Chapter 8

Podcasting...

The book gives a suggestion for science teachers to have their students use podcasting to record their thought processes during a lab or dissection. I do like that idea, because that student could play it back and we could have a discussion on metacognition (thinking about the way we think). Also, it could help those students who are struggling. If they listen to their peers' talking their way through the lab, it may help them develop better thought processes.

I also had an idea of my own. I want to connect what we are doing in the classroom to current events in science. I originally planned on having my students bring in a science newspaper article that interested them and do a presentation on it. But now, I think that the class should get together on a current event in science to do a podcast on. It will help the class to become more invested in what we are doing and to take ownership of what is presented. This would be because they would not only be talking to their class of 30 peers, but to the world. We could present the topic and our opinion on it. I am really excited about this idea, and can't wait to try it out. I think that anything we can do to allow the parents and administrators access into our classroom community, will help them connect to us.

Chapter 4

Okay, wikis. Until we talked in class, and I read this chapter--I only saw wikis as a research tool. And I wasn't sure they were a good one, at that. But, as I read page 64, I had what I consider to be a great and unique idea.

I see my role as a teacher is to not only teach content material, but to also prepare them for life after school. I think that the internet is a great place to do research, but I also believe that kids need to know how to use books, journals, magazines, and newspapers to look for information. So, I thought I would have my classes do a research paper without the internet's help. Then we would look up our topic on some wikis. Then students could see how accurate/inaccurate the information is on the internet. It is my hope that they would find mostly accurate information. But I would like for them to find information missing from the wiki that they consider vital to their topic. I would also hope they would find one or two inaccuracies. This would allow them to add/correct information. They could learn that while the internet is a great tool, with vast amounts on information, it is still only as good as the author of that information.

I also loved the Holocaust Wiki Project http://www.ahistoryteacher.com/holocaust/tiki-index.php I used to read the pick-an-outcome books when I was young. I loved the ability to choose where the story would go. That is an absolutely ingenious way to use a wiki. I also am very interested in the Holocaust. I had a great uncle that lost his life because he was hiding his Jewish girlfriend. They were both sent to the camps.

Good luck to all on their movies--I can't wait to see them!

Starting my movie

This is not my first movie maker experience. I had the pleasure of taking Reading/Writing with Sara Kajder. She loves technology in the classroom and advocates it be used as much as possible. Anyway, knowing how to use the program is helpful. However, this is the first time I have done something to use in the classroom. It was more difficult than I thought. I felt like I had to make a good impression. I am so glad that I will be using this as an icebreaker, because I am sure that I will be nervous on my first day!

"Adopt and Adapt" and "Synching Up With The iKid"

Both articles stress the importance of technology in the classroom. I agree, and have always thought the same as Josh McHugh's statement in iKid. "Teachers in every strata of education are increasingly dealing with a student population that is not only more wired than they are but also grew up in a techno drenched atmosphere that has trained them to absorb and process information in a fundamentally different ways." "You have to work with the kind of brains we've got now."

Today's students are used to be bombarded with information from every angle. They will be chatting online, watching television, and shopping on the internet, all at the same time. So, when they get to school, just sitting there and listening to the teacher talking--is not stimulating enough. It is not wonder that they whisper to their neighbor , or write notes to one another. Actually, they are probably text messaging each other. This is a hard thing for teachers to understand. And, as much as I hate to admit it, (because I do not thing that I am that far removed from them) me, too. I was expected to listen to my teachers for as long as they wanted to talk, and pay attention. I think that is no longer an acceptable expectation.

My teachers in the MAT program have said time and time again, that your students must be engaged in the material for them to learn. Technology is the best way to get them engaged.

Flickr Project

Our Flicker project is based on core content SC-04-2.3.1, which tells us to classify earth materials by the way they are used. We will use the pictures to open the discussion on how to classify Earth's materials and then discuss the way they are used. Here is the link to our Flickr page: http://www.flickr.com/photos/7225676@N04/

Chapter 7

Okay, so I have made myself promise to keep this entry brief because I absolutely LOVE photography! I was on the yearbook staff in school and took black and white photography in college. Now I snap pictures whenever I can and scrapbook as often as I find the time. So, this chapter was right up my alley. Anything that will help me integrate photography into my classroom is very welcome.

My favorite application for Flickr is the annotation component. This could be a great study tool for my students. I could place annotations on the planets, anatomy of the frog, etc. Then students could guess and check themselves by placing the mouse over the marked spot, when studying for a quiz or test.

Also, you could also use Flickr to share students' projects with other classes and parents. For example, I could take a picture of everyones' cell models and post them in an album. Then students or parents could comment on what they see.

Okay, one last thought. I really appreciate that Flickr members police the material that is posted to keep the site content safe for all.

Chapter 5

RSS was new to me, but I am interested in learning more about it. It is really great that the book breaks it down into terms that are understandable. The book also advises us to take it slow so that we can really understand the possibilities of RSS. Something that definitely peaked my interest was that it will be just the content that I choose, no ads and no spam. That is a beautiful thing.

The book warns that it may seem like a lot of information at first, but not to feel overwhelmed. That does concern me, especially since the chapter does go on to say that you should check your RSS feeds daily. I have so little time right now, and the thought of adding something that should be done daily to my list, turns me off. However, I really think that as I learn to fish through all the information for what is important to me--I will really like it.

I am not sure if I would have my students have their own RSS for class, but maybe have one for all my classes. That way we can collect the latest scientific information. We can discuss the information and respond to current events. Any time you can connect your subject to real life, that helps students to realize why what we are doing is important.

Chapter 3

"And as we all know, when a teacher believes in what she's doing and is confident in her tools, well, it rubs off on even the most resistant of students." I totally agree with this statement. When you are passionate about something it shows, and is contagious. I am so excited to use technology in my classroom, but am still not sure how much blogs will be a part of it. If I am going to use blogs, I need to keep blogging and find that passion that can rub off on my students.

I did like that the book started to loosen up on the "blogging rules" and said that it is okay to blog just for fun. I didn't need to book to give me permission, it just makes me like the author more. But, as a side note...Is anyone else tired of seeing the internet referred to as the Read/Write Web?

I also liked how the book explained, step-by-step, how to use the functions of Blogger. Showing you how to make it a safe place for your students is really important. For me to implement blogging in my classroom, I would need to be assured that it would be as safe as possible. It does stink that Jefferson County has blocked that site. Even if I do not use blogs in my classroom, I see the validity of its use and would be glad to help those that want to challenge that decision.