Presentation tools

Okay, so I am trying to come up with topics for my blog, and doing an entry on the wiki I created might be a stretch. However, I did spend hours and hours and hours creating it and researching for it, so I don't feel bad. In addition to learning more about each technology, I learned a few other valuable lessons.

First and foremost, no matter how easy these tools claim to be, it is absolutely imperative that a teacher makes a presentation of her own using it before attempting to have students use the technology. There are so many little things I learned about each site that I would not know otherwise. For example, register on these sites first. Can you use them without registering? Yes, in many cases. However, when you do that, it really is just for testing it out purposes. You can not normally save, publish, or embed without registering. And then, if you've created something you like, you run the risk of losing it.

Uploading takes time! I would suggest, if possible, saving the images you will need in one file before uploading, maybe on the desktop or on a flash drive. Having everything in one place, and having only the images you will be using, will be a time-saver. And also, having this file in place will also ensure adequate pre-planning. The last thing you want students doing is searching and searching for images (which they will do all day long if you let them) at the same time they are trying to put together a presentation.

By creating presentations myself, I realize just how long it will probably take students. Now I know that kids these days are technologically savvy, yet some of these presentations took me hours, simple as they are. Now I could do one much more quickly, but our students will be in the same learning situation. Certainly, I will be in the position to create wonderful step-by-step directions, and I will be able to give them hints and tips about using the technology, but when it comes right down to it, they will have to learn for themselves the best way they can. It will take more time than I expect.

All of that said, I do believe that it will absolutely worth it to have students using some of these technologies. Look below for others who feel the same way:

• "Google Docs is on its way to becoming a "ubiquitous" application in many high schools and colleges, one that is in such wide use that it is assumed that most know how to use it. Is it ubiquitous in your school?" (Resenfelde, 2008).
• About animoto: "little visual masterpieces for your website or blog. In a word, they look nothing short of terrific." (Graham, 2007)
  "As a video producer in a former life, I was honestly blown away at the quality of the video produced...For being automated, the video produced is quite sophisticated and individual. The edits and effects are appropriate to the music's pacing and personality. " (Maltais, 2008)
• About wordle: " Imagine providing students with a whole new perspective on information, revealing key concepts and patterns previously unseen, all using this simple tool." (Foote, 2009).
• About jog the web: "Now by using the Jog the Web designed tracks within my WebQuests, I have a much more precise way to differentiate the multiple pathways students can take in doing their research." (Carpenter, 2009).
• About glogster: From a recent Reuters article: "'Bottom line is that students learn better while having fun,' said James Dachos, Education Manager for Glogster EDU. 'Glogster EDU produces a creative, dynamic and innovative digital outlet that captures a learner's excitement for online creations, while keeping them engaged in course content. That makes teaching and learning fun for everyone.'" (2009).

(2009). About animoto. Retrieved from http://animoto.com/company/

Carpenter, D. (2009, January 7). Jog the web 2.0 tool. U tech tips Retrieved from http://www.utechtips.com/jog-the-web20-tool/

Connelly, A. (2009, Sept. 30). Glogster EDU launches EDU.Glogster.com to take its education technology to the next level. Reuters. Retrieved from http://www.reuters.com/article/pressRelease/idUS130538+30-Sep-2009+BW20090930

Foote, C. (2009). It's a Mad, Mad Wordle. School Library Journal, 55(7), 32-34. http://search.ebscohost.com

Maltais, M. (2008, Dec. 23). Appiphilia: Animoto lets iPhone users create videos in minutes. Los Angeles times: Technology. Retrieved from http://latimesblogs.latimes.com/technology/2008/12/animoto-iphone.html

Rosenfeld, E. (2008). Useful Web 2.0 tools for teachers and students. Teacher Librarian, 35(4), 72. http://search.ebscohost.com

Graham, J. (2007, Oct. 1). Here's a cool twist on slideshows. USA today: Technology live. Retrieved from http://blogs.usatoday.com/technologylive/2007/10/heres-a-cool-tw.html

