Tool #9

Students can use Jing to create their own video presentation with images that reflect the content they are studying. The captured images can contain facts that students have researched. If students are working in teams, they can share responsibilities before the final product is uploaded onto screencast. Once they are uploaded, they can easily embed them to their blogs; thereby, providing publishing for all visitors to view. It's an excellent learning tool because multiple topics within an academic unit can be researched.

Skype serves as an excellent way to video conference with counterparts. My classroom did a skype activity with students from another SBISD school. Their skype partners reflected the same profile as my students(i.e. grade level, language and age). They "skyped" a book that the two classes were reading in their respective classrooms. Their task was to write higher-order questions regarding characters, plot and conclusion in the story. The day of the activity, both classes took turns asking the other audience the given questions. Skyping allowed both groups to use higher-order thinking skills while maintaining focus on the anthology given.

Tool #8

Discuss how videos are useful resources for your students and how the 2 videos you selected will add to the learning in your classroom.


Videos provide an excellent presentation-style content format for learners. These presentations become powerful tools as students focus and gain understanding of the subject studied. Videos are excellent resources in presenting step-by-step information with visual, tangible methods. The two videos I selected are in direct alignment with the content I am responsible for teaching in the Earth science unit. The video on "making a volcano errupt," teaches students the process involved in volcanic erruptions and the flowing of lava. This visual set provides a clear design of a rather complex phenomena in simple, easy-to-understand styles. It clearly teaches students the processes that take place when volcanoes errupt; thereby, causing magma to rise to the surface of the Earth.


The other video teaches students the types and compositions of rocks. The narrator provides easy-to-understand examples to present mineral content, formations and uses of rocks. Since rock formation is clearly paralleled with volcanic erruptions, I felt these two concepts were important to share as I introduce this rather rigorous, abstract subject for young learners.

Tool #7

In your blog, write a short post about your experience with digital storytelling. Include how you might have students use digital stories in your classroom.


Digital storytelling serves as a good visual for learners to synthesize their learning in a clear, candid way! The use of photo stories provides many opportunities for students to share information, edit its content and publish the information for others to critique. Students can research an array of topics, gather the information they would like to share, and finally create a video with sounds and visual aids provided in digital storytelling. In addition to the publisher sharing their understanding, their audience can learn something new! Whether it's volcanoes in science, problem-solving in math, or Dr. Seuss in language arts, digital storytelling opens many opportunities for students to tell a story about their understanding of the subject at hand!

Tool #7

Tool #6

Wikis aid students in learning in a variety of ways. Not only are they able to share information: they also contribute to the "pieces of the puzzle." As students edit and post information, it clearly identifies their level of understanding and needs assessment for the teacher. This is a good tool for gauging growth for all students involved in a given topic.


After viewing and visiting several wiki samples, the recurring idea in my mind was reader's theater. Students can write their own skit or play, add their characters and scripts, and create the scenes that will fit their given work. In spelling, students can quiz each other as they prepare for the test. They can take a virtual spelling quiz, while another student grades the quiz and points out corrections. In math, the teacher can write a universal math word problem. All the wiki member's task is to solve the same problem using different solution methods, making sure the method is only used once. This encourages innovation and creativity!


In my grade-level team, our wiki could serve as a means to align our methodology. When teaching citizenship for example, I could post the ideas I would be using in my classroom while downloading the ways in which the other teachers will present citizenship for their students. I could also post the "weekly homework contract" for the grade level. The other teachers can add events, spelling words, math problems, or announcements they would like written in the contract before it is finally printed and sent home with students.

Tool #5

On the delicious networking site, I used bookmarking with tags for easy access. I really enjoy math; therefore, it is one of my favorite subjects to teach. Math fact cafe is a resource that I will be using to help strugglers in math. Here, they will be able to work on different math activities to build number sense and math stamina. This resource is called: http://www.matfactcafe.com/.

The second bookmark was a site of TAKS-like practice for my students. On http://teacherszine.tripod.com/Teacherszine/TAKS_Attack.html, students can use many of the resources to help them understand and practice high-stakes test material that they are responsible for meeting standards in.

The tags I used were "math" and "TAKS." These helped me organize my information and making my resources readily available; particularly, for students to visit.


Social bookmarking is a great source for sharing information amongst students. This can serve as a place where every single blog in the classroom can be accessed. If one student is tracking their information on "rainforest preservation" for example, another pupil researching "exotic animals" can use the links and blogs that may help them in their sccafolding for information efforts.

Tool #4

Briefly discuss how you think these 2 Google tools will aid you in your particular classroom or benefit your students in their learning process.



Google docs allowed me to create a powerpoint presentation on the "Love and Logic" workshop that I attended. I shared it with some people who currently have blogs available. Creating these presentations is a good way for students to write and edit documents in their "teams" for example. It is a great tool for students to edit with flexibility, yet virtually continue working on a given project without the time constrainsts of the school day.



Google reader is a superb resource for students to use and store important published information that they may need or desire. Reader will allow students to research and keep archives that I may have them report on. Reader is another way to keep information flowing for our student's knowledge and resource. Here, they can also share this information with others.

Tool #3

3. Briefly explain how these samples would be used and how they might add to the learning process in your classroom.

Students can hunt for pictures and other artifacts concerning the subject at hand. They can post them in their blogs by allowing followers and visitors to comment on them. This "artifact walk-thru" can be extended into a writing activity. The final writing of their artifact finding can be published!

Tool #3

I created this wordle with content-rich vocabulary so that students can do a scavenger-hunt activity, where they would find as many vocabulary words relating to the subject at hand. Students can also create their own wordles with "hidden" content-vocabulary to see who can find the most words relating to the subject we are studying.

Tool #2

3. What five blogs did you select for your comments?

1. Thornwood Music-commented on journaling idea.
2. Music is Elementary-commented on informed community events and student creativity.


3. rge technology-commented on "empowering creativity."
4. One "Apple" Daily-commented on the use of blogging across the core subjects for students.
5. Amy's House-commented on her idea of having student interact with peers "outside the classroom walls."
   

Tool #2

2. What point stood out to you from the commenting advice?
Interacting with comments left- this advice stood out the most for me because it shows the readers/visitors to your blog that you value what they comment on. In other words, they will not feel ignored. If they get a welcoming feeling in your blog or topic, they are more likely to revisit your blog. Once more visitors get this feeling, they'll start interacting with each other; thereby, creating a community of inquirers within your blog. This is an area that I definitely liked because I want my students to really interact and comment/share on the learning that is taking place in their blogs!

Tool #2

1. What are your thoughts about building an online education community and participating in a PLN?
Building an online education community is an excellent way to stay abreast of the local and international educational events that affect educators and students alike. Through the building of these networks, we can share and receive new insights and developments that make the educational realm even stronger. By participating in a personal learning network (PLN), I can really gain new and rejuvenating ideas from others. Not only will I be able to share the successes that have served my students, but I can also use innovative strategies that I learn as I participate in this learning network. It is definitely a win-win situation!