Wrap Up

Wrap Up

     This book and course really opened up my eyes as to what's out there on the web.   I had heard of the words: blogs, flickr, wikis, podcasting, etc, but never quite knew what they were, how they worked, and how to set them up.  The author did an excellent job explaining it all, as well as noting many sites to go to for more information and examples.

     At first, I was overwhelmed and didn't think I would understand half of the information, as I am a "senior" and am still afraid to hit keys at times, thinking I'll lose everything and the computer will blow up!  With the help of the book, the class, the teacher, and the classmates, I have come a long way in overcoming this fear.  This year I am using the computer and web sites more than I ever have.  I'm forgetting to go to bed at night, call my kids, make dinner, etc.  One night may husband called to me, "What time are we having dinner?"  (Oops)

     The problem I am having, though, is "juggling" my time.  I have really puy my exercising, golf, etc, things I really enjoy doing on the back burner.  Hopefully, as I become more proficient with the technologies, I won't need to spend so much time figuring out how to use them.  Meanwhile, I am excited about continuing to use my new computer web knowledge with my students.  The authoe noted, "We now have a Read/Write/Participate Web."  This web, I do believe, has great potential to improve student learning.  

Chapter Ten

Chapter Ten

What it all Means

 

     This was an excellent chapter that discussed what the impact on education may be in the future by using the technologies, tools, and learning strategies written about in the previous chapters.  Already, teaching and learning opportunities and techniques have changed quite a bit with the explosion of the web.

 

     I found this chapter quite reflective as I read about the 10 "Big Shifts" which discussed the best ways to teach students with these technologies.  If we, as teachers, embrace these technologies, I do feel that students will need to become more critical consumers of information.  And, not only of things they read about on-line, but also about what people say in conversations, what they read in newspapers, what they hear during campaign debates, and even when reading food labels.  Critical thinking is so important and a very valuable skill.

 

     I love the statement, " Teachers who use interactive media professionally will find they rapidly develop learning styles and strengths similar to those of their students."  I firmly believe that if teachers teach to the learning style of their students, students wouldn't get as frustrated, would understand more, and would become more interested and better learners.  I have personally seen this happen, as this year, I've been incorporating visual, auditory and kinesthetic activities in my Health lessons.

 

     Just the Beginning: the last paragraph.  It will be quite interesting to see what will be developed in the future years.  I can't even imagine.  I hope when my grandchildren explain it to me, I'll be able to understand it!  

 



 

 

Chapter Eight

Chapter Eight

Podcasting, Etc

     This chapter was interesting and very awakening.  I see pros and cons with all the multimedia publishing that's out there on the web and have had some experiences with it.  With this being such an explosion of posting on the web, it will be interesting, as the author says," to see how all of it plays out in the next few years."

     Podcasting: Very informative section as I really didn't know what it was.  I liked how the author explained it, gave examples how different schools use it, who in the world uses it, and why Apple loves it.  Once again, the explanatin of how to set it up was understandable.  But, what knid of checks are out there to make sure what is broadcast is appropriate and not offensive?  I guess for school use, to listen to it, the teacher should pre-hear.

     You-tube: I didn't realize that it's been around for 6 years already.  My middle school students constantly tell me about what they see on You-tube.  Many times I've used you-tube videos in my teaching: great resource.  The problem I have with you-tube is that what the students see is many times not the whole story. 

For example: This fall I talked to all my students about the"Cinnamon Challenge."  Basically, this is a dare to eat a tablespoon of dry cinnamon without water in less than a minute. (Impossible to do.)  Many knew of this challenge from you-tube and some actually tried it.  The kids thought the videos were funny and people would cough up the cinnamon into a brown cloud, scream for water, cough, choke, etc.  The videos stop here.  No way does anyone learn that this could be a very dangerous dare.  People have had trouble breathing, gone to hospitals, had partially collapsed lungs, very burned throats and more as a result of this dare.  Asthmatics have had all kinds of problems.   Many people who put up these videos did so to see themselves on you-tube, and the kids are so impressionable at this age that they think it's ok to do.

