WebAnywhere
WebAnywhere is a web-based screen reading program that can be accessed on any tech device that has internet access and a sound card. Once you have accessed this online program, you can type in the address to any website and the site’s text will be read to you. The newer WebAnywhere Beta software even allows the user to highlight important text. It should be noted that this free program is only used for reading information online and cannot read desktop software. There are specific keyboard commands that the user can press to help skip unimportant information.
I tried viewing this blog and my own personal website, maurameyers.com using WebAnywhere. I found the program extremely hard to understand. Maybe I have been spoiled by using other software recently, but I think WebAnywhere may be as difficult to listen to as the text would be to read for someone who is visually impaired. I have recently been working with students to use Kidspiration and Inspiration software at school. These programs are also capable of reading all text, and the voice is much more relaxed and easy to understand than WebAnywhere. The WebAnywhere reading voice seems to be a British male who does not annunciate many words correctly. It talks so incredibly fast at times that it can almost sound like a different language. The monotone computerized version of a human voice almost makes the sound of the text distracting. I would not recommend the use of WebAnywhere. While my blog and website are not necessarily "universally accessible" without the aide of a screen reading program, I think it could be considered accessible if a better program was used to read the text. Upon doing some Google research, it appears that Screenreader.net and JAWS are two options for internet accessibility.
Saturday, April 5, 2014
Reflective Post #12: Adaptive Technology
Adaptive Technology Website by Sheryl Burgstahler
Burgstahler’s website is a fantastic resource for people looking to familiarize themselves with forms of adaptive technology for specific special needs. She explains that adaptive technology is any tool that helps students be more productive, capable, and independent. AT is especially helpful for student inclusion if the devices can help them use computer software and internet access. People with visual impairments, cognitive disabilities, mobility issues, health concerns, speech, and hearing impairment can all benefit from adaptive technology. A list of helpful technology for each of these needs is broken down on the website. The devices can be divided up into two main categories: Input and output devices. Some examples of input devices for various special needs include dictation software, large keyboard print, grammar and spell check. Output devices include screen enlargement and speech output. The author describes a goal of universal design for all public spaces. In other words, any public space would anticipate the accessibility needs of its inhabitants and accommodate them in a variety of ways. Braille, speech output, ramps, and more are all ways public spaces could work toward universal design.
DO-IT: Disabilities Opportunities Internetworking Technology by The University of Washington
This website is geared toward incoming college students with special needs at the University of Washington looking for work experience or classroom accommodations. The DO-IT organization, which stands for “Disabilities Opportunities Internetworking Technology”, brings together a variety of people: those looking to mentor incoming students with disabilities, educators interested in learning inclusion teaching methods, and students and employers interested in using technology to empower people with special needs. DO-IT also educates people on the importance of universal design of public spaces, education, technology, and services. The website provides videos about assistive technology for various disabilities, provides funding guides to obtain AT, includes transitional information for incoming students with special needs, and access to computer-based career information. DO-IT has a strong online community and resource base for those interested in learning about assistive technology and how it can benefit those with special needs in education or the workforce.
Reflection:
I am impressed with the DO-IT program available at the University of Washington and wonder how many programs exist that are similar at other higher education systems. I remember in college that many teachers would tell students on their syllabi to contact them if you were a student with any special needs, but I was never sure what qualified as a “special need”.
As a teacher for the last five years, I was not aware of what was considered adaptive technology until researching for my PD development website for this course. When I worked at a private school, I had very few experiences with students who had special needs because our school did not provide ample resources for them. Now that I am in my second year at a public school, I have seen many more examples of adaptive technology use. Students often have dictation software, iPad apps, or personal laptops to help them with reading, writing, speech, and visual impairment. These tools have not necessarily been used in my own classroom, but I am aware of students who use them. My adaptive strategies consist more of modified worksheets and tools. For example, if a student has low fine motor skills, I might provide them with bigger paper, worksheets that break skills down into more manageable parts, and larger-barreled supplies such as markers and thicker paintbrushes rather than skinnier colored pencils and brushes.
Burgstahler’s website is a fantastic resource for people looking to familiarize themselves with forms of adaptive technology for specific special needs. She explains that adaptive technology is any tool that helps students be more productive, capable, and independent. AT is especially helpful for student inclusion if the devices can help them use computer software and internet access. People with visual impairments, cognitive disabilities, mobility issues, health concerns, speech, and hearing impairment can all benefit from adaptive technology. A list of helpful technology for each of these needs is broken down on the website. The devices can be divided up into two main categories: Input and output devices. Some examples of input devices for various special needs include dictation software, large keyboard print, grammar and spell check. Output devices include screen enlargement and speech output. The author describes a goal of universal design for all public spaces. In other words, any public space would anticipate the accessibility needs of its inhabitants and accommodate them in a variety of ways. Braille, speech output, ramps, and more are all ways public spaces could work toward universal design.
