I used voicethread to complete my final reflection. I really like voicethread because I feel like it is so easy to use. This was my second time using it. Before I took this class I thought I knew everything there
was to know about technology and how to use it in a classroom. I used a Smart
Board and PowerPoint in the classroom. I had no idea how many more tools I
could have been using. I was surprised when I learned so many new things that I
never even heard of before. I didn’t even know what web 2.0 was or how web 2.0
tools could be used with a class. This semester I created my first blog using
blogger, where I reflected on the assigned readings. I was very nervous at
first because I had never written in a blog, but it ended up being a lot of fun.
I will definitely try to continue to blog. I learned how to use Prezi, screenr, xtranormal, weebly, blogger,
goodreads, VoiceThread, LiveBinders, Flat Classroom, and Glogster. Some of my
favorite web 2.0 tools are Prezi, weebly, Glogster and xtranormal. I think that Prezi is a great
presentation tool especially for collaboration. The only thing that I don’t
like about Prezi is that it can be frustrating moving around the canvas and at
times it can make you feel a little dizzy. I don’t know if elementary students
would be able to use Prezi. I think that Glogster is probably one of the best
tools to use with elementary students because it is very hands on, student
centered, and easy to use. My favorite thing this semester was creating my own
website. I used weebly, at first I was very nervous when I heard I had to
create a website because it sounded so much more difficult than it was, but I
had so much fun creating it! I can’t wait to use weebly again in the
future. I also learned a lot from
the flat classroom project. It took me a while to get the hang of the site, but
once I did I really enjoyed interacting with the students and reading their
wikis. I’m excited to share
everything that I learned with my students. I want to thank Nicole and Deborah for working
collaboratively with me, and Dr.Smiranova for helping me along the way and
teaching me new technology.
I used VoiceThread to complete my WoW project on the flat classroom
project. VoiceThread is a cloud application, so there is no software to
install. The only requirement is adobe flash. VoiceThread can be used to upload
presentations, videos, files, audio and images. You can choose to keep your VoiceThread
private or public to the world. I used PowerPoint for my presentation and then
I uploaded the PowerPoint and recorded myself. Overall, the flat classroom project was a great experience. I
enjoyed being an expert advisor. I feel like I learned a lot from it. The only
issue I had was the students were not responding to me or taking any of my
advice. Both teams had several
spelling errors that were not corrected and could have provided more information.
I would definitely use flat classroom in the future with my own class! I tried
to upload a YouTube video I found on mobile and ubiquitous, but I couldn’t
figure out how to attach it to the VoiceThread so I put the link on here. :)
This week we focused on reading, writing in the world of
gaming. After reading the article,
Why Virtual Worlds Matter by Douglas Thomas and John Seely Brown, I
started to think differently about video games. Before reading this article I
never really thought about video games as learning tools. This article is about
the virtual worlds and why they are more than “just games” Virtual words are
avatar-based social spaces that provide players or participants with the
ability to engage in long-term, joint coordinated action. Players create and
shape the world they inhabit. Some of the games the article is referring to are
World of Warcraft, EVE Online, and Star
Wars Galaxies. People who play these games like the sense of being with
others and communicating. Game players are motivated to create teams, groups,
and guilds. Game players work together to solve problems. Players are forced to
adapt to constant changes in games. Shared interests such as video games bring
people together and gives people the sense of being with others and sharing
space virtually. Participants form groups when playing games and face
challenges that they have to act together to overcome. These games are learning
environments. Virtual worlds require us to think about knowing, rather than
knowledge. Some players even create wikis and modules for interactive
experiences. Players in world of
Warcraft can buy, sell, and trade items creating an economy in the virtual
world. This can teach students
about finances at a young age. Games that provide experiences help determine
and define identity. Games that change as a result of experiences are MMOGs.
