I've found myself going to YouTube for quick videos or tutorials more and more lately. Like YouTube, Teacher Tube has a lot of trash to sift through before you get to something good. When I searched World History I got boring power points, students projects (which are hit and miss), and advertisements for people's websites. Searching through the site in general, I found several adorable lessons for elementary school and lots of videos that looked good for Science and English. Most of the videos I found useful on Teacher Tube were more for teachers and how to create quality lessons. I did find 1 video that I will show my class tomorrow. Several months ago (before the earthquake), I read an article about women in Haiti making mud cookies. It was completely heartbreaking. I told my students about it when we were discussing Haiti and most couldn't believe this was true. I found a video that must have been a companion to the print story (11/09) while searching for videos on Haitian history.
Dr. Campbell had our Differentiated Instruction class watch several videos on Power Teaching. I've actually used the high school version a few times in my classroom. It is a nice change of pace, but I'm not sure I could pull it off on a daily basis. You MUST go to the 2:20 mark on the video and watch the adorable Quincy lead his class in reciting the alphabet to the kindergarten version of "Who Let the Dogs Out."
Sunday, February 28, 2010
Audio--Better Than I Thought
When I did my reading on audio/podcasting and when I was trying to think of something to do for my audio project, I couldn't understand why I would just use audio when I have so many options to use video as well. I finally decided creating an audio file would definitely be helpful when reading or listening for fluency, when the student already had the visual (like a book or handout), or when video wasn't available to a student.
As I worked on my projects over the last week, I found a myriad of uses for audio files. Alice allows you to create your own audio files to include in your animation. Inspiration allows you to attach audio files you create to your outlines. I plan on having students record an explanation of their outlines. This allows other students to receive a tutorial if they need it and lets me know the students understand the concepts. I'm working on converting Camtasia files to audio files so I can post both on Moodle. Students can choose to only download the audio to listen to on their Ipods or to give them an option if the video won't work. I'm also going to try to record some of my son's books for him. He likes to read independently but all his favorites aren't available on the Tag.
Audacity was incredibly user friendly. I hate listening to my own voice so I've always avoided this media. However, it is so easy and useful I think I'm hooked. Editing a recording was very easy as was exporting to Quicktime (the file format Inspiration requires). I noticed Garage Band also has a Podcasting option. I would like to experiment with that software as time permits.
As I worked on my projects over the last week, I found a myriad of uses for audio files. Alice allows you to create your own audio files to include in your animation. Inspiration allows you to attach audio files you create to your outlines. I plan on having students record an explanation of their outlines. This allows other students to receive a tutorial if they need it and lets me know the students understand the concepts. I'm working on converting Camtasia files to audio files so I can post both on Moodle. Students can choose to only download the audio to listen to on their Ipods or to give them an option if the video won't work. I'm also going to try to record some of my son's books for him. He likes to read independently but all his favorites aren't available on the Tag.
Audacity was incredibly user friendly. I hate listening to my own voice so I've always avoided this media. However, it is so easy and useful I think I'm hooked. Editing a recording was very easy as was exporting to Quicktime (the file format Inspiration requires). I noticed Garage Band also has a Podcasting option. I would like to experiment with that software as time permits.
Inspiration
Several years ago, I had students use Inspiration to plan a project. For some reason, I never used it again. Our school has it loaded on our computers so I decided to revisit the program. Our faculty has been discussing the fact that we are not utilizing the technology our school provides for us. Inspiration has really improved or I wasn't using it to its full capabilities the first time. You can include pictures and symbols, make all sorts of different charts, and include sound and video files. The program also exports your outline into a variety of programs once you are finished. Inspiration is also very user friendly. For instance, when I exported my outline as an image file it gave several options, offering suggestions on which file type would be best for my document.
I made a template to put on the public drive for my students to access on the Effects of World War I. The students will use the template to enter in their outline for their assigned region. They will use the outline to create an animation of the effects of World War I on their region. The groups will attach a sound file to their outline expanding on the effects of World War I on their region. The teacher will take all of the Inspiration outlines and post them online as an image for students to study. The outlines will also be converted into power point presentations with sound files attached. Students who need more information can listen to the groups' explanations. The template I created models what the outlines and sound files should look like.
I made a template to put on the public drive for my students to access on the Effects of World War I. The students will use the template to enter in their outline for their assigned region. They will use the outline to create an animation of the effects of World War I on their region. The groups will attach a sound file to their outline expanding on the effects of World War I on their region. The teacher will take all of the Inspiration outlines and post them online as an image for students to study. The outlines will also be converted into power point presentations with sound files attached. Students who need more information can listen to the groups' explanations. The template I created models what the outlines and sound files should look like.
