iMovies in elementary school

My 6th-grade daughter and her classmates have been making iMovies during their library time. I was impressed that the librarian had 11 videorecorders to loan out to the students in order to create their movies. They created 30-second videos on subjects ranging from "how to turn on an iPhone" to "how to greet someone" and "how to kick a soccer ball". They had to download the clips onto one of the 34 library computers and edit them to delete unwanted parts. I don't remember using any visual recording technology when I was in elementary school!

I'm glad my daughter is getting exposure to video editing software. It will come in handy if she wants to make a digital story at some point in her educational career. I liked the way the librarian gave them freedom to choose their own topic, and told the students they could be in charge of their own time as long as the noise level stayed reasonable. It was a very motivating assignment for them, and students that were done early happily recorded other groups' projects. There was a lot of autonomy, but the students were busy and focused. The videorecorders were easy to use with a minimal amount of explanations. And my son, star of "how to kick a soccer ball" enjoyed his few seconds of fame.

Another website in process

I've been working on making a website for our final electronic portfolio. I'm not going to make it public yet, because it's still a work in progress. I'm using Yola and finding it frustrating that even though it's free, ads keep popping up about upgrading: "for only $19.95, you can upgrade to a professional domain name". "Use a premium style to be unique, for only $5." "And if you call now, we'll throw in a Ronco slicer-dicer-juicer for free!"

I'm sorting through how much extra style elements I want on the page, what is simplest to read, and trying to think ahead for how the website will evolve during the next two years. I feel reluctant to choose the elements because I feel that I need to really like what I put on this website. Obviously, I could change it in the future, but isn't it better if I get it right the first time?

I checked out Jan's journal and listened to the Gabcast example he has there. Cool technology is everywhere! I hadn't heard of a way to link your cell phone to a website, so it's nice to know that's possible. I appreciate using technologies that are already in the school and familiar to students to enhance our teaching because then there is less spool-up time for students.

On an aside, I took a break from homework on Saturday and test rode a Hase Pino. It's a tandem with the front rider recumbent, so both riders can talk and have a good view of the landscape. Fun tricks!

Fun with probes

This week in class gave us an opportunity to explore various Texas Instruments probes and calculators that are available for 2-week loans to teachers. Here's a video clip that details the various options in data collection. We explored the relationship between distance and time with a motion detector, measured the heart rate of an Olympian kayaker, mixed lemon juice and bleach for various pH levels, and evaluated who had cold hands (but a warm heart) with a temperature sensor.

Talking with a local physics teacher, he said they use the motion sensor and force meters, and have just got the portable set-ups that work directly with the calculators, so that directly mirrors what we used last night.

I would have liked a quick tutorial of the probes, so that we wouldn't have to each spend time trying to decipher the vagaries of each probe. It wasn't until the end of class that someone figured out that the heart rate monitor doesn't register anything meaningful for 3 minutes: there isn't any feedback that tells you it's "thinking".

We listed the design features to look for when evaluating a new technology tool, and that will be very useful list for making comparisons.

I was discouraged to find out that the article I reviewed for the second executive summary was not a "practitioner-based" article. My understanding was that practitioner-based meant that it was a technology used with students; since this was not explained earlier, it seems unfair to make that a requirement after the fact. Perhaps a bit more up-front housekeeping would have averted the misunderstanding.

Useful Technology for the Classroom

From Carrie: Given the view of schooling in the readings for this week, which technologies do you think are most likely to be taken up in schools? Why?

I expect that technologies that are inexpensive and engage the students in collaborative ways are more likely to be used in schools. One example is VoiceThread, where students can post their thinking and have other students comment on it. There's a free version for educators, and it controls who can see the VoiceThread: the "public" is only people who have been invited to join by educators. Students would be able to view, solve problems, and work with others outside of classroom. They can share their work with students in other schools, other states, other countries. Here's a link to hook up with other teachers that want to share their VT with you: Voicethread 4 Education.

Provided there are computers available, I think math visualization tools like Geometer Sketchpad and Fathom would be terrific additions to the teacher's toolbox. They allow students to "mess around" with numbers and see the connections so much more easily than if you're working with pencil and paper. Even if there aren't individual computers for each student, the ability to link one of these technologies to the activboard in the front of the classroom would be beneficial.