DO-IT: Disabilities Opportunities Internetworking Technology by The University of Washington
This website is geared toward incoming college students with special needs at the University of Washington looking for work experience or classroom accommodations. The DO-IT organization, which stands for “Disabilities Opportunities Internetworking Technology”, brings together a variety of people: those looking to mentor incoming students with disabilities, educators interested in learning inclusion teaching methods, and students and employers interested in using technology to empower people with special needs. DO-IT also educates people on the importance of universal design of public spaces, education, technology, and services. The website provides videos about assistive technology for various disabilities, provides funding guides to obtain AT, includes transitional information for incoming students with special needs, and access to computer-based career information. DO-IT has a strong online community and resource base for those interested in learning about assistive technology and how it can benefit those with special needs in education or the workforce.
Reflection:
I am impressed with the DO-IT program available at the University of Washington and wonder how many programs exist that are similar at other higher education systems. I remember in college that many teachers would tell students on their syllabi to contact them if you were a student with any special needs, but I was never sure what qualified as a “special need”.
As a teacher for the last five years, I was not aware of what was considered adaptive technology until researching for my PD development website for this course. When I worked at a private school, I had very few experiences with students who had special needs because our school did not provide ample resources for them. Now that I am in my second year at a public school, I have seen many more examples of adaptive technology use. Students often have dictation software, iPad apps, or personal laptops to help them with reading, writing, speech, and visual impairment. These tools have not necessarily been used in my own classroom, but I am aware of students who use them. My adaptive strategies consist more of modified worksheets and tools. For example, if a student has low fine motor skills, I might provide them with bigger paper, worksheets that break skills down into more manageable parts, and larger-barreled supplies such as markers and thicker paintbrushes rather than skinnier colored pencils and brushes.
Thursday, March 27, 2014
RP #11: Troubleshooting Hardware, Software, And Connectivity Problems
The website, “Computer Troubleshooting For Teachers And Students” is an organized guide to solving hardware and software problems independently. Since most schools can’t afford the amount of technology support they need, grad school students and teachers at Pace University compiled this website to accommodate educator’s needs. The website is divided into five categories of issues: Input and output devices, internet and networking issues, interactive whiteboards and projectors, Microsoft Office applications, and printing and scanning problems. Each category is then broken up into subtopics describing possible scenarios that are seemingly unfixable. Each scenario is accompanied with step by step instructions to help the teacher or student attempt to fix the problem without the help of an IT consultant. The solutions often include labeled diagrams and pictures to encourage comprehension.
In the article, “A Computer For Every Student And Teacher: Lessons Learned About Planning And Implementing A Successful 1:1 Learning Initiative In Schools”, the authors describe trials and suggestions of 12 public high schools in North Caroline who started implementing 1:1 laptop use for their students and teachers. The program was started in an effort to increase student achievement and hone 21st Century Skills. After compiling data from teacher and student interviews, observations, and surveys, valuable feedback surfaced. Teachers recommended that at least 6 months of financial and logistical planning should be arranged before giving students and teachers laptops. Short term and longterm goals for updates and technology maintenance should be addressed. It is helpful for teachers to receive laptops first so they are familiar enough to help students learn to use them. The preparation time before implementing 1:1 technology is important because schools need to make sure they can properly accommodate wifi signals for the school population. Schools need to consider the amount of electrical outlets, the safety issues cords may pose, and the possibility of charging stations for student use. Hardware and software accessories that would be useful with the laptops should also be considered. Teachers in the study suggest that the IT department buys 5-10% more laptops than needed to use as loaners for students who cannot afford them or who have broken laptops. They stress the importance of acceptable use policies and orientations for parent and student computer use. In an effort to help teachers and students efficiently with computer related issues, the survey responders suggest that each school have a designated IT employee and student helpers to assist with technology issues.
After reading through the website and article, I wonder what regrets and suggestions for future improvement our own district would have for our 1:1 technology program. It would have been nice for the students to have the same computers that teachers have so we could help them with issues. It also would have been nice for parents, teachers, and staff to attend identical orientations for the computers so we all know the policies and procedures for use. There does not seem to be any clear consequences for misuse of the computer within school hours or beyond. Publicizing offenses and consequences would help computers to be used more efficiently during class time.
