Baker Teach 2.0 Lexicon
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Baker Teach 2.0 Lexicon

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Here is a dictionary that showcases "techy" terms and concepts.

Here is a dictionary that showcases "techy" terms and concepts.

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    Baker Teach 2.0 Lexicon Baker Teach 2.0 Lexicon Presentation Transcript

    • Teach 2.0 Lexicon Kathy Witker Baker EDUC 623
    • aggregator Online service that provides music and video channels for download to MP3 players (Brooks- Young, 2010) I have heard of aggregator before and even used one, but I did not make the connection until reading about it. Aggregators are great for students and me. They give me access to music and videos that I can listen to and watch anywhere.
    • blended learning A combination of the traditional brick and mortar school and online learning (Staker & Horn, 2012) This is where I can see many traditional, brick and mortar schools moving towards in the future. I think it is easy to see that e-learning is going to the future and for schools to bridge the gap, schools have to get in the groove of providing electronic ways to teach along with face-to-face time. Even in upper elementary classes, I think blended learning could be implemented. Since I do think schools will move toward blended learning in the future, I need to be educated and know how to handle this type of learning.
    • complex games Games taking more than 20 hours to complete (Brooks- Young, 2009) I love playing complex games, but I have a difficult time imagining them being played in the classroom. I would love students to have a chance to play them, but I do not have the resources or time allotment in order to do it. I’m not even sure if students would enjoy playing them once a week in computer lab, because they would walk away and not come back for a while. I definitely see how they can help students, but the best I can do is encourage parents to allow students to play them at home.
    • Connexions “A place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute: authors create and collaborate, instructors rapidly build and share custom collections, learners find and explore content” (Rice University, n.d.) The idea of Connexions is interesting. It reminds me of aWiki. It is open to anyone and everyone and gives access to scholarly materials and resources. It is yet another example of collaboration on the Web. Connexions gives me access to materials to learn about ideas and content for the classroom.
    • copyleft A General Public License which protects the right to share (Bonk, 2009) This term is in stark contrast to copyright. Copyleft is often used with free software to allow users the right to change it and improve it. I find it crazy to think that people would want to spend hours learning code then applying it for free. Copyleft will be interesting in the future to see if other industries like music and film will also jump on board with the idea. I definitely see big companies like Disney never allowing a copyleft, but independent filmmakers may. As a teacher, I think it is important to be informed and inform others about copyrights and now copylefts.
    • coursecasting Sharing ideas and activities via video sites (Bonk, 2009); same as Webcasting I definitely use YouTube all the time. I love the funny cat videos to the educational content videos. There really is nothing that cannot be found on some sort of video on YouTube. Before this class, I never thought about using YouTube as a learning tool for myself. I use it in the classroom all the time to introduce topics. How idiotic of me not to realize that as a teacher, I can get ideas from YouTube (and TeacherTube, Vimeo, etc.)
    • Curriki Wiki curriculum (Bonk, 2009); the coolest education resource I found in this class I love this resource! I never knew it existed, and Bonk wrote about it three years ago! I will definitely be using this resource as I need ideas to teach first graders about natural resources, sun and the moon, and other subjects. I cannot wait to utilize this awesome resource. Being part of the openness movement, I also need to be open to sharing my resources too.
    • fingertip knowledge Information literally at our fingertips via the Web (Bonk, 2009) I am guilty of using this term all the time. I truly do have tons of information available at my fingertips. My computer is never far from me when I am home, and I am constantly Googling terms, people, and concepts. As an adult, I can take in the information at my fingertips, condense it, and use it at my disposal. This is a skill students need to be taught. Students need to quickly learn how to take in so much information, assess it, combine it, and do something with it. I think having knowledge at our fingertips is great but is also challenging for students.