Which technologies push your thinking about teaching and learning? Why? Do these two lists necessarily line up?

I'd like to say that I would support 'flow experiences' in the classroom for my students, but I have a hard time visualizing what that would look like in the context of a videogame being used in the classroom. Of course, you can experience flow without a videogame, but I'm not sure there's a particular technology that would enable that to happen. I do want my students engaged, I do want them to make connections with the content, and I do want them to feel that they are an integral part of their learning. I'm not sure how to judge any given technology in general, but only know that I will evaluate what makes sense for my students as I get to know them.

I'd like the students to have just-in-time learning, yet I feel that having a foundation is critical as well. In terms of science labs, I would want them to have a background in the subject before they started the lab, while still allowing for discovery to happen. I remember labs in high school where we had no idea what the teacher was trying to accomplish, and that led to tons of frustrated students. I don't want to give them all the answers before they do the lab, either, so it's a balancing act. I know that the lessons I remember the best are those I found that surprised me.

I don't think the lists line up because what is reasonable to expect in schools are not going to be cutting-edge in most cases. The bureaucracy of a big business makes it hard to change the direction of schools in a short time. Certainly, training new teachers to be comfortable with technology tools is a good step in the right direction.

Playing videogames in class

I went into class feeling a little left out because I'm not a gamer, and what's so great about video games anyway? After reading lots of material on how terrific they are as learning environments, I felt that I've been missing out by not spending more time with an affinity group.

Then I remembered that I have a tiny bit of experience with an early game called Myst which my husband and I played BK (before kids). It was engaging because you were in control in a fantasy world, trying to decipher the clues to solve a mystery, but it wasn't clear cut as to what steps you needed to take. I'd go into work and discuss it with other people, and we'd share ideas as to what worked and didn't.

Realistically, I don't think that our schools are ready for all their content to be delivered by videogames, no matter how engaging and interactive they are. I expect that, as a teacher, I may be able to use software occasionally to illustrate a concept, but overall, I'll need to make the classroom engaging to the students without the bells and whistles of videogames. I would love to model my classroom on an interactive process like this one at MIT:
At MIT, large lectures are going the way of the blackboard. I doubt that high schools or middle schools will ever have the funds to create this kind of environment for their students, but the trick will be to craft whatever I can with the tools I have. There's a lot of free and inexpensive software available, and I need to put some ideas in my back pocket for future use.

I appreciate the practical ideas about online gradebooks, how to read a research article, and how to find reputable research authors. I'm relieved that we can also use peer review for our second executive summary because I'm definitely rusty on the writing part of school!

VoiceThread is excellent

VoiceThread, an online multimedia tool that allows for collaboration, has changed my mind about digital storytelling being relevant in math. It's so cool! Through VoiceThread, I would be able to post a math problem and have students comment on the solution. Or I could post an entire test review, assign students to complete certain questions online, and have other students comment on their peer's work. There are five ways to comment on the material: by cellphone, by video, by recording, typing, or using a pen tool. So if I saw student work with a mistake, I could circle their mistake and they would get immediate feedback on where they went awry. As the teacher, I would know what parts of the process the students are clear on, and which parts need more emphasis.

There's another option specific to educators called Ed.VoiceThread. This version provides a private space to create student work, with an option to publish to the public. However, the entire "public" is composed of educators, students, and people specifically requested to join by educators. This creates a safe place for students to explore, and educators are required to moderate any comments posted on their voicethread. Student emails are not required, nor is any software necessary, so it's easy for schools to manage for large number of students. I wonder how long until our school districts are supportive of this kind of technology.

I can't wait to try out my own VoiceThread; if only the kids would make dinner for me. (-;

What I learned in class

I learned how the data can be misleading: the population density history of the United States has flat spots in 1850s, 1950s. Why does the population go down? Actually, it's the area of the US that's increasing due to acquiring new lands (eg, Louisiana Purchase, Alaska becoming a state).

I am dubious that I would use digital storytelling often in a math class. I think that it's more likely to be useful in a humanities or science class. The first application that jumps to mind would be historical information about a mathematician, but that seems like an unlikely event to occur often. Maybe the curriculum has changed, but I don't remember any historical information in my math classes in high school.