Teachers are not required to have their students use the 1:1 laptops at our school. Because of this, the students have a broad spectrum of comfort levels with technology. Many of them do not even know how to write an email. There needs to be a clear expectation stated for how teachers will require students to use technology. So far, it does not seem to me that they are acquiring adequate 21st Century Skills.
In the article, “A Computer For Every Student And Teacher: Lessons Learned About Planning And Implementing A Successful 1:1 Learning Initiative In Schools”, the authors describe trials and suggestions of 12 public high schools in North Caroline who started implementing 1:1 laptop use for their students and teachers. The program was started in an effort to increase student achievement and hone 21st Century Skills. After compiling data from teacher and student interviews, observations, and surveys, valuable feedback surfaced. Teachers recommended that at least 6 months of financial and logistical planning should be arranged before giving students and teachers laptops. Short term and longterm goals for updates and technology maintenance should be addressed. It is helpful for teachers to receive laptops first so they are familiar enough to help students learn to use them. The preparation time before implementing 1:1 technology is important because schools need to make sure they can properly accommodate wifi signals for the school population. Schools need to consider the amount of electrical outlets, the safety issues cords may pose, and the possibility of charging stations for student use. Hardware and software accessories that would be useful with the laptops should also be considered. Teachers in the study suggest that the IT department buys 5-10% more laptops than needed to use as loaners for students who cannot afford them or who have broken laptops. They stress the importance of acceptable use policies and orientations for parent and student computer use. In an effort to help teachers and students efficiently with computer related issues, the survey responders suggest that each school have a designated IT employee and student helpers to assist with technology issues.
After reading through the website and article, I wonder what regrets and suggestions for future improvement our own district would have for our 1:1 technology program. It would have been nice for the students to have the same computers that teachers have so we could help them with issues. It also would have been nice for parents, teachers, and staff to attend identical orientations for the computers so we all know the policies and procedures for use. There does not seem to be any clear consequences for misuse of the computer within school hours or beyond. Publicizing offenses and consequences would help computers to be used more efficiently during class time.
Teachers are not required to have their students use the 1:1 laptops at our school. Because of this, the students have a broad spectrum of comfort levels with technology. Many of them do not even know how to write an email. There needs to be a clear expectation stated for how teachers will require students to use technology. So far, it does not seem to me that they are acquiring adequate 21st Century Skills.
Rubric Evaluation
Summary Paragraphs: Good, 5 points
There is one well-developed summary paragraph per reading.
Reflection Paragraph: Good, 5 points
There are two reflection paragraphs that connects the readings to my own experiences at school and in the classroom.
Quality of Writing: Good, 5 points
Writing is clear and contains no spelling or grammar mistakes.
Connection To Readings: Good, 5 points
Reflection paragraph make a strong and coherent connection to each reading.
Monday, March 24, 2014
Activity #11: Technology Troubleshooting Guide For Teachers And Students
Directions: After determining the problem, try to solve the problem using the solutions in the order that is listed. Contacting the tech department, internet provider, etc. is a last resort. This format would be appropriate for students and teachers alike because it organizes information into problem scenarios and provides methodical, logical ways to rule out issues. If I had more time, pictures of each step and differentiated instructions for Mac and PC users would also be helpful. I included videos when possible to provide visual aids and sources to help teachers and students find more information. It would also be nice if the school designated a few student technology facilitators in addition to adult technology coordinators to help students and teachers become more independent with computer related troubleshooting.
Sources
Computer Troubleshooting For Teachers And Students:
http://webpage.pace.edu/ms16182p/troubleshooting/home.html
MakeUseOf: “No Sound? Don’t Worry! Troubleshooting Tips For Your Computer Speakers.”
http://www.makeuseof.com/tag/no-sound-dont-worry-troubleshooting-tips-for-your-computer-speakers/
Networked: “Why Won’t My SMART Board Pens Work In PowerPoint?”
http://sauxtersdoc.blogspot.com/2012/09/why-wont-my-smart-board-pens-work-in.html
About.com Wireless / Networking: “Can’t Connect To The Internet?”
http://compnetworking.about.com/od/internetaccessbestuses/tp/fixing-cant-connect-to-internet-problems.htm
Technology Support And Inspiration: “Common Smart Board Issues.”
https://sites.google.com/a/lajunta.k12.co.us/technology-support-and-inspiration/home/standards-correlated-lessons-for-smart-boards/help-my-smart-board
“SMART Board Interactive White Board”:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CFIQFjAF&url=http%3A%2F%2Fwww.steljes.com%2Fmysmartspaces%2Fimages%2Fsmart_hardware%2Fsmart%2520board%25201.doc&ei=PTgvU7vyDZKCyAGpv4GgCg&usg=AFQjCNFGXpjXXtgO9z5JASJaWV3ue_AvVw&sig2=MdBokzLNzQ1u3OJqgO-1nQ&bvm=bv.62922401,d.aWc
“Reset Pens For SmartBoard” video:
https://www.youtube.com/watch?v=tcmPAgb0Juo
“Using The Ready Light To Troubleshoot The SMART Board 800 Series Interactive Whiteboard.”