    • flat world The work of several world forces (UPS logistics, fall of the Berlin Wall, offshoring, open- sourcing, supply-chaining, work flow software, Netscape, outsourcing, web searches, and digital, mobile, and personal devices) that have created an interrelated and congealed world that cannot be separated into distinct parts (Friedman, 2005)
    • e-learning The use of Web conferencing, radio, CDs, DVDs, television, chat, mobile phones, virtual worlds, etc. that are used as a means to teach students; learning through electronic means (Bonk, 2009) I never knew the classes I took online were of a special variety. I definitely love e-learning. Doing most class work on my time allows me to be in my classroom, on vacation, or at home and able to continue to learn. I know the use of e-learning is definitely increasing at colleges and universities and some states even require high school students to take an online course before graduation. E-learning allows students to take in information in ways not taken advantage of in the classroom. Some K-12 schools are totally online and make use of e-learning. As a 21 st century educator, I have to be aware of this growing trend and find where my place is: classroom, Web, or both?
    • flat world The work of several world forces (UPS logistics, fall of the Berlin Wall, offshoring, open- sourcing, supply-chaining, work flow software, Netscape, outsourcing, web searches, and digital, mobile, and personal devices) that have created an interrelated and congealed world that cannot be separated into distinct parts (Friedman, 2005) I read chapter two of Friedman’s book for my review and was quite intrigued. I knew the world was connected, but I failed to realize how connected. Within a company, one can no longer say this is where UPS stops and Wal-Mart starts. Businesses are so intermingled nowadays. I was especially interested in the flattener about UPS logistics. My dad works at UPS as a semi-driver and has been with them throughout this change to a flat world. He had the opportunity to read the part about UPS, and he too was impressed. He said he knew the logistics work UPS did, but he also failed to realize just how far-reaching it was. He also brought up that the union contract for UPS is up in 2013 and although the logistics part of UPS is not in the union, he commented the logistics cannot fully operate without truck drivers who are under the union contract. UPS already pays and gives the best to its workers, so he thinks it will be interesting to see how much leverage the union can get regarding how intertwined the company is. This just goes to show how truly intermingled the world is. I did think it was interesting that Friedman failed to mention anything about education in the chapter I read. Not even a snippet about how some piece of technology is influential in the classroom. It seems as if Bonk noticed that opportunity and ran with it for his book.
    • Free and Open Source Software (FOSS) A movement of sharing and collaborating to create software (Bonk, 2009) When it comes down to it, free and open source are basically the same thing. Although computer coders may have different ideas of it, for the average person (aka: me), it is all one big movement of the belief of collaborating on software to make it better. This matters to me, because I have to teach students the ability to collaborate. Collaboration really is becoming a huge part of the 21st century in many things that are done, and I want to be a part of helping students develop the need, want, and drive to collaborate.
    • free software “The freedom to run it, to study and change it, and to redistribute copies with or without changes” (Stallman, 2012), promotes sharing and cooperation (Stallman, 2012) The idea of free software is driven by the idea that software should be free and available to everyone with open collaboration (Friedman, 2005) I had no idea what this term was before reading Bonk. After reading Bonk and researching it on my own, I still do not think I fully comprehend what free software is. Free software allows users to access the code, change it, and redistribute it. It sounds the same as open source, but people who believe in free source want to keep the definition different from open source. (Even computer coding cannot escape the politics of definitions and differences.) In case I ever want to make use of free software, I do have to understand the copyright. Although this term does not apply to me and what I do, I feel it is important to have an understanding of free software.
    • Google jockey “Participant in a class presentation who finds the terms, ideas, and Web sites mentioned by a presenter and displays them for the class as they are mentioned or needed” (Bonk, 2009, p. 72) I love this concept. I never thought about a professor who just keeps on chatting while someone else finds the information to display. If I was a high school teacher, I would definitely think about incorporating this into a class. I also think this could be done in elementary if every student had a netbook with wifi and could practice pulling up and finding the information. This would be a really fun activity for students to practice their Internet searching and using skills.