Application possibilities for the classroom include giving the students a dataset such as the draft numbers or population density and asking them "what's the story here?" Especially in society's onslaught of data, students need to be able to consume data intelligently, so I need to give them the tools to be able to do that. I need to teach the students how to find the answer to their questions, and how to develop critical thinking skills. Perhaps I could use a digital story to create a scenario with a problem and present it.

From Free Tech 4 Teachers: I loved the TED video about 100% of kids who don't eat the marshmallow within 15 minutes being successful 15 years later: the take-home message is if you can delay gratification, you can be successful in life. Adorable video of kids enjoying treats!

Who knew there was a National Library of Virtual Manipulatives?

The National Library of Virtual Manipulatives includes a handy graphing tool under Algebra (available for grades 3-5, 6-8, and 9-12). This manipulative will help students visualize different functions and the relationship between them. It’s a flexible tool in that you can test up to 3 variable constants with sliders and define up to 3 different functions and graph them simultaneously.

The right sidebar lists the information for how to use the tool in clear and concise language. The main input window is in the upper left of the screen and includes shortcuts for how to write a function. Each of the buttons (parameters, window, and functions) leads to an inset window where you can change the parameters (constants within the equation that are connected to sliders), window size (zoom or reset), and functions (add up to 3 different functions to compare). All of these features are self-explanatory and are easy to use.

The goal of this manipulative is to help students visualize how a function f(x) changes as the input (x) changes. It enables students to trace up to 3 functions at once and determine intercepts. Overall, it reaches that goal. However, there was an issue I found with the Trace feature: the steps in x are preset, so that I could not find the exact intercept as cos(x) crossed the x-axis. As you can see in the screenshot, I traced three functions: f(x) = sin(x), g(x) = xf(x), and h(x) = 3f’(x). When x is approximately pi/2, f(x) should be 1, g(x) should pi/2, and h(x) should be 0. Instead, h(x) = 0.06, and the next step forward in x results in a negative value of h(x). Even when I zoomed in (available under window), the x steps were the same size, too large for my purpose.

When I tutored a high school junior on trigonometric functions, I would have loved to be able to use this manipulative. Every time he came to another change in period, amplitude, or phase shift, he wanted to start from scratch to solve the equation. If I could have showed him this tool with f(x) = a (sinbx +c), then it would have helped him internalize those parameters. The graphing tool is an enhancement for learning because it allows the student the ability to see how functions change in an interactive way, with the student leading the process.

Watching kids use technology

The public library on a rainy Saturday morning is a popular place for kids. It was easy to find children interacting with technology: looking up books on the library catalog (for themselves and for others) and entertaining themselves with computer games.

Many teachers have a classroom website available but don’t use it; many adults are not drawn to technology as much as children are. Kids are more comfortable with technology than adults because they have grown up with it. (One child playing computer games was only 2!) Kids will try things on computers, without caring if it’s right or wrong. They’re not hampered by the concept of a “fragile” or special machine that will break if they don’t follow the rules. “Orange shirt”, who looked to be about 8, knew how to use pull-down menus, type in appropriate keywords, and search within the results for books with appeal. He wrote down call numbers and found the books on the shelf.

“Black shirt” (9 or 10) was looking for a new book, so he read through pamphlets, and then searched the database for interesting books. He recommended a good book for “Orange shirt” that he located on the computer: they argued about who got to type in the search words. These children were excited to be in control of the computer, motivated to discover more information.

Two kids came into the library, ran to the computer area and sighed in frustration when they saw all the computers where Internet was available were in use. Mom suggested using the other computers with educational games like Bailey’s Bookhouse, to no avail. They hovered around the 3 computers where Nick Jr. games were available, until one boy got up to leave: he had not even fully stood up before the newcomer had sat down in his vacated seat.

In order to be successful at these games, kids need to know how to navigate the computer game or program they are using, what the goals are, and how they achieve those goals. They achieve their success through experimentation, spending time on trial and error in order to determine what works. They learn to recognize patterns (“every time I catch a flower, I get a bonus”), organize complicated information (“arrow keys make the character move left or right, space bar and arrow key together make it jump” ), and communicate their findings (“hey, I just made it to the third level by clicking on the blue star!”)