http://downloads01.smarttech.com/media/sitecore/en/support/flowcharts/smartboard800series/156537-flowchartsb800readylightv29dec10.pdf
SMART Notebook 10.8: “Calibrating The Cameras.”
http://onlinehelp.smarttech.com/english/mobile/nbwin/10_8_0/Advanced/Content/Support/CalibratingTheCameras.htm
Powersolution.com: “Why [Does] My Computer Keep Freezing?”
http://www.powersolution.com/my-computer-keeps-freezing/
For Dummies: “Fixing A Frozen Mac”
http://www.dummies.com/how-to/content/fixing-a-frozen-mac.html
HP Consumer Support: “Print Jobs Are Stuck In Print Queue.”
http://h10025.www1.hp.com/ewfrf/wc/document?docname=c02239404&cc=us&dlc=en&lc=en#N8882
Sources
Computer Troubleshooting For Teachers And Students:
http://webpage.pace.edu/ms16182p/troubleshooting/home.html
MakeUseOf: “No Sound? Don’t Worry! Troubleshooting Tips For Your Computer Speakers.”
http://www.makeuseof.com/tag/no-sound-dont-worry-troubleshooting-tips-for-your-computer-speakers/
Networked: “Why Won’t My SMART Board Pens Work In PowerPoint?”
http://sauxtersdoc.blogspot.com/2012/09/why-wont-my-smart-board-pens-work-in.html
About.com Wireless / Networking: “Can’t Connect To The Internet?”
http://compnetworking.about.com/od/internetaccessbestuses/tp/fixing-cant-connect-to-internet-problems.htm
Technology Support And Inspiration: “Common Smart Board Issues.”
https://sites.google.com/a/lajunta.k12.co.us/technology-support-and-inspiration/home/standards-correlated-lessons-for-smart-boards/help-my-smart-board
“SMART Board Interactive White Board”:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CFIQFjAF&url=http%3A%2F%2Fwww.steljes.com%2Fmysmartspaces%2Fimages%2Fsmart_hardware%2Fsmart%2520board%25201.doc&ei=PTgvU7vyDZKCyAGpv4GgCg&usg=AFQjCNFGXpjXXtgO9z5JASJaWV3ue_AvVw&sig2=MdBokzLNzQ1u3OJqgO-1nQ&bvm=bv.62922401,d.aWc
“Reset Pens For SmartBoard” video:
https://www.youtube.com/watch?v=tcmPAgb0Juo
“Using The Ready Light To Troubleshoot The SMART Board 800 Series Interactive Whiteboard.”
http://downloads01.smarttech.com/media/sitecore/en/support/flowcharts/smartboard800series/156537-flowchartsb800readylightv29dec10.pdf
SMART Notebook 10.8: “Calibrating The Cameras.”
http://onlinehelp.smarttech.com/english/mobile/nbwin/10_8_0/Advanced/Content/Support/CalibratingTheCameras.htm
Powersolution.com: “Why [Does] My Computer Keep Freezing?”
http://www.powersolution.com/my-computer-keeps-freezing/
For Dummies: “Fixing A Frozen Mac”
http://www.dummies.com/how-to/content/fixing-a-frozen-mac.html
HP Consumer Support: “Print Jobs Are Stuck In Print Queue.”
http://h10025.www1.hp.com/ewfrf/wc/document?docname=c02239404&cc=us&dlc=en&lc=en#N8882
Saturday, March 22, 2014
Reflective Post #10
Educating For Global Competence: Preparing Our Youth To Engage The World by Veronica Boix Mansilla & Anthony Jackson
In the first chapter of the e-book, “Educating For Global Competence”, the authors describe three global concerns that are changing jobs and cultures throughout the world: An unstable international economy, migration, and climate instability. Mansilla and Jackson offer solutions for ways to continuing globalization through the trade of products, people, and ideas. If people are to be prepared to solve the world’s problems collaboratively, they must be creative and adapt easily to change. Students who seek future jobs must be aware of other cultures and their world views. They must learn intercultural skills and be able to work together on problem solving strategies with people from all over the world.