    • learning object repositories A collection of reference materials (videos, graphs, information, pictures, etc.) found on an online web portal (Bonk, 2009) Learning object repositories are something that I can definitely use to engage students and help students investigate something they are interested in further. A collection of tons of material about one subject in one place? A librarian’s and teacher’s dream! I definitely plan to make use of learning object repositories in my class this fall when students have questions about snakes, plants, and other subjects.
    • massive multiplayer online game MMOGs; game that supports thousands of players like World of Warcraft (Brooks-Young, 2010) I play Halo with my husband, which I would consider a MMOG. I do like them, but I would not use them in a classroom. They leave too much room for inappropriate messages, comments, and actions to be done. Understanding why they are such a big hit is great for a teacher though. It does strike me that there is such a want to play MMOGs and play with other people. More online collaboration at work!
    • m-learning Mobile-learning; using mobile devices like cell phones, iPods, tablets, etc. to learn (Bonk, 2009) This is a hard concept for me to grasp, because I do not have a mobile learning device. I have first graders who have smart phones while I do not own one. I do love being around friends and having a disagreement solved quickly over finding information on a phone. I see the benefits of constantly being connected along with the drawbacks. Now there is no getting away from e-mail, but you can always learn no matter where you learn!
    • microblogging Twitter; blogging with a limited number of characters (Brooks-Young, 2010) I never thought of Twitter as a blog before reading Brooks-Young. I think a tool like Twitter would help students learn to get their ideas down concisely and quickly. This could really help them in the future.
    • minigames Games taking less than an hour and devoting attention to one skill (Brooks-Young, 2009) I can see the use of minigames being used in the classroom much more than complex games. If someone walked into my classroom, I can show them how the game directly relates to what the students are learning. I also think this encourages and motivates students to learn skills.
    • open courseware (OCW) “Free, searchable, and open access to university resources and course content” (Bonk, 2009, p. 163) MIT is leading the world in OCW. I find the idea of OCW intriguing and a bonus for the future. I also see many problems with OCW in the future regarding grading and completion of classes. I do appreciate that professors are willing to put their course content up for feedback from other instructors around the world. I think this could lead the world to better education for everyone.
    • open educational resources (OER) Resources available online that are free about a subject (Bonk, 2009) Having the access to so many OER is wonderful. I have so much education about anything and everything at my fingertips. Allowing students to use OER to learn, teach themselves, and investigate is motivating for them. Many students have access to OER at home that they can always be learning.
    • open learning world The convergence of a Web-based learning infrastructure, billions of free Web pages, and a culture of participation (Bonk, 2009) As an educator, the world truly is open to learning. Bonk’s entire book is about how the Web has allowed educators and students around the world to learn. I use educators and students loosely because now, everyone around the world truly is both. With Web 2.0, every person is capable of publishing content and learning content on the Web. The world is open for learning. The question is: Are American educators ready to jump on in and dive into it? In other words, am I ready to access, use, and share resources to continue to add to this world?
    • openness An atmosphere of being open to information and resources (Bonk, 2009) I think it is exciting to live in such an open world. Having education resources now being more open and available will only improve my teaching and the ways students learn. I know I am open to the openness of the world, but I do worry about teachers who refuse to share and are not on board with the openness of resources. Working with people of both beliefs is definitely challenging.
    • open source “Development method for software that harnesses the power of distributed peer review and transparency of process. The promise of open source is better quality, higher reliability, more flexibility, lower cost, and an end to predatory vendor lock-in” (Open Source Initiative, n.d.); software for which the source code is freely available (Brooks- Young, 2010, p. 124) I had no idea what this term was before reading Bonk. After reading Bonk and researching it on my own, I still do not think I fully comprehend what open source is. Basically, it is a program where the source code is available and where modifications can be made. It seems the Open Source Initiative is really set on keeping its definition separate from free source. According to Stallman (2012), open source is more restrictive than free source, but the ways were not explained. Most importantly regarding open source and if I have students who want to change code, I need to know the copyrights. Although this term does not apply to me and what I do, I feel it is important to have an understanding of open source.
