I feel like it's been forever since I've written a blog, but in reality it's only been two weeks. Very strange. My thought will be brief this week as part of my functionality is limited on these applications.
VoiceThread: The link to my thread is below. I wish I could've used VoiceThread to its optimal potential; I really enjoy the "narration over pictures" concept as well as the ability to embed videos. It's like making a brief, more customizable Powerpoint that can be easily saved to the Internet. Not requiring an account to view them makes the application a great tool for a classroom, as students can just "click and go."
My practice thread: voicethread.com/share/5067191/.
Animoto serves as almost an upgrade to VoiceThread, allowing for opportunities for students to create small videos to present to each other. It serves the same purpose as Windows Movie Maker or iMovie, but is more concise and takes less time create, meaning that students at a lower level or teachers with less time to contribute to a certain subject than they'd like can use it for easily accessible outside the classroom work.
Wordle is something I first encountered during my undergrad practicum. My cooperating teacher was big into technology and graphic design (he actually took a full time graphic design job the next year) and had several Wordles posted in his classroom. In the classroom I currently work in I have created a Wordle of our classroom "Dead Words," which i developed by checking our students' writing samples and picking out words that we wanted students to stop using. The most commonly used (and therefore, biggest) word? "Stuff." The Wordle I created is based from the famous "V word" monologue from my all time favorite movie, V for Vendetta.
Voilà! In view, a humble vaudevillian veteran, cast vicariously as both
victim and villian by the vicissitudes of Fate. This visage, no mere
veneer of vanity, is a vestige of the vox populi, now vacant, vanished.
However, this valorous visitation of a by-gone vexation, stands vivified
and has vowed to vanquish these venal and virulent vermin vanguarding
vice and vouchsafing the violently vicious and voracious violation of
volition. The only verdict is vengence; a vendetta, held as
a votive, not in vain, for the value and veracity of such shall one day vindicate the vigilant and the virtuous. Verily, this vichyssoise of verbiage veers most verbose, so let me
simply add that it is my very good honor to meet you and you may call me
V. (http://www.wordle.net/show/wrdl/7216537/V)
Sunday, October 27, 2013
Sunday, October 13, 2013
Access=Anger
The aforementioned undergraduate class I took had me work with all aspects of Microsoft Office, including my archenemy in the Office Suite: Access. I never understood Access then, and I still don't understand it now, so you can imagine my delight when I noticed this week's assignment was to create an Access database.
I understand the benefits of creating an Access database and the organizational systems that the program includes for ease of access (oh, there's the namesake of the program. Clever Microsoft.) in organizing that data and referencing it, but I've always been more of a "pen and paper" or "table in Word" guy for some reason. I love my technolgoy and I love the different things I can do with it, but for some reason I just don't see the need to ever use such an extensive database in my future career.
I suppose the only use I could think of is for coaching swimming, in which I could input my athletes' times in each event and sort them based off of how fast or slow each time is. The problem with that is the specialized software that exists just for that purpose.
Perhaps my biggest problem with Access is beyond two tutorial sessions and two brief assignments I've never had the NEED to use the program. I suppose forcing myself to practice it more could help develop my schema, but I just don't see a need for it at this point. No harm in trying though.
I understand the benefits of creating an Access database and the organizational systems that the program includes for ease of access (oh, there's the namesake of the program. Clever Microsoft.) in organizing that data and referencing it, but I've always been more of a "pen and paper" or "table in Word" guy for some reason. I love my technolgoy and I love the different things I can do with it, but for some reason I just don't see the need to ever use such an extensive database in my future career.
I suppose the only use I could think of is for coaching swimming, in which I could input my athletes' times in each event and sort them based off of how fast or slow each time is. The problem with that is the specialized software that exists just for that purpose.
Perhaps my biggest problem with Access is beyond two tutorial sessions and two brief assignments I've never had the NEED to use the program. I suppose forcing myself to practice it more could help develop my schema, but I just don't see a need for it at this point. No harm in trying though.
Sunday, October 6, 2013
Online/Web Based Tools
I consider myself to be fairly in tune with all of the different resources that are available on the Internet for educators to use. A few of my cooperating teachers during undergraduate field placements were what I would consider to be "technologically-savvy," as they could solve most of their computer issues on their own and integrated several different programs and services into their daily classroom procedures instead of just tacking them on just to get some 21st-century tools in.
But of course, just as last week I find myself looking at an extensive list of online tools that can be used in a variety of ways and for a variety of activities and I haven't heard of a good 80% of them. That is the way of the Internet though; with billions of pages across the countries of the globe there's a pretty good chance I haven't heard of the vast majority (as in 99.9%) of the entire network. In terms of this list, I actually like this one better than last week's. The organization of sites into each requested activity puts this one ahead for me. *goes to bookmark page*
I've decided to pick out a few standouts I noticed and discuss my thoughts on a few of the topics and ideas listed. In general I tend to lean more towards sites that do not require registration in order to be used in a classroom setting. This allows students to explore each concept and tool without having to learn (or for me, to create) another username or password. I do recognize the value of students being able to save their work and come back to it later and in some cases I also recognize that this is necessary. Just as we are currently doing with these tools, my main focus with students is exploration first.
TIMELINES-Instantly going against my words on "no registration is better" I find Timeglider to be capable of creating the most detailed and organized timelines. Setting up pictures to display key events, assigning an icon to individuals to sort out and work on a specific thread at a time, and also allowing for consistent and scaled placing of events across days, months, years, or even centuries. It looks great, is set up well, and is a great tool for upper level students across any subject.