The number of migrants around the world rose to 214 million in 2010. We live in an age where people identify themselves as members of more than one country, identifying with more than one culture and economy. In order to obtain future employment, current students need to communicate effectively and work to understand perspectives that are diverse from their own. They need to value the variety of other people’s opinions and traditions. Instead of focusing on how to help their own country, students can work toward solving global issues such as poverty, global warming, and human rights concerns that will benefit all countries.
Chapter 4 identifies four ways students can acknowledge perspectives different from their own: Expressing their opinions on a situation, understanding what influences the opinions of others, explaining the value of cultural experiences, and identifying how access to education and technology affect quality of life. Students can explore the world views of others through online research and interactions. Understanding the values and needs of other cultures through online outlets helps reduce stereotypes and encourage action to be taken.
Sister Cities And Schools
Sister Cities And Schools promote relationships between different countries in an effort to learn more about each other’s governments, educational systems, people, businesses, and traditions. This program was first started in 1956 by President Eisenhower as a way to rebuild partnerships and avoid conflict after World War II. Cultural bonding is initiated to encourage one another to consider the needs of all people known as global citizenship. Global citizenship reduces discrimination, promotes peace, and develops respect between nations. Sister Schools have similar goals. The schools are also able to instruct collaboratively and work on project-based learning together. Web 2.0 tools allow skills with technology access to video conference, email, and more. Schools can also use blogs and wiki’s to share opinions, opportunities, and experiences. Working together with another country can result in profit for each. Good relationships between cultures can foster trade, business expansion, international educational opportunities, employment, and more!
Virtual Field Trip: Lascaux Caves
I chose Lascaux Caves for my virtual field trip since it is related to my content area, art. It was a little confusing to navigate at first, but I eventually found a hidden button that offered more information in English. The website showed a life-like digital model of the inside of the cave with a thumbnail map in the corner to help the viewer understand where they were “standing” in the cave. Descriptions can be read about individual drawings and rooms in the cave along the way. The viewer can pause the video tour and zoom in on the cave drawings. They can also view maps and pictures of the cave exterior and surrounding land in France. The information provided with these maps and pictures shares how the terrain contributed to the cave and what efforts will be made for continued preservation.
OER Commons
Open Education Resources (OER) Commons is a website that shares free educational materials for teachers and students. The website is setup into courses complete with lesson modules, activities, tests, and lectures. Lessons are organized by topic, education level, resource materials, and more. Users have the ability to upload lessons and collaborate with other teachers and students on topics of interest. Collaboration can occur through discussion boards or “Challenges” involving a broad question that requires teachers and learners to work collaboratively toward a solution prototype. Most items on the OER Commons website are Creative Commons licensed unless listed differently.
Reflection
Reading about ways to increase student knowledge of different cultures and world views made me reflect on our own education system’s values of cultural diversity. I think I have an advantage teaching art to help students learn about other countries and cultures through knowledge of historical and contemporary art. I read a lot of blogs to look for interesting websites and lessons from art teachers of all kinds. One of my favorite blogs is from a teacher in Italy, arteascuola.com. Other websites like Google Art Project and thisiscolossal.com showcase art from all over the world and bring opportunities to expand the minds of my students without leaving my classroom. While I think OER Commons is a really neat concept, I have doubts about the authenticity and relevance of the information to my particular classroom. While there are many resources for my content area, they are all formatted in text descriptions, which would require a lot of time and research to find something relevant. I think this site would be more useful if it had thumbnail pictures of the activities and presentations that go along with each lesson. Additionally, I would like to know more about the educational backgrounds of the teachers who have produced these lessons and the sources of their information before using it to teach in the classroom. I had trouble finding answers to these questions on my own.
In the first chapter of the e-book, “Educating For Global Competence”, the authors describe three global concerns that are changing jobs and cultures throughout the world: An unstable international economy, migration, and climate instability. Mansilla and Jackson offer solutions for ways to continuing globalization through the trade of products, people, and ideas. If people are to be prepared to solve the world’s problems collaboratively, they must be creative and adapt easily to change. Students who seek future jobs must be aware of other cultures and their world views. They must learn intercultural skills and be able to work together on problem solving strategies with people from all over the world.
The number of migrants around the world rose to 214 million in 2010. We live in an age where people identify themselves as members of more than one country, identifying with more than one culture and economy. In order to obtain future employment, current students need to communicate effectively and work to understand perspectives that are diverse from their own. They need to value the variety of other people’s opinions and traditions. Instead of focusing on how to help their own country, students can work toward solving global issues such as poverty, global warming, and human rights concerns that will benefit all countries.