Monday, February 22, 2010
Animation
Making my own animation really, really horrifies me. First, I've never been a big fan. I don't really like cartoons or Disney animated movies. When my son watches cartoons, I take a nap or try to get work done. Second, I have zero artistic ability. I've heard lots of people say this and then they produce some pretty decent art work. I'm not that person. I can't really draw stick people and I can't visualize a finished product. I've tried to start this project for over a week and would chicken out each time. I knew it was going to frustrate me. Since I was already sick and feeling cranky, I didn't think I should get more frustrated.
Reading the discussion board and blogs, I started to feel encouraged. It sounded like I wouldn't have to draw! It also sounded like Alice was fairly user friendly. Trying to think of a topic, I also became excited about ways I could use animation in the classroom.
I finally got up enough nerve to download Alice. Of course, it wouldn't work. After a few failed attempts to download, I decided to try Scratch (Melinda recommended). I decided that if I was having so much trouble downloading the program, students would to. While Scratch was easier to download, I found it difficult to figure out. The tutorials weren't very helpful. Back to Alice I went. Alice finally downloaded and I was able to watch all the tutorials. The tutorials were helpful and I decided to try out my own world. So far, I'm figuring things out. I'm sure I'll run into more problems, but it isn't as bad as I feared.
Reading the discussion board and blogs, I started to feel encouraged. It sounded like I wouldn't have to draw! It also sounded like Alice was fairly user friendly. Trying to think of a topic, I also became excited about ways I could use animation in the classroom.
I finally got up enough nerve to download Alice. Of course, it wouldn't work. After a few failed attempts to download, I decided to try Scratch (Melinda recommended). I decided that if I was having so much trouble downloading the program, students would to. While Scratch was easier to download, I found it difficult to figure out. The tutorials weren't very helpful. Back to Alice I went. Alice finally downloaded and I was able to watch all the tutorials. The tutorials were helpful and I decided to try out my own world. So far, I'm figuring things out. I'm sure I'll run into more problems, but it isn't as bad as I feared.
Monday, February 8, 2010
Wikis
Richarson's chapter on Wikis has me reevaluating my Wikipedia stance. I love playing the Wikipedia game and I find it a valuable tool for me to use. I used to let students use it as a resource but then I was convinced it had too many flaws. Now I'm back to thinking it may be okay for students to use as ONE of their sources or as a starting point for research.
I've been wanting to use wikis in my class for themes in world history. However, I've never assigned the wiki because I don't feel comfortable giving my students anymore homework than they already have. Reading Richardson's ideas about wikis, I realized I could use a wiki for an assignment I already give.
Last semester, our team ran into a problem with test reviews. We don't require students complete them, but completing the review to some degree is pretty helpful on the test. Some of the TAG (gifted and talented) students created a facebook site or some sort of social networking site to "collaborate" on the test review. Initially, we were quite pleased with them for working together. We never saw the site, but after a few tests we found most students had not spent any time working on the review themselves and were simply printing off the review their peers completed. The students who created the site confirmed their was little collaboration. My students told me they assumed the answers were correct because TAG students created it.
I would like to try collaboration on the test review again using the wiki function on Moodle. Perhaps if the teachers go in and make comments on 1 or 2 items that are not correct on the TAG students' work, other students will find they are not perfect and feel free to comment. I'm thinking if we make just a few comments such as, "why?," "are you sure?", etc. the student will take care of the rest. Hopefully, the students would take care of the discussion once they felt they could criticize the "smart" kids. This would also allow us to monitor areas where the students were struggling before the test. Do you think this would work? Is it a good use of a wiki?
I've been wanting to use wikis in my class for themes in world history. However, I've never assigned the wiki because I don't feel comfortable giving my students anymore homework than they already have. Reading Richardson's ideas about wikis, I realized I could use a wiki for an assignment I already give.
Last semester, our team ran into a problem with test reviews. We don't require students complete them, but completing the review to some degree is pretty helpful on the test. Some of the TAG (gifted and talented) students created a facebook site or some sort of social networking site to "collaborate" on the test review. Initially, we were quite pleased with them for working together. We never saw the site, but after a few tests we found most students had not spent any time working on the review themselves and were simply printing off the review their peers completed. The students who created the site confirmed their was little collaboration. My students told me they assumed the answers were correct because TAG students created it.
I would like to try collaboration on the test review again using the wiki function on Moodle. Perhaps if the teachers go in and make comments on 1 or 2 items that are not correct on the TAG students' work, other students will find they are not perfect and feel free to comment. I'm thinking if we make just a few comments such as, "why?," "are you sure?", etc. the student will take care of the rest. Hopefully, the students would take care of the discussion once they felt they could criticize the "smart" kids. This would also allow us to monitor areas where the students were struggling before the test. Do you think this would work? Is it a good use of a wiki?