    • Opensource Opencourseware Prototype System project Translating MIT OCW into other languages (Bonk, 2009) How crazy is it that our world is so intertwined and people are so anxious to learn? I think this project is exciting and a crazy undertaking. I do appreciate that so many people around the world want to learn. I only hope I can inspire my own students to passionately learn and take the steps to make learning possible.
    • pages “The availability of free and open educational content and resources” (Bonk, 2009, p. 52); Web pages I knew what pages were before this class, but in reference to the Web being pipes and pages, I did not understand the concept. I just think it is amazing at the sheer volume of open content and resources available. As a teacher, I cannot do anything but take advantage of them.
    • participatory learning culture “A movement toward a culture of open access to information, international collaboration, and global sharing” (Bonk, 2009, p. 52) I love the idea of international collaboration. I do think a participatory learning culture is exciting and frightening to live in. There are so many new resources being flung at me all the time, which is good and bad. The thing for me to remember about this culture is that I have to contribute. Education will move forward whether I contribute or not, but why wouldn’t I want to be a participant of the movement and culture?
    • pipes Internet access and bandwidth (Bonk, 2009) I had no idea what the pipes were of the Internet. Friedman also mentions the pipes, so I am glad I knew what it was from Bonk. I feel schools are behind when it comes to pipes. I don’t think schools see the pipes as extremely necessary or needed. I hope to encourage my school to get better bandwidth, so students can make use of the resources available on the Web.
    • pubcast Mixing publications with video content (Bonk, 2009) I had no idea what this was. I do think it is a great outcome of Web 2.0 though. To have a research paper paired with video can be motivating and exciting for students and me. I would love to have more pubcasts available regarding research. I think it would be beneficial for educators to discuss their research and show their data collection rather than just read about it. This also gives students more ways to intake information.
    • RSS (really simple syndication) Tool to alert people of new blog posts, headlines, and podcasts; invented by a fourteen-year-old (Bonk, 2009) I have seen RSS on the top of Web pages, but I never knew what it meant or did. I still do not use it, but I hope to in the future. It seems like an easy way to keep track of new information posted on the Web that I am interested in.
    • spiky world The idea that some places (like cities) have a greater creative, intellectual, and economic advantage (Bonk, 2009) This is by far my favorite concept from this class. I love the idea of this concept. It so truly explains the shift the world is entering. The definition is based on economics, but I think the concept can be addressed to other things too. For instance, Internet connection and access to the Web is spiky. In some places in the world, it is easily accessible, while in other places, it is not. I think this concept also explains the use of technology in the classroom. Some school districts have everything they could want while others have nothing. It brings back the idea of inequality, and if equality will occur not only in the U.S. but in the world.
    • u-learning Ubiquitous-learning; learning everywhere (Bonk, 2009) Although learning can already occur anywhere and everywhere, mobile devices really make this learning come alive. People can check their devices and learn without fully realizing they are learning. I think students will be entrapped in this always learning life, and I wonder how many will be able to turn it off. I think learning is great but a brain needs a break. Will there come a point when information and learning is too much?
    • Ustream A service to broadcast talks on the Internet (Bonk, 2009) Ustream is an awesome service. It has everybody and everyone on it (or at least seems like it). It is great to have a more central Web location to have quick access to chats and interviews. I can definitely learn a lot by listening to even one interview a day.
    • virtual world “A three-dimensional, graphic representation of a community that can be based entirely on fantasy or have roots in a real community” (Brooks-Young, 2010, p. 126) After playing around on virtual worlds, I can see their impact on learning and motivating older students, but I worry about pushing younger students into them. With virtual worlds, I also worry about students who really don’t like them. I know this would be the minority, but what is there for students who are not into the whole virtual thing? I think as an educator a day is coming when virtual worlds will become the norm. Unlike other technology though, I hope it is not when I’m alive.