Chapter 4 identifies four ways students can acknowledge perspectives different from their own: Expressing their opinions on a situation, understanding what influences the opinions of others, explaining the value of cultural experiences, and identifying how access to education and technology affect quality of life. Students can explore the world views of others through online research and interactions. Understanding the values and needs of other cultures through online outlets helps reduce stereotypes and encourage action to be taken.
Sister Cities And Schools
Sister Cities And Schools promote relationships between different countries in an effort to learn more about each other’s governments, educational systems, people, businesses, and traditions. This program was first started in 1956 by President Eisenhower as a way to rebuild partnerships and avoid conflict after World War II. Cultural bonding is initiated to encourage one another to consider the needs of all people known as global citizenship. Global citizenship reduces discrimination, promotes peace, and develops respect between nations. Sister Schools have similar goals. The schools are also able to instruct collaboratively and work on project-based learning together. Web 2.0 tools allow skills with technology access to video conference, email, and more. Schools can also use blogs and wiki’s to share opinions, opportunities, and experiences. Working together with another country can result in profit for each. Good relationships between cultures can foster trade, business expansion, international educational opportunities, employment, and more!
Virtual Field Trip: Lascaux Caves
I chose Lascaux Caves for my virtual field trip since it is related to my content area, art. It was a little confusing to navigate at first, but I eventually found a hidden button that offered more information in English. The website showed a life-like digital model of the inside of the cave with a thumbnail map in the corner to help the viewer understand where they were “standing” in the cave. Descriptions can be read about individual drawings and rooms in the cave along the way. The viewer can pause the video tour and zoom in on the cave drawings. They can also view maps and pictures of the cave exterior and surrounding land in France. The information provided with these maps and pictures shares how the terrain contributed to the cave and what efforts will be made for continued preservation.
OER Commons
Open Education Resources (OER) Commons is a website that shares free educational materials for teachers and students. The website is setup into courses complete with lesson modules, activities, tests, and lectures. Lessons are organized by topic, education level, resource materials, and more. Users have the ability to upload lessons and collaborate with other teachers and students on topics of interest. Collaboration can occur through discussion boards or “Challenges” involving a broad question that requires teachers and learners to work collaboratively toward a solution prototype. Most items on the OER Commons website are Creative Commons licensed unless listed differently.
Reflection
Reading about ways to increase student knowledge of different cultures and world views made me reflect on our own education system’s values of cultural diversity. I think I have an advantage teaching art to help students learn about other countries and cultures through knowledge of historical and contemporary art. I read a lot of blogs to look for interesting websites and lessons from art teachers of all kinds. One of my favorite blogs is from a teacher in Italy, arteascuola.com. Other websites like Google Art Project and thisiscolossal.com showcase art from all over the world and bring opportunities to expand the minds of my students without leaving my classroom. While I think OER Commons is a really neat concept, I have doubts about the authenticity and relevance of the information to my particular classroom. While there are many resources for my content area, they are all formatted in text descriptions, which would require a lot of time and research to find something relevant. I think this site would be more useful if it had thumbnail pictures of the activities and presentations that go along with each lesson. Additionally, I would like to know more about the educational backgrounds of the teachers who have produced these lessons and the sources of their information before using it to teach in the classroom. I had trouble finding answers to these questions on my own.
Thursday, March 20, 2014
Activity #10: Virtual Field Trip Of India
Learn all about India without the travel time!
Pictures
- Click here to check out pictures of life, landmarks, traditions, and statistics on Pinterest.
- Click here to see quick stats on India
- Learn more about the most commonly practiced religions in India here
- Here is a list of restaurants where you can try Indian food in Toledo.
- Click here to learn how to apply henna. Here you'll find patterns to create with henna.
- Click here to watch a garba dance (skip to 1:00)
- Click here to see a list of popular festivals in India
- Here is a video about public transportation in India.
- A virtual trip to India can be seen here:
- "Only in India": A blog that showcases the quirkiness of India.
- "Outsourced": An American businessman moves to India for his job.
- "Slumdog Millionaire": An orphan from Mumbai has a chance to win $1 million.
- "The Lunchbox": A housewife who caters lunch for businessmen connects with an unlikely man who accidentally gets her husband's lunch. (coming soon)
- Click here to see a list of popular Bollywood films
- Click here to see a list of sacred destinations in India.
- Click here to see a list of the top 10 landmarks in India.