I know how to conduct a proper search!?
After watching all the tutorials here are some conclusions in no particular order.
- While I did learn some things watching the tutorials, I knew a large portion of what was being taught. I know how to search and I know how to use search engines. In the midst of my outrage that a tutorial for how to enter key words in the search box exists, I had an epiphany. People really don't know this. Nor do people (students) know how to conduct a proper search. While all of that information seems obvious to me, it is not obvious to everyone and I should keep that in mind in working with others.
- Visual search engines and clustered results exist and are fun. Using the google wheel, clusters, or the visual cube would be ways to get students not to click on the first 5 sites returned in a search. Students also like novelty. Clusty clusters results. Viewzi, Google Wonder Wheel, and Search Cube provides visual results.
- Language options, translators, and visual search engines are all valuable assistive technology.
- I got the distinct impression that the lady on the video thought people in Brazil spoke Spanish when she was giving the language search example. I was Holden Caufield embarrassed for her.
- I was not aware you could filter searches by date using advanced search options or the left hand toolbar in Google.
- Soople has already been bookmarked on my parents computer. This search engine makes it easy to use the advanced search options in the most popular search engines without having to remember how to find "advanced search." This site in completely unnecessary for some people, but may be necessary to recommend to others in order to maintain your sanity.
- | means or. This is not really that useful but can give you "street cred" as a techie.
- The Internet Search Challenge would be an excellent way for students to practice creating effective searches. 21st Century Information Fluency hosts the Internet Search Challenge. The company also has a blog with articles relating to information fluency and more internet challenges. This blog entry about the "death" of information fluency was particularly relevant to my last post about teaching content and student research.
- Did anybody else find it a little funny that the teacher kept telling us to consult the downloadable resources for web addresses she mentioned when she was teaching us how to conduct effective searches?
No, random student, Mrs. Smith's 3rd grade class is not a credible source for your project.
One of the discussions on my AP World History listserve that really resonated with me centered around "the 21st century classroom." The old schoolers were defending lecture and detail while the 21st century teachers were arguing there was no need for teaching students all the details because they can look up whatever they want on the internet at any time. One person commented (paraphrased), "how can you look up what you don't know and evaluate whether you are receiving quality information?" How do you give students enough information to explore without boring them to death? I've been pondering this question for about a year now.
After hearing Alan November speak, reading the assigned articles, and watching the search tutorials, I realize one key to answering my question lies in students receiving better training in conducting searches and evaluating sources. I'd like to figure out a way to incorporate training on evaluating internet sources with evaluating historical sources. I find my students are no better with historical sources than they are with modern day sources.
The Harris and Smith articles along with Beck's website provided several ideas for teaching students how to evaluate sources on the internet. In the past I've avoided trying to teach students this concept because I didn't know where to start. Smith's article, "Testing the Surf: Criteria for Evaluating Internet Information Resources" was very helpful to me as a teacher and graduate student. However, I think the evaluation list might be a bit much for my students. I also don't see my students evaluating the cost of internet access and ability to access (an important factor, but one a bit over their heads). I would definitely use Beck's website, "The Good, the Bad, and the Ugly: or, why its a good idea to evaluate web sources" with my students for her examples of good and bad sites. I'd like to write some fake historical documents for them to evaluate as well. Harris' CARS criteria seems the easiest for students to remember as they search for information on a daily basis. I also liked Harris' acknowledgment that nothing is completely unbiased.
After hearing Alan November speak, reading the assigned articles, and watching the search tutorials, I realize one key to answering my question lies in students receiving better training in conducting searches and evaluating sources. I'd like to figure out a way to incorporate training on evaluating internet sources with evaluating historical sources. I find my students are no better with historical sources than they are with modern day sources.
The Harris and Smith articles along with Beck's website provided several ideas for teaching students how to evaluate sources on the internet. In the past I've avoided trying to teach students this concept because I didn't know where to start. Smith's article, "Testing the Surf: Criteria for Evaluating Internet Information Resources" was very helpful to me as a teacher and graduate student. However, I think the evaluation list might be a bit much for my students. I also don't see my students evaluating the cost of internet access and ability to access (an important factor, but one a bit over their heads). I would definitely use Beck's website, "The Good, the Bad, and the Ugly: or, why its a good idea to evaluate web sources" with my students for her examples of good and bad sites. I'd like to write some fake historical documents for them to evaluate as well. Harris' CARS criteria seems the easiest for students to remember as they search for information on a daily basis. I also liked Harris' acknowledgment that nothing is completely unbiased.
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