“Most traditional models of learning suggest a two step process in the movement
from learning about to learning to be. Initially, people learn the basics or
fundamentals about a topic or context through “scaffolding,” or acquiring
enough information to make sense of languages, ideas and practices which constituted
a specific domain of knowledge, at that point, as one becomes immersed within
the culture or sets of practices where one starts down the path of “learning to
be,” engaging in the practices and absorbing the tacit knowledge that forms the
cultural and social underpinnings for a community. Virtual worlds invert that
process. Instead of “learning about,” participants in virtual worlds engage
with the world by learning to be.”
Learning Conversations in World of Warcraft by Bonnie
A. Nardi, Stella Ly, Justin Harris
Three kinds of learning are described in this article: fact
finding, devising tactics/strategy, and acquiring game ethos. The article
analyzes conversations with peers. World of Warcraft is one of the most popular
online video games. Players develop characters that explore, fight, socialize,
make money and advance 60 levels of play. Since 2005 there has been ongoing
fieldwork in “WoW”. The fieldwork
included in-depth interviews, collection of chat logs, and reading documents.
The research was guided by Vgotsky’s notion of the zone of proximal
development- the learner advances by taking on a challenge and using resources
supplied to meet the challenge. It is what the reader can do with and without
the aid of the teacher. Chat conversation is a means of learning “WoW”, but not
the only means. Players can also observe other players and learn from their
mistakes. Characters in WoW are created and labeled. The writers of the article
completed 25 months of fieldwork and monitored chat logs where emotion was
present. These chats were also a source for fact finding. Overall virtual games
require skill, knowledge, and communication and I think playing can teach all
of those. I think that it is good for students to play video games, but I don’t
think they should be playing for hours a day. I feel like most of these video
games are too advanced for elementary students.
Do you think video games are a valid teaching tool? Are you
in a school that already uses video games to teach?
Would you use video games as teaching tools? Why or why not?
Do you think video games are educational? What do you think
makes a video game educational?
The article, Connecting Two worlds: Collaboration between
Higher Education and Cooperative Learning by Elliott Masie is about college students and
corporations collaborating to learn from each other. College students and corporations
both face rapidly changing technology base. “Higher education and corporate
learning are ideal candidates for ongoing collaboration. Yet these two worlds
are almost 99 percent disconnected.” Colleges and corporations can benefit from
being connected for video collaboration. For example:
- Plasma screens in the classroom
showing experts can make for debate in the classroom.
-An English professor might have the ability to
do a ten-minute video visit to an editor’s office at a news magazine for a video
conversation about editing and copy proofing.
-Alumni could add themselves to a list of coaches
who are willing to work with students for interviews with potential employees.
After reading the Georgetown University website, I learned
the university was looking for ways to improve their teacher and learning. They
effectively started using technology.
Georgetown effectively use technology to enhance their learning by: allowing
students to connect with diverse cultural perspectives and experts around the
word, helping students learn to write critically and communicate effectively
using today’s media, providing a highly-interactive learning environment of
meaningful feedback, whether socially through blogs or through computer-based
adaptive systems, teaching research skills to explore the words challenges, teaching
students how to work with and interpret data, bringing real life issues into
classroom through readings, guest speakers discussions projects, pushing
students to reflect on their lives and making personal connections, extending
classroom discussion and reflection into community-based work. I think that all
colleges should take advantage of today’s technology. As an elementary school
teacher, I would use technology in the classroom to connect with diverse
students and experts from around the world.
Discuss your experience so far with your students.
What comments have you made on their work and how are their wikis coming along?
Did you have any issues with bridging the student-adviser gap? Any hurdles or
barriers to overcome?
At first I had some difficulty with the wiki, but I
have become more familiar with flat classroom over the past few weeks. I am an
expert adviser for flattener #10 group 9: Mobile and Ubiquitous. Ubiquitous
means present, appearing, or found everywhere. Mobile refers to portable
communication devices. This topic has to do with mobile connections being
everywhere. Laptops and smartphones are the most common mobile and ubiquitous
devices. Both teams have worked hard on their wikis. I made a few comments
about grammar and spelling. I told them they left some areas on the wiki
blank and they need to add more information. I told them to let me know if they
had any questions. Unfortunately, the students still haven’t made any changes
to the wiki of responded to my comments.
