Module+8-Final+Project

Greg Moroney  As I think about the Web 2.0 class and the connections it has to my classroom, I’d have to say, “The more I know, the more I know that I don’t know.” While I have been involved with technology for some time, this was a different involvement than I had expected. I would say that I know more than most, but not as much as some as far as technology is concerned. I need to think differently to help my students meet the needs of the times that are here, and those that are yet to come. Let me attempt a flashback here within my reflection for the modules we have touched on for Web 2.0. As I worked through the Wiki module I wondered about attempting to incorporate wikis within my lab. Once again, I would ask them to show/demonstrate their learning on some subject. This could be paired work, that is visual, but not the same as a Powerpoint, or Keynote. The wiki also has the ability to be created quickly, and shared very easily. Maybe I’m wrong, but I’m thinking more of a focus on content rather than the “fancy stuff.” Of course, it won’t be long before some are mastering and excelling in wikis with the “fancy stuff.”
 * Thinking About My Learning in Web 2.0 **
 * __Wikis:__ ** One thing that has been important to me within my classroom is to get students to share/give evidence of their learning. One of the ways that I have them share is through Keynote/Powerpoint presentations. Most of the kids like this, and some of them are quite exceptional. When we start, I will begin by asking them to do some brainstorming/drafting on the learning in their classes. I tell them a little about the software and how it generally works. Some, of course, are quick to identify several really good topics. One thing that always slows down the progress though is the attention on the student part to focus on special effects/colors, etc., over the content.

 **__Blogs & RSS:__** One of the things that I’ve been doing for the past couple of years is having my kids write about their learning in an electronic portfolio. They are practicing their keyboarding and their recall of content. This portfolio, utilizing Mediablender software, also allows them to place personal work samples, audio clips, photos, animation, and movies. The journaling, though, should reflect the learning that is occurring within their classrooms over all subject areas. Some of the students are really good at this. Those classroom concepts are sticking more in some of their heads because of this focused writing, in my ever so humble opinion. There are some who really impress me with what they can recall. The one thing that doesn’t happen much is that this writing is not directly shared. I see some of it and neighbors see some of it. Blogging to a space somewhere, or even some kind of an in-house site would be wonderful. I also have my students review this journaling as it could be the notes/basis for their Keynote/Powerpoint presentation. Yes, if I get my act together, it could be the support for the classroom wikis. As you would imagine, there are students who say, “I don’t know what we’re doing in math.” When those students begin to see what some other people are learning, I wonder what they might be thinking. The RSS could work well with students updating a blogging site and the teacher, of course, being alerted to those changes. I periodically receive those updates to changes on a page, which is nice.