Wikis - classroom applications

Another Hedron chapter that gives practical ideas on using technology in the classroom - yay! The very first suggestion talks about having a class or even an entire school project in which students create their own version of wikipedia - their own encyclopedia of knowledge. I'm not sure about this idea. I like it to an extent - it would be kindof cool to have a class encyclopedia of the vocabulary words or something. And...it certainly would be an outstanding lesson to students on the evaluation of information. ANYONE can put information on the web. Hedron offers several examples of possible topics for a school knowledge base. It does sound like a great project - imagine the entire school collaborating on one project. However, there are challenges. How do you get every teacher to agree to be a part of it? And maintaining the site would be a huge challenge.





The second idea clearly illustrates that Hedron is a MAN. He suggests using a wiki to keep track of personal nutrition choices - food choices, exercise, body weight. Are you kidding me? Those are things girls or even grown women would not want to publicly broadcast. Yikes, Mr. Hedron!





Idea 3 - Using a wiki to showcase writing. A good idea, as long as the writing is not too personal. Writing with the end goal of publication would make a student do his/her best. Plus there is the bonus of feedback.





Idea 4 - developing a classroom constitution. Middle school kids would eat this up!





Idea 5 - using in a math class. Students create a real life situation that includes a math problem. Then students post the math problem on one page and the solution on another. I think this is wonderful. First, it gets a math class to use wikis. Second, students will understand word problems much more when they practice developing their own.





Idea 6 - Creative writing. Students write a story with several possible twists and endings. Great creative writing idea - even better for cooperative learning.





What I like about the Hedron text is that not only does he give practical applications of the technology, but he also offers procedures and assessments for each lesson.





Another thing I like about this Hedron text is that it seems to exemplify many of the ideas we read about in the Ashburn and Floden text. In chapter 1 of that text, Ashburn (2006) points out six characteristics of meaningful learning using technology. Without really even giving it much thought, all of Hedron's ideas from this chapter can show most of those characteristics. For example, content centrality asks that the task relate to the big ideas of the class, to clearly relate to the class' goals. All of these ideas would do that. They would also involve authentic work. Even the math idea asks students to come up with a real life situation. All ideas involve active inquiry. The students are using the wiki as a tool to actively examine something about the subject area. And lastly, most projects were designed for collaborative work. Awesome!

Ashburn, E. & Floden, R. (Eds.). (2006). Meaningful learning using technology: What educators need to know and do. New York: Teacher’s College

Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.

Blogging with Students

The Hedron chapter, Blogging with Students, offers many practical suggestions about how to utilize blogs in the classroom. Each suggestion is really an entire lesson plan, complete with procedures and assessments.



The first suggestion is my favorite - using blogging for closure. This works especially well if you have class in a computer lab (or the library :) ). When I think of blogging, I am reminded of journaling, and this use seems to exemplify that. When I was planning lessons, the idea of real, meaningful closure was one of the most difficult parts of planning. Used in this sense, the students reflect on the lesson at the end of the period. Their reflections serve not only to evaluate their learning for the day but can also serve as an anticipatory set for the next day.



What I liked most was the set of questions in this chapter of Hedron:

• What confused me about today's lesson?


• Summarize the main points about today's lesson?


• What new stuff did you learn today?


• Write the most important aspect of what you learned today.


• Based on what you learned, what do you need to review before you feel you understand it today?

I would think that students could pick a few of these every day. To expect them to answer all five would take some time. Not that taking time to reflect on learning is bad, but in a 40 minute class, I really would not want to devote more than 5 or so on closure.

I also liked the idea of using a blog as an art or reading portfolio. As an art portfolio, each entry could focus on one piece of the student's work. There would then be the opportunity for other students to critique or comment. Using the blog as a writing tool, students could either work with a partner or small group to compose a story, each contributing entries. A student could also use a blog as a creative writing portfolio, building stories or having each entry be a different piece of poetry or writing sample.

Blogging with students is a great idea. Anytime students realize that their work will be public, they are encouraged to do their best. However, having students publish their work on the web also brings up several other points, centering around how to do this safely and responsibly. I think that each school should have some sort of social media policy that students should be taught and expected to follow.