Although we are the tech advisers, we might not be
experts on the topic.
Have you learned anything new working with your students
on these topics? Feel free to share a snippet of their work, a link, article,
Both groups added a lot of interesting information
and graphics. Below are some examples of student work.
How are cell phones changing the world and making
it faster to get in touch with people around the globe?
The more high tech cell phones get the faster they
get it's much easier and faster to get in touch with people. Computers, cell
phones, the internet, and emails changes how the world works and communicates.
One good thing about cell phones, emails, computers and the internet is it's
easier and faster to get in touch with someone. One bad thing about cell
phones, emails, computers and the internet is that kids are learning how to
misspell words at a young age and how to use text language and look up bad
information at a young age. More people now have access to emails and the internet
a lot of people admit that they take advantage of these sources at school or
work. "Majorities of residents in 37 of the 47 countries surveyed now own
a cell phone, including 98% of Czechs and Kuwaitis, and 97% of South Koreans,
as well as two-thirds of Nigerians (67%) and residents of Ivory Coast (66%).
While large differences persist in the overall rate of cell phone ownership in
the rich and poor nations, this gap appears to be narrowing rapidly." The
more computers grow and our nation is changing.
Team B: 6 steroids
• The first steroid: Computing power. in 1971,
the Intel 4004 microprocessor contained 2,3000 transistors. Intel's Tianium
processor has 1.7 billion transistors in 2006.
• The second steroid: Breakthroughs in instant
messaging, peer-to-peer networks and file sharing.
• The third steroid: Breakthroughs in making
phone calls over the Internet (VOIP) -- Skype.
• The fourth steroid: Videoconferencing --
people can collaborate, "communicate their thoughts, facial expressions,
feelings, ire, enthusiasm, and raised eyebrows."
• The fifth steroid:Advances in computer
graphics. "Video games are particularly important in this regard, because
in addition to their very realistic visual images and great sound, they are
highly interactive and increasingly collaborative." (p.194).
• The sixth steroid: Wireless technologies and
devices. In Japan, you can get uninterrupted wireless internet service on your
computer or cell phone while traveling on the bullet train at 150 mph.
According to Tamon Mitsuishi, senior VP at DoCoMo, the Japanese cellular giant,
" the mobile phone will become the essential controller of a person's
life. For example, in the medical field it will be your authentication system
and you can examine your medical records, and to make payments you will have to
hold a mobile phone. You will not be able to lead a life without a mobile
phone, and it will control things at home too. We believe that we need to
expand the range of machines that can be controlled by mobile phone."
Now that you have looked at the other projects
through Flat Classroom, can you envision completing one with your classroom or
student you work with? “The Flat Classroom® Project is a global, collaborative
project using Web 2.0 tools to foster connection, communication, collaboration
and creation.” What about implementing the ideas behind Flat Classroom on your
own? How would you flatten your classroom?
I don’t know if I would use flat classroom in my
classroom because I don’t think elementary students would know how to use this
wiki. I think flat classroom is great for older students. This project has
taught me a lot and I am looking forward to hearing more feedback from the
This week, I learned more about Wikipedia and how
to use it in the classroom.
I do sometimes look up information on Wikipedia,
but I have never collaborated on Wikipedia. Most educators don’t want their
students to use Wikipedia as a source of information because it isn’t a
credible source. Wikipedia can be edited by anyone and false information can
remain on it for an extended period of time.