     Screencasting and live-streaming:  More technologies that I knew nothing about that were interesting to read about.  Maybe some day I'll use them.

Chapter Two

Chapter Two
Weblogs: Pedagogy and Practice

     Not knowing very much about Weblogs, I found this chapter to be very informative.  Reading this chapter, then creating a blog during class time helped me to really understand what blogging is, and how useful and fun it can be, socially and professionally.  I realized that blogging is not just writing an account of the day or what you've done, as I got the impression from the first time I remember seeing and hearing about blogs.  It was in the movie, Julie and Julia, that I first remember hearing about blogging when Julie was posting all the Julia Child recipes that she tried and the results.  I now know that blogging is a way to communicate with others, to share reflections, to gain knowledge about a topic, etc., and as the book says,"engage people in a process of thinking in words."\

     Socially, blogging would be fun.  I could communicate with people about things that I'm interested in, learn new things, get ideas of places to visit, discuss opinions on various topics...the list is endless.  I'm afraid, though, if I start I could get carried away and it would start taking up a lot of my time.  So, maybe, I should just blog about one thing?  Coincidently,  my husband just asked,"What time are we eating dinner?"  This blogging can really get me to lose track of time!

     Professionally, once again, I see endless opportunities.  Collaborating with colleagues that teach what I teach, getting/sharing new ideas on curriculum,  lesson plan activities, ideas about organization, classroom management, and grading,  are a few areas where I see opportunities.

     Reading about weblogs presented to me the fact that blogging promotes critical and analytical thinking.  Whether you're blogging for fun or school, an adult or a student, you have to really think more about what you're writing.  You have to examine the information and make well thought out judgements; analyze the facts.  Basically, this is the definition of critical thinking: a skill, that I believe we all need to work on.

     Lastly, the section, Blogs as Resources, was very valuable to read.  I feel it was an important section which discussed how to evaluate blogs for accuracy and trustworthiness.  Again, something we should all be concerned with.

Chapter Three

                                                                        Chapter Three
                                                                  Weblogs: Get Started

This chapter reviewed a lot of what you, Keri, did in class when we set up our blogs.  I like the suggestion in the chapter to take some time to read some good weblogs at Supportblogging.com.  This was a good suggestion to see what's out there.

     Blogging with students.  Eventually I'd like to try this, but I'm not sure how I'd do it.  Presently, I teach 350 students -Yikes!  Maybe, I could try with just one class.  Also, I'd need to check with the school system about policies covering blogging.

     The blogging step by step sections were a great review on how to work with blogger.  I can definitely see how blogging would be a great place to start my read/write web adventure.   Although, as I have found out, you have to work on it right away, or as in my case, a lot of the understanding I thought I had disappears??And now, I need a quick review:) 

Chapter Seven

Chapter Seven
Fun with Flickr

     Flickr does sound like it would be a lot of fun to do.  The author does an excellent job explaining what flickr is and how to upload it and use it.  I like what the author says about flickr's ability to connect people from around the world.  By using the tags, one can get photos from people about any topic concievable.  Very cool.  It was good to read that flickr members self-police photos and videos and keep most troublesome photos off, and that most of the photos posted are appropriate.  But, I would probably like to preview what the students want to pull up, just to make sure. 

     Using flickr with google maps and google earth sounds like it would be very interesting to use in social studies.  It would be a great way to learn geography and where things are in the world.  I also find it amazing how, with the use of flickr, current events are immediately put on the web:  for example the pictures of Hurricane Katrina as was mentioned by the author.  News reporting has certainly changed.  In the world now, we can see what is happening immediately.  A lot of times just by looking at pictures, our perception of what is going on may be different than someone's else. So, at times, I think we need to look at pictures critically and get more facts before we jump to conclusions that may not be accurate.

     So, what do you think is happening here in this photo?