MIND MAPS-Text2MindMap is a simple tool for planning out mind maps without the use of pen and paper. Students take a major idea, indent, and then input their smaller details. Mind Maps can be saved using a simple e-mail, so whatever students complete in a given time can be saved and sent to the teacher for assessment (now that I think of it, this makes a great assessment procedure!). This also allows students to make a "rough draft" before moving onto more sophisticated programs such as Inspiration.
DOCUMENTS-I'm becoming more and more attached to the idea of online document editing, allowing multiple individuals to collaborate and make edits to the same document. I've used a number of these services trying to find the best one, and I can't find one better than Google Docs. The ability to create the same type of documents available in Microsoft Office (word processing, presentations, spreadsheets, drawings) and (in my experience) easily convert Google files into software is an incredible tool. The cloud based system is extremely useful for editing wherever there is Internet access and lessens the need for a flash drive to be carried around. I sound like a Google employee, but you get my drift.
DISCUSSION-Chatzy is exactly what I would look for in a chat room service. You start the conversation, so no one else outside can have access. Only those with a link can access it, and the room disappears after a certain amount of time. Access is restricted to passwords as well, so no one outside of who should join the class conversation can get in. I do like Google Moderator as well for its voting system that is similar to sites like Reddit, putting the most liked ideas closer to the top.
AUDIO-Audacity is a longtime favorite of mine as a PC user. It has a bit of a learning curve, so it might be better suited for teachers instead of students. This past summer I had to work exclusively on a Mac for grad school and did a project with Garage Band. I was pleasantly surprised by the ease of which I learned to program, and would recommend it to those who have access to Macs and wish to integrate audio projects into their classrooms.
COMICS-I have never used or heard of any of the web applications listed in comic book creation, but I am aware of the effectiveness of comics in classrooms. In my own experience, the students I work with on a day-to-day basis enjoy reading and creating their own comics. A few of them struggle with drawing and this can lead to frustration that their comic "isn't good enough," so an online generator and creation application can help out those who struggle with the drawing aspect of comics. Add in audio recording and students can even create and narrate their own comic book!
Again, these are just some of my observations on the tools listed, but I am becoming increasingly aware of the multiple applications that are out there to be used. With the vast selection and the "pick-up-and-go" ease of some of these applications there are many ways that such resources can be easily integrated into any classroom.
But of course, just as last week I find myself looking at an extensive list of online tools that can be used in a variety of ways and for a variety of activities and I haven't heard of a good 80% of them. That is the way of the Internet though; with billions of pages across the countries of the globe there's a pretty good chance I haven't heard of the vast majority (as in 99.9%) of the entire network. In terms of this list, I actually like this one better than last week's. The organization of sites into each requested activity puts this one ahead for me. *goes to bookmark page*
I've decided to pick out a few standouts I noticed and discuss my thoughts on a few of the topics and ideas listed. In general I tend to lean more towards sites that do not require registration in order to be used in a classroom setting. This allows students to explore each concept and tool without having to learn (or for me, to create) another username or password. I do recognize the value of students being able to save their work and come back to it later and in some cases I also recognize that this is necessary. Just as we are currently doing with these tools, my main focus with students is exploration first.
TIMELINES-Instantly going against my words on "no registration is better" I find Timeglider to be capable of creating the most detailed and organized timelines. Setting up pictures to display key events, assigning an icon to individuals to sort out and work on a specific thread at a time, and also allowing for consistent and scaled placing of events across days, months, years, or even centuries. It looks great, is set up well, and is a great tool for upper level students across any subject.
MIND MAPS-Text2MindMap is a simple tool for planning out mind maps without the use of pen and paper. Students take a major idea, indent, and then input their smaller details. Mind Maps can be saved using a simple e-mail, so whatever students complete in a given time can be saved and sent to the teacher for assessment (now that I think of it, this makes a great assessment procedure!). This also allows students to make a "rough draft" before moving onto more sophisticated programs such as Inspiration.
DOCUMENTS-I'm becoming more and more attached to the idea of online document editing, allowing multiple individuals to collaborate and make edits to the same document. I've used a number of these services trying to find the best one, and I can't find one better than Google Docs. The ability to create the same type of documents available in Microsoft Office (word processing, presentations, spreadsheets, drawings) and (in my experience) easily convert Google files into software is an incredible tool. The cloud based system is extremely useful for editing wherever there is Internet access and lessens the need for a flash drive to be carried around. I sound like a Google employee, but you get my drift.
DISCUSSION-Chatzy is exactly what I would look for in a chat room service. You start the conversation, so no one else outside can have access. Only those with a link can access it, and the room disappears after a certain amount of time. Access is restricted to passwords as well, so no one outside of who should join the class conversation can get in. I do like Google Moderator as well for its voting system that is similar to sites like Reddit, putting the most liked ideas closer to the top.
AUDIO-Audacity is a longtime favorite of mine as a PC user. It has a bit of a learning curve, so it might be better suited for teachers instead of students. This past summer I had to work exclusively on a Mac for grad school and did a project with Garage Band. I was pleasantly surprised by the ease of which I learned to program, and would recommend it to those who have access to Macs and wish to integrate audio projects into their classrooms.
COMICS-I have never used or heard of any of the web applications listed in comic book creation, but I am aware of the effectiveness of comics in classrooms. In my own experience, the students I work with on a day-to-day basis enjoy reading and creating their own comics. A few of them struggle with drawing and this can lead to frustration that their comic "isn't good enough," so an online generator and creation application can help out those who struggle with the drawing aspect of comics. Add in audio recording and students can even create and narrate their own comic book!
Again, these are just some of my observations on the tools listed, but I am becoming increasingly aware of the multiple applications that are out there to be used. With the vast selection and the "pick-up-and-go" ease of some of these applications there are many ways that such resources can be easily integrated into any classroom.
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