Ellyssa Kroski's article, Should your library have a social media policy (2009), offers several things to consider when drafting one. Even though most of the suggestions seem to be business-based, many can be applied in the library as well:

• use a disclaimer - the opinions are your own...not the school or the district or whatever


• do not share private information


• respect copyright


• respect other students and staff


• avoid online fights


• make sure the information you post is accurate


• use good judgment


• provide something valuable

Students do not always understand the ramifications of posting something online. A policy that they must follow will ensure safe and responsible blogging.

Hedron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: ISTE.

Kroski, E. (2009). Should Your Library Have a SOCIAL MEDIA POLICY?. School Library Journal, 55(10), 44-46. Retrieved from Library, Information Science & Technology Abstracts database.

Ashburn and Floden - Chapter 8

I am glad that I chose this chapter from the text. I actually thought it was one of the most important chapters in the text. It made me think a lot about the levels of technology understanding and what the district can do to help facilitate MLT.

Three levels of proficiency:

Mechanical – superficial understanding, teacher follows steps only, no experimenting
Meaningful – gain awareness of how the technology works but not creativity in using it
Generative – deep understanding of new technology, using it in new and creative ways

No matter what technology we learn, we all start out at the mechanical level. The more we use technology, we move to the other levels - meaningful and generative. The generative level is certainly the goal. It is at that level that the user is controlling the technology for his own purposes.


These three levels seem to correspond to teaching with technology - five stages of evolution:


Entry stage – mechanical understanding, problems with discipline, resource management, frustration.

Adoption stage – more fluency and awareness of technology’s functions

Adaption stage – technology incorporated into teaching, improved efficiency, changes in student learning and engagement. It seems that this stage corresponds to the meaningful level of proficiency.

Appropriation and Invention stages – generative knowledge, new instructional patterns, creative uses of technology.

It is the hope that teachers would be able to move into that last stage. Again, it is at this stage that teachers are using technology efficiently and creatively. However, in order for that to happen, it seems that certain other things must happen in a district, namely with professional development. This chapter also focused on suggestions for districts implementing successful professional development.

It is with that thought in mind that I chose to ask students in the class what their experiences have been with professional development. Unfortunately, all but two or three students in the class talked about how professional development sessions were basically pointless. Ouch. It just seems like school districts have certain expectations about what teachers should be doing regarding technology, but many are not offering the support to help teachers become successful. It seems to me that many teachers who enjoy technology take it upon themselves to teach themselves what they need to know. And of course, it is those teachers who will become the leaders in their schools, becoming also the much needed support for the other teachers.

Thankfully, in my district right now, we have a Classrooms for the Future technology coach. We did not get into the program until the third and final year of the grant, but my district is keeping the coach's position in the district. And he is wonderful.

Classrooms for the future has been a great program in our schools. Through this grant, many teachers in the high schools have been given laptops, smartboards, and projectors. The goals of the program are as follows (as stated on the CFF page on the PDE website):

• recognizing and embracing the need for high school reform,
• enabling teachers to use technology as an effective tool for educating students, and
• preparing students to enter and successfully compete in the ever-expanding high-tech global marketplace.

The instructional coach's job is to not only assist teachers in learning the technology but to also "work with teachers to ensure that their lessons and projects are about rigorous, relevant curriculum rather than about the technology. " So this coach must not only know a lot about technology but must also be able to work within the curriculum of each subject area.

I am looking forward to going back to school and working with this coach so that if his job is ever dissolved, then I can be of assistance to the teachers in my building. I think that librarians have a responsibility to be knowledgeable about the technology being used in their buildings.


Ashburn, E. & Floden, R. (Eds.). (2006). Meaningful learning using technology: What educators need to know and do. New York: Teacher’s College.

Commonwealth of PA. (2009). About CFF. Pennsylvania Department of Education: Education hub. Retrieved from http://www.edportal.ed.state.pa.us/portal/server.pt/community/classrooms_for_the_future/475/about_cff/202788