Wednesday, March 12, 2014
RP #9: District & School-wide Communication With The Community
In the article, “Tweeting The Night Away: Using Twitter To Enhance Social Presence, Dunlap and Lowenthal believe that online classes miss out on the impromptu interactions between students and teachers that build relationships. In order to compensate for this loss, online classes benefit from exploring learning management systems and social media outlets in an effort to become familiar with the people involved in their education. Web 2.0 tools such as Twitter can provide students with a variety of methods to express themselves to others, including audio, video, and written work. Twitter is a great resource for educators and students because it can be used to link people with similar interests. Teachers can support their curriculum in the social media setting, while students can construct meaning through the concepts they have learned in class. While its most popular usage would be for social purposes, Twitter is a great professional tool for networking and sharing information as well. Users have the ability to pose a question or link and get feedback from similarly minded people or professionals in the community. Information is spread quickly and can be accessed from a phone or computer, which may be even more convenient for many people than a Learning Management System. The 140 character limit encourages comments to articulate their words carefully. The authors feel that if students are invited to Tweet rather than required, they might be more willing to participate in an educational setting. They also explains that Twitter results can be used to compile information for research papers and presentations.
In the article, “Grassroots Development: How Teachers Use Twitter”, Forte, Humphreys, and Park study teachers who use Twitter. Considered “Grassroots Professional Development,” Twitter is a social media outlet that is great for communication with teachers, peers, and parents. The authors conducted a Twitter teacher survey consisting of analyzation of 2,000 teacher tweets and phone interviews by survey responders. The goal was to determine how social media is used for educational purposes, specifically Twitter. Each tweet was divided into themed categories. Trends in teacher tweet topics included professional development, classroom exercises, educational policies, and safety online. The survey results suggest that teachers are not often linked to local colleagues on Twitter, gravitating more toward teacher acquaintances met online or in person. The authors believe teachers who use web 2.0 tools are open to change and more reflective thinkers. Teachers were most likely to use hashtags to share resources, but many also participated in discussions. Many of those surveyed reported using Twitter as a social outlet at first but then decided to use it for educational purposes. It seems that many teachers still hesitate to get students involved online because their districts have restrictions on social media usage and/or they worry about internet safety.
The article, “What Parents Want In School Communication” summarizes a survey completed by the National School Public Relations Association to help teachers and administrators develop good strategies for communication with parents. The results explained that parents prefer online methods of conveying information such as email, e-newsletters, websites, and automated text messaging. Surprisingly, social media ranked low on parents’ lists of preferred communication along with board meetings and watching the news. Results from the survey were differentiated slightly by parents of elementary and high school students. While most parents regardless of grade level like to have progress reports, information on classroom policies, and grade notices, elementary parents prefer to have more behavioral information. Secondary parents are more interested in the best ways to get in touch with their child’s teachers. Parents of all grade levels enjoyed having access to event calendars, course descriptions, student safety information, and any general updates. Author Anne O’Brien speculates that social media just might be too advanced for current parents. She believes schools who have successfully implemented social media as a means of communication have thrived because they are open to parent feedback. Regardless of the survey results, however, O’Brien stresses that it is important for each district to be aware of the communication needs of their individual student/parent population. Social media notifications may be appropriate in some areas while not reaching enough families in another district.
Brendan O’Keefe shares many ways districts can gain support from community members in his article, “Five Steps To Better School/Community Collaboration.” He believes any successful district communicates well with the surrounding community and takes action to bring students and residents together. It is important for teachers and administration to not only collaborate with parents but also students, seniors, and local businesses. As the saying goes, “it takes a village to raise a child.” O’Keefe believes it is important to get community members involved in local education through mentorship programs, partnerships, and hands-on activities in the community that apply classroom curriculum. O’Keefe suggests creating a community resource map that details people and businesses who are willing to help educational programs in the district. Any time community members can collaborate with students and teachers on “reinventing” a school resource, it is a source of pride for the entire community and perpetuates more collaboration in the future.
Reflection
In my personal experiences with social media as a means of communication, I find it very hard to find one method that all parents, teachers, and students are willing to use. The only successful method I have seen in my own experiences is text message alerts, as described in the O’Brien article. Most students and parents have phones, so this is an easy way to communicate with everyone. During every new class, I ask students what forms of social media they have in a written survey. Many have turned away from Facebook and use Instagram instead. However, there are still many more who do not have any forms of social media. This is often a reflection of parental concerns over internet safety. My own informal survey confirms the suspicions described in the O’Brien article, that social media may be “too social” for current parents. If students and parents were more willing to go on social media, I think they would be surprised and impressed by the educational capabilities of these web 2.0 tools. I use my Facebook page, “Miss Meyers’ Art Class” to post reminders, local art events, student artwork, and cool artists that I find online. It’s a fantastic tool! Instagram is also easy to use. Hashtags allow our work to be seen by a broader spectrum of people, links can still be posted, and plenty of student work can be seen. I am lucky to work in a district where social media is accepted as an educational tool. Our superintendent has a Twitter account, so I think this helps my case. I recently met up with the alumni fundraising coordinator and discussed the need for a classroom social media directory for our district. As O’Keefe mentioned, it is important to get the community involved in local education. If a social media directory is put together, the fundraising coordinator can meet with local businesses owned by former students and show them the incredible things we are doing in our classrooms. It might encourage them to be proactive in donating and volunteering in our schools!