Chapter Five

Chapter Five
RSS

     I must say that the first time I read this chapter, I was overwhelmed.  It was confusing with way too much information about RSS.  Then I read the chapter a second time, and understood it better.  I like the idea of putting in certain topics and getting the content from different sites.  I'm constantly looking for information concerning: teen social issues, current events concerning teens, teen health issues, etc. to share with my students.  Using RSS may help me find more information and quicker.  I can see, as the author said it can become a "building block for personal learning curriculum." 

     Again, there was way too much information for me to absorb and try with RSS.  The good news is that it's in the book and reading it several more times, I may understand it all.  I do think the hard part for me will be to check the feeds and make it part of my daily practice.  Got to make the time!  Right now, I'd rather go out for a 20 mile bike ride!

Chapter Four

Chapter Four
Wikis

     Very interesting chapter.  I never knew how wikipedia started and what it means, wiki-wiki - "quick."  I also never knew it is a site where "anyone can edit anything any time they want."

     This was definitely an eye-opening chapter.  To read that there are tens of thousands of wikis for everything imaginable was amazing.  I thought Wikipedia was just out there as a place to get information. I never knew what was happening behind the scenes.

     One way of using wikis that interested me was using it as collaborative tools among teachers/districts to collect and share information.  I'm presently involved with strengthening our Nutrition strand for grades 6-8 and this may be a way to share and gain information from others.  I also like the fact that wikis can teach students how to work with others, create community, and the concept that creating knowledge and information is becoming more and more a group effort.

Chapter Six

Chapter Six
The  Social Web

     Wow!  Didn't know there were so many ways to connect to people. I have heard of Twitter, don't have an account, but many of my friends do.  It was interesting to read how Twitter started and what it's evolved into today.  I like the thought of it being a blend of the professional and the personal that makes it such an interesting web site.  Maybe, I'll set up an account.

     The information about bookmarking sites were interesting to read as well.  But, when does someone have time to do all this?  Is there a way to exercise and use Diigo and/or Delicious at the same time?  As I read about all these wonderful webs and things to do, I get more and more overwhelmed about all that is out there.  I keep thinking about the question, "Can you teach an old dog new tricks?"  I think you can, but it may take this dog a long time!

     Found this song that expresses how I feel sometimes.

Chapter One

Chapter One
The Read/Write Web

     I found chapter one, The Read/Write Web, very interesting and I enjoyed reading it.  I was surprised to read that the fastest growing age group for using the Internet is 2-5 year olds.  Then, I thought, Wow!  This must be true as my just turned 6 year old grandson has his own e-mail account and my 3 year old granddaughter knows about e-mail and skype and has actually been able to skype people by herself, (by accident.)  Her parents have to keep the computer locked.

     I was also very interested in the section, Keeping Students Safe.  During my bullying/harassment unit, I discuss cyberbullying.  Our department has been asked to cover this area more.  Now that I am learning about blogging, etc, I'll be more knowledgeable with what's out there on the web and can discuss other areas besides e-mailing and facebook with the students.  This section brought up some good ideas relating to safety issues.

     The history of the development of internet publishing tools was very interesting.  It helped me to understand what's been happening with technologies.  I've been removed from it for awhile and there are so many exciting things to learn, and it's true that the kids are fearless in their use of technology.  Many times, last year, I'd ask my middle school students for help when I couldn't figure something out, usually very easy, and they'd know exactly what to do.  I must add that I didn't get the feeling that the kids thought I was "stupid" even sometimes I felt that I was.  These students have been immersed in technology since they've been born and it was no big deal to them to give assistance.

     Lastly, since I am a Health teacher, I was quite interested in reading that the "immersion in technology has neurological effects."  Kids may start thinking differently than us by developing "hypertext" minds.  They may not learn sequentially anymore; their learning may be parallel.  Currently, I'm teaching some psychology to my 8th graders about how they learn.  I wonder if left-brain and right-brain characteristics will change and we'll have a "new-brain" with characteristics all it's own?