One of the articles I read this week is: How
today’s college students use Wikipedia for course-related research by
Alison J.Head and Michael B. Eisenberg, this article is about how and why
students use Wikipedia to do research for school work. The Majority of students
who were surveyed said they do use Wikipedia for background information, but
not as much as they use other resources. Reasons that students use Wikipedia
are: Wikipedia gives a summary on a topic, the meaning of related terms, gets
students started on their research, and it is easy to use. Students who were
majoring in architecture, engineering, or other sciences were more likely to
use Wikipedia. Over half of the students surveyed used Wikipedia- even if a
professor told them not to. Some students said that they could not start their
research until they knew what they were writing about. I can relate to that
because if I want to know what something means or where to start my research, I
will sometimes start with Wikipedia. The article, Learning outcomes and
students’ perceptions of online writing: Simultaneous implementation of a
forum, blog, and wiki in an EFL blended learning setting by Terumi Miyazoe
and Terry Anderson is about the effectiveness of forums, blogs, and wikis in a
foreign teaching practice. In Taiwan, Wu reported an 18-week blog course
where students had to carry out a peer review. The results showed little
progress n the students’ writing skills. Murray and Hourigan’s study used the
blog in an academic writing class with students majoring in different
languages. Students were to reflect on their language learning process on the
blog. The students had a positive experience with the blog. These are just a
few of the studies that have been done on blogs. Overall the studies claim that
the three different writing tools have a positive effect on students’ language
This week we focused on the role of connectivism,
social media in participatory culture.
I read Opening Plenary at NMC 2010 by Mimi
Ito. She is a cultural anthropoligist who studies new media use in Japan and
the US. She talks about the three principles: Knowledge of power, originality
and appropriation, and assessment vs. reputation. Mimi made some very good
points- google isn’t making us stupid; we are just not using it the way
we should. She talks about us expecting students to do original work after
giving them the same and standardized assignments. This is such a great point,
but with all of the standardized testing it’s so hard for teachers to do
anything different. We are seeing an evolution of video ecology and we have to
learn how to incorporate this creativity into our classrooms. Students can
still do what is expected of them, but with some creativity. I think that the
creativity depends on the teacher. It will probably be hard for older teachers
who are used to teaching a certain way to incorporate any kind of technology
into their classes. After reading the article, Investigating
Instructional Strategies for Using Social Media and Informal Learning by Baiyun
Chen and Thomas Bryer, I was surprised to read that despite popular use of
online social media, a low percentage of students and teachers use them for
educational purposes. Social media has been defined in different ways. For this
study, we use the definition advanced by Bryer and Zavatarro (2011, p. 327):
“Social media are technologies that facilitate social interaction, make
possible collaboration, and enable deliberation across stakeholders. These
technologies include blogs, wikis, media (audio, photo, video, text) sharing
tools, networking platforms (including Facebook), and virtual worlds.” The
technologies of particular interest in this study are those that are
web-mediated, thus falling within the realm of read/write collaborative Web 2.0
tools (Bryer & Zavatarro, 2011). These contrast with media tools that have
social features, but which may not connect individuals or groups through the
Internet (e.g., response system technology, Rishel 2011). I think that social
media is our future. As older teachers retire and young, creative teachers take
over, we will see more and more social media being used in classrooms.
This week my group and I used Xtranormal to
create our webquest movie. We have never used Xtranormal before. We had a lot
of fun putting this together. I would definitely use this in my classroom.
March 3, 2013 module 5: YouTube, TeacherTube, and
the Future of Shared Online Video Open
This week we explored the use of online videos such
as YouTube. As a future educator, I would incorporate online videos in the
classroom everyday. I would encourage students to go on www.youtube.com/schools, which is a
program like YouTube that has thousands of educational videos in a safe and
controlled environment. The teachers choose what videos are available to
students. Some other good teacher online video sites are www.SchoolTube.com,
which has videos from students and teachers everywhere. www.watchknowlearn.org, which has free
educational videos grades K-12.This website has a review panel of educators
that watch the videos before they are submitted. www.Khanacademy.org has a library of
lessons on every topic students can watch.
My only concern with videos in the classroom is
that it may be difficult to filter inappropriate videos. I don’t think I would
use videos as a homework requirement because some students do not have access to
technology at home. I would probably focus on educational sites to find
videos to use in my classroom. After doing some research, I found the websites
above to be useful. I have never posted a video online before.