    • VoIP (Voice over Internet Protocol) Skype (Bonk, 2009) Although Skype is not the only VoIP available, it is the one I use. I really hope to make use of VoIP in the classroom. I think students can learn a lot by discussing and learning with other students around the country and the world.
    • Web 1.0 Pages on the Web being available to read and browse (Bonk, 2009) I know Web 1.0 took place while I was in elementary and middle school, so I have no real understanding or thought about it. I just find the transition to Web 2.0 as seamless and a natural change. I also think it is extraordinary that something like the Web, which is relatively new, has also changed so much.
    • Web 2.0 “The second generation of the World Wide Web with a shift away from static web pages and a move toward content that is dynamic can be shared” (Brooks-Young, 2010, p. 126) Until about five years ago, I did not have regular access to the Web. I didn’t realize the major shift that had already been taking place with the Web though. Five years ago, I created a Facebook page and was a part of the Web 2.0 generation. I had no idea that the Web really did use to consist of only pages to view. I just thought when I was younger and had used the Web at school, I did not know how to do the fun things like e-mail or have a profile page. Little did I know of the huge shift in the use of the Web. I definitely do share content on the Web between my Facebook page, blog, and e-mail, I am truly part of the Web 2.0 generation. I also choose this term, because I hear it everywhere. I heard it on the news the other night, and the newscasters did not give a definition. They used the term like it was a regular, everyday word. I have definitely heard it during this class, so I am excited to finally have an understanding of what Web 2.0 means.
    • Webcasting Sharing ideas and activities via video sites (Bonk, 2009); same as coursecasting I definitely use YouTube all the time. I love the funny cat videos to the educational content videos. There really is nothing that cannot be found on some sort of video on YouTube. Before this class, I never thought about using YouTube as a learning tool for myself. I use it in the classroom all the time to introduce topics. How idiotic of me not to realize that as a teacher, I can get ideas from YouTube (and TeacherTube, Vimeo, etc.)
    • Web of Learning “A somewhat magical or mystical place where teaching and learning never end” (Bonk, 2009, p. 29) I love this idea from Bonk. The Web truly is a mystical and magical place. I will never understand how it all works (nor do I have any real interest). I do love that I have access to so much information and tidbits of content I never needed to know. At night when I watch a television show, I will search different people or places that are mentioned. With the Web, I can always be learning. I do wonder if students realize this, or it is something they prefer not to realize. I do know many students, young and old, who surf the Web and play games all the time. I wonder how consciously aware they are of how much they are learning.
    • Wiki An online source of information that users can change, update, and collaborate (Bonk, 2009) Nowadays, everything has a Wiki. Each subject of the new Common Core/Essential Standards for the Winston-Salem School has a Wiki. Before this class, I had heard of a Wiki (who hasn’t heard of Wikipedia?), but I never fully understood what it was. It is another collaboration-based source on the Web. I found it fascinating that people spend hours on Wikipedia researching information and submitting new information and citations (Bonk, 2009). It really does seem collaboration and teaching students to work together is much needed in order for students to late contribute to this flattened world. In order for a Wiki to work, users have to have knowledge of the subject. Being able to condense and evaluate information is also an important skill I need to teach.
    • ReferencesBonk, C. J. (2009). The world is open: How Web technology is revolutionizing education. San Francisco, CA: Wiley-Bass.Brooks-Young, S. (2010). Teaching with the tools kids really use: Learning with web and mobile technologies. Thousand Oaks, CA: Corwin.Open Source Initiative. (n.d.). Mission. Retrieved from http://opensource.org/Rice University. (n.d.) Connexions. Retrieved from http://cnx.org/Staker, H. & Horn, M. B. (2012). Classifying K-12 blended learning. Retrieved from http://www.innosightinstitute.org/media- room/publications/education-publications/classifying-k-12- blended-learning/Stallman, R. (2012). Why open source misses the point of free software. Retrieved from http://www.gnu.org/philosophy/open- source-misses-the-point.html