. A Teacher's Toolbox for 21st Century Instruction Learning with Web 2.0 Applications A collaborative presentation by John Ferguson, Stephen Banks
3. cc licensed flickr photo by Ben Terrett: http://flickr.com/photos/benterrett/191625180/
4. Digital Natives
5. 21 st Century Literacies <ul><ul><li>Technology has increased the intensity and complexity of literate environments, and </li></ul></ul><ul><ul><li>Twenty-first century literacies demand that a literate person possess a wide range of abilities and competences. </li></ul></ul><ul><ul><li>These literacies, from reading on-line newspapers to participating in virtual classrooms, are multiple, dynamic, and malleable. </li></ul></ul>http://www.youtube.com/watch?v=d9ZRDRPqoXo
6. Twenty-first century readers and writers need to cc licensed flickr photo by Smithsonian Institution: http://flickr.com/photos/smithsonian/3113303884/ cc licensed flickr photo by m3cfa: http://flickr.com/photos/m3cfa/2462222770/
7. Digital Citizenship Thanks to Alec Couros for kind permission to reproduce this image.
9. Wiki’s cc licensed flickr photo by kbaird: http://flickr.com/photos/kevlar/1152595430/
10. “ A wiki…seeks to involve the visitor in an ongoing process of creation and collaboration that constantly changes the Web site landscape.” http://en.wikipedia.org/wiki/Wiki The process of creation is at the top of Bloom’s Taxonomy.
11. Ferguson's Wiki http://fergs-class.wetpaint.com
12. Ferguson's Wiki Assignment Page
14. Group Work and Student Pages
16. Stephen's Wiki
20. Ning <ul><ul><li>Ning means “peace” in Chinese </li></ul></ul><ul><ul><li>A ning is a social network much like FaceBook or MySpace </li></ul></ul><ul><ul><li>It can be closed to all but invited members. </li></ul></ul><ul><ul><li>Students create content through profile pages, forums, and discussion threads. </li></ul></ul>
38. So..why? Used with kind permission by M N Jorgensen - http://www.thedigitalnarrative.com/communityhp.htm
39. Questions? <ul><ul><li>Please visit our wiki for a copy of this slide presentation http://banksferguson.wetpaint.com </li></ul></ul><ul><ul><li>My email? </li></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul><ul><li>Thanks to Yvonne Mason (Ideas Without Borders) for invaluable assistance! </li></ul>