A few years ago there was a company that advertised with a line something to the effect of, “//The network is the computer//.” I currently work in a lab of 25 iMacs with students coming to me throughout the day. Those same students might potentially be in 3 other labs(PC & Mac) throughout the day, as well as individual workstations in classrooms. The world that we live in today will allow a mouse click that connects with, or transfers video/images/sounds, etc., around the world in seconds/minutes. They can share/get to lots of things, which hopefully can assist them in their education. This is, of course, not the world that I knew when I was in k-12 schools. I would once again connect podcasting to presentations as I noted earlier in the wiki section. I would also put digital storytelling into the category of podcasting, which would be a great thing for many students of all ages. The audio/video bits and pieces is something I am attempting to incorporate more and more because of the types of learners I encounter in my day. I remember from college days the acronym-VAK from one of my education classes. VAK was/is short for visual, auditory, and kinesthetic. The internet is filled with visual and auditory content, which can assist the learner if the teacher can get them there. Another thing that I have started to do, that I hope will help students, is to record computer screen activity, along with some narration on my part to assist my students. I have an agenda I post in a shared server folder for my 5-8th grade students. Just recently I made an audio recording of that content. I don’t know that I can do it every day, but it is relatively easy to do. The kinesthetic piece will have to possibly include the Promethan board. One place of interest for me and seemingly many others is Google Docs. Besides what I know/have learned from the 2.0 class, I have seen Google become more and more of technology leader, if not trend setter. Some might think this is good, some might have another take. My own daughter is saving documents, or work as assigned by her instructors in Adams 12 schools. At a back to school night session the Language Arts teacher shared that they can assign a writing/presentation piece and check periodically to determine status/progress of that work as the students are working. They can then offer more assistance/teaching along the way, and then are also not inundated with papers at the end. They will have a working knowledge of content before it is submitted as complete, which is powerful. I know that when we were making purchasing decisions for Trevista Technology 2 years ago, myself and several other colleagues were sharing a spreadsheet that was live. The content was changing as we entered it by the moment, even though we were removed from one another. I have experienced a number of regular problems/issues working with a well-known software suite that we all use, which can remain anonymous, across our network. Working with my students in something like Google docs might make my job a little easier. Once again it is a question of time and a way of thinking about how we do our work, or how our students do their work. I know that it is sometimes hard to change from what one is used to doing. I know of another technology teacher who broached the idea of using Google docs for writing and it was “frowned upon.” I will admit that I, myself, am used to using that well-known, sometimes troublesome software suite, along with another that suite that does not fail me. To put things up online would certainly be a different of working. Yes, some will still see it as a form entertainment, but that way of thinking seems to have changed some since Pre-Trevista times. Module six certainly ties into what I’ve tried to put into place as reading/writing teacher. You have to look at web content critically and make judgments about what you are reading. Too often, students accept something because it is written down. As a reading/writing teacher for more of my years than a Technology teacher, I see too many students clicking very quickly without thinking about what is in front of them. Many of our students continue to struggle with reading/writing issues, but now it is in electronic form rather than book/paper form. Just recently I noted a student struggling with some content on the screen. I quietly asked if he could read that content and he couldn’t. The question is asked again, “How can technology help a student like this one? For that particular student, and others, as I mentioned earIier, I have begun to attempt to include audio comments, which reflect the agenda among other things within my classroom. I will also attempt to include more demonstrations in audio/video form, which will support their learning. As some may know, there are students at that 5th-8th grade level that are not particularly focused on the task at hand. With that shared sever folder, I can simply say go there and watch and listen. I could also place digital stories, podcasts, etc. I’m currently in my inaugural year of learning.com, which, of course, relies upon audio/video to support our student in matters of technology. http://cooltoolsforschools.wikispaces.com/Drawing+Tools Once again, in my ever so humble opinion there are many excellent and intriguing tools to utilize at this site. I, personally, spent a fair amount of time manipulating/exploring when I was first introduced to this. As technologically aware as I would consider myself, this was a surprise to find. It was almost like a, “Wow, I could have had a V-8.” moment. Something so easy to get and to use, full of good stuff, and I had not yet traveled to this place. Many “cool” tools to assist us in learning for our students. In fact, even as I’m writing this, I’m thinking that I’ve not shared this site as one for the wealth of stuff for my older students. This I must do, sooner rather than later. I would also add in to the column of favorite online tools- iTunes. I have been an iPod toting person for quite some time. I’ve got a large library of music and videos, and I tune in and download podcasts. Many of these podcasts appeal to me as I’m interested in current events, religious offerings, travel, etc. For students though, I can see student created podcasts/digital stories that might share/reinforce content from school, much the way I mentioned earlier. I would also have to include Apple’s Garage Band in the mix of creation for these podcasts/digital stories. This summer I hope to spend a little time pushing that envelope. I know that there are online tools very easily accessed that can help get the job done. As I looked at and experimented with the online tools, I took great interest in reading and thinking about use of online pictures, music, movies, etc. I know of many situations over the years that copyright issues may have been infringed upon by many, most likely myself included. It would seem to be a slippery slope, but one that we must be knowledgeable about in working with our students. I talk about being ethical on a regular basis and what it means when we take/use something that is not ours. Unfortunately, it is so easy for users to get/do things that they should not do. I have family members who within last few years were asking me to assist in helping them get some content downloaded because it was there, and it must be okay if it’s there. Never mind the fact that we all read/hear about people facing huge fines for dong just this kind of thing. This way of thinking, of course, comes back to some questionable written content that some of our students might happen upon while browsing internet sites. They might have that same thought that it must so as this is such an official looking website. They are not reading/thinking critically. In wrapping up my reflecting and rambling I would have to say that time is that critical piece, as far as I’m concerned anyway. I need time to plan, time to experiment, and time to interact. I would think that time is an issue for almost all of us in the field of education. I see so many learners in such a short time over each day that I can barely take a breath between groups. Trying to get some of the content/practices from Web 2.0 is my intent. I know that as comfortable as I typically am with technology, many of my colleagues are not. On a daily basis, aside from Web 2.0, we deal with Infinite Campus, Outlook, Adobe PDFs, Word, Excel, Powerpoint, Lawson, and soon Schoolnet. What am I leaving out? Anyway, I appreciated the online class and the way that it worked. I would certainly attempt this kind of class format again, though I would say that at times I should have been more disciplined in working to get things done earlier.
 * Podcasting:** More of my time in recent years has had students working on workstations in front of them with all of the tools that they need within that box. Yes, I admit it, I use well equipped Macs in my lab and I know how they run and how to use them. There have been needs at times by my students to search/research beyond those machines and pull something in to assist in the learning within the lab. I have supported that learning and will continue to, however it would seem that getting out of the box more might lead to greater learning, or understanding due to what I have seen in Web 2.0.
 * Online Tools: ** I, of course, had to take the time to peruse the online tools to fulfill the requirements of Web 2.0. I would say that I was pleasantly surprised at some of the tools that are out there that can assist the learner. The light bulbs were going off as I thought about some of the possibilities for student use. Once again, I typically am using a Mac, and I typically find that whatever I need for what I’m doing, I’ve already got it. Even though I’ve got a lot, there is more to get that is out there. As I quoted earlier and must remember for the world we live in, “The network is the computer.”
 * Web Literacy: **I have worked diligently over the years to assist students in understanding that that computer in the lab is a tool, not a toy. I have had many students who know exactly what I intend, but as you know, and can imagine, there are more than a few who continue to see the box as a toy. Thankfully, over the past couple of years I have seen a change in the way students are interacting with the computer workstations. There is maybe some change in the way of thinking, or the realization that this tool helps me learn.
 * Online Media: ** In getting started with Online Media, I really liked clicking the link for:

Here is the downloadable copy of my learning for Web 2.0.