In the article, “Grassroots Development: How Teachers Use Twitter”, Forte, Humphreys, and Park study teachers who use Twitter. Considered “Grassroots Professional Development,” Twitter is a social media outlet that is great for communication with teachers, peers, and parents. The authors conducted a Twitter teacher survey consisting of analyzation of 2,000 teacher tweets and phone interviews by survey responders. The goal was to determine how social media is used for educational purposes, specifically Twitter. Each tweet was divided into themed categories. Trends in teacher tweet topics included professional development, classroom exercises, educational policies, and safety online. The survey results suggest that teachers are not often linked to local colleagues on Twitter, gravitating more toward teacher acquaintances met online or in person. The authors believe teachers who use web 2.0 tools are open to change and more reflective thinkers. Teachers were most likely to use hashtags to share resources, but many also participated in discussions. Many of those surveyed reported using Twitter as a social outlet at first but then decided to use it for educational purposes. It seems that many teachers still hesitate to get students involved online because their districts have restrictions on social media usage and/or they worry about internet safety.
The article, “What Parents Want In School Communication” summarizes a survey completed by the National School Public Relations Association to help teachers and administrators develop good strategies for communication with parents. The results explained that parents prefer online methods of conveying information such as email, e-newsletters, websites, and automated text messaging. Surprisingly, social media ranked low on parents’ lists of preferred communication along with board meetings and watching the news. Results from the survey were differentiated slightly by parents of elementary and high school students. While most parents regardless of grade level like to have progress reports, information on classroom policies, and grade notices, elementary parents prefer to have more behavioral information. Secondary parents are more interested in the best ways to get in touch with their child’s teachers. Parents of all grade levels enjoyed having access to event calendars, course descriptions, student safety information, and any general updates. Author Anne O’Brien speculates that social media just might be too advanced for current parents. She believes schools who have successfully implemented social media as a means of communication have thrived because they are open to parent feedback. Regardless of the survey results, however, O’Brien stresses that it is important for each district to be aware of the communication needs of their individual student/parent population. Social media notifications may be appropriate in some areas while not reaching enough families in another district.
Brendan O’Keefe shares many ways districts can gain support from community members in his article, “Five Steps To Better School/Community Collaboration.” He believes any successful district communicates well with the surrounding community and takes action to bring students and residents together. It is important for teachers and administration to not only collaborate with parents but also students, seniors, and local businesses. As the saying goes, “it takes a village to raise a child.” O’Keefe believes it is important to get community members involved in local education through mentorship programs, partnerships, and hands-on activities in the community that apply classroom curriculum. O’Keefe suggests creating a community resource map that details people and businesses who are willing to help educational programs in the district. Any time community members can collaborate with students and teachers on “reinventing” a school resource, it is a source of pride for the entire community and perpetuates more collaboration in the future.
Reflection
In my personal experiences with social media as a means of communication, I find it very hard to find one method that all parents, teachers, and students are willing to use. The only successful method I have seen in my own experiences is text message alerts, as described in the O’Brien article. Most students and parents have phones, so this is an easy way to communicate with everyone. During every new class, I ask students what forms of social media they have in a written survey. Many have turned away from Facebook and use Instagram instead. However, there are still many more who do not have any forms of social media. This is often a reflection of parental concerns over internet safety. My own informal survey confirms the suspicions described in the O’Brien article, that social media may be “too social” for current parents. If students and parents were more willing to go on social media, I think they would be surprised and impressed by the educational capabilities of these web 2.0 tools. I use my Facebook page, “Miss Meyers’ Art Class” to post reminders, local art events, student artwork, and cool artists that I find online. It’s a fantastic tool! Instagram is also easy to use. Hashtags allow our work to be seen by a broader spectrum of people, links can still be posted, and plenty of student work can be seen. I am lucky to work in a district where social media is accepted as an educational tool. Our superintendent has a Twitter account, so I think this helps my case. I recently met up with the alumni fundraising coordinator and discussed the need for a classroom social media directory for our district. As O’Keefe mentioned, it is important to get the community involved in local education. If a social media directory is put together, the fundraising coordinator can meet with local businesses owned by former students and show them the incredible things we are doing in our classrooms. It might encourage them to be proactive in donating and volunteering in our schools!
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