Technology helps to engage students, keeping their interest. It promotes independent learning, so every student can progress at their own pace. It helps develop competencies that are not usually measured, such as how to dynamically explore information and process several streams of information simultaneously. Even though our traditional assessments don’t typically measure these skills, they are useful skills for our information-laden world.

The trick is to figure out when you can incorporate technology: my goal in teaching will be to use technology when I can justify that it will help teach the concepts I want to convey. In today’s world of iPhones, Twitter, and YouTube, it’s easy to get caught up in technology for technology’s sake. What is important to remember is that teaching is about ideas and creativity. If the technology supports the communication of the ideas and development of creativity, then use it. However, if it gets to the point that we are supporting the technology, then it’s time to find a more appropriate tool.

What I learned in class last week

The most intriguing information was the example Robin gave of teaching all 3 forms of an algebraic equation (data table, graph, symbols) from the beginning of the unit through to more advanced functions. The students that learned that way understood the concepts better and when they took a symbolic test, they significantly outperformed students who didn't always see all 3 forms presented. When Robin's students saw a dynamap, they could conceptualize the relationship between x and f(x) much more easily because they had been learning the original concept more thoroughly.

My question is: why isn't math always taught this way? Math is about relationships, so it makes sense to show the students all the possible versions of the same relationship up front. I want to learn how to make a dynamap and use the various technological tools in Geometer Sketchpad (GSP) to develop deeper understanding in students.

I hadn't consciously thought about math being the gatekeeper for STEM subjects before because I've always enjoyed math and did well in it. The idea that, as a teacher, I need to "make it doable so kids can learn and succeed" is eye-opening. In my classroom, I would incorporate the powerful tools in GSP and Excel that allow the student to start with the concrete and experiment with it at their own rate, building their confidence until they understand the abstract.

A disadvantage of technology

My church has an active youth group. Like most youths in today's society, the kids are very connected with MySpace, Facebook, texting and email. It's part of the social scene to make new friends through technology. One of the girls made an inappropriate connection with someone else that she met through MySpace, and now she's run away from home. She's 15 years old, and there's reason to believe she's staying with a 26 year-old man. She's been gone over 3 weeks, and her parents have not heard from her in over 2 weeks. They've been trying to get her MySpace password in order to help determine her whereabouts. One of the most frustrating parts for them has been trying to get her password from MySpace. The laws/company seem to be protecting/hiding the wrong things in a case like this. Their daughter emailed them from a library, but they haven't been able to trace which library.

Technology has blurred our personal boundaries; we can pretend to be someone we aren't and project that image to the world instantaneously. Sometimes this isn't as important, but for youth who are still exploring who they are and trying to define their boundaries, this is a crucial time to provide protection. Perhaps it is like the adage "guns don't kill people, people kill people" in that the technology is not bad in itself, only when it's misused. However, where and when are teenagers provided with the guidelines? Should we have MySpace 101 in schools? There will always be teenagers who make poor decisions (part of rebelling against their parents), but society has upped the ante with the accessibility that technology offers.

What I learned in class

The best idea I heard in class was that we need to be lurking, trying things out with different technology tools. I felt relief to hear that I'm not supposed to be an expert with various Internet options (though, of course, my geeky tendency is to "want to be an expert"). Every time I hear of another software program (like Fathom), a new science visualization tool (courtesy of Mr. Byrne), or an applet that tracks the relationship of Earth to Mars' orbit, I want to play with it until I've discovered its secrets.

I've felt overwhelmed with how to keep track of everything I'm writing, reading, and listening to. There are files on my main computer at home (since that's where it's easiest to type), other files on my laptop (since I need it in #556), some files on my thumb drive (transport between the 2), and others on the U: drive at school (easiest to take notes in #566). Which one is the most current?! Where are those notes I took in class? Since the Adolescent Development class is not in a computer lab, we were all scrambling to find a way to connect to the UW website and the outside world: we quickly become dependent on technology! Even tonight, as I tried to post this blog, my computer was craaaawling along, and I realized how tied in we are to the electronic world. What if the stormy winds took the power out?

In terms of applications to the classroom, I've been trying out technology tools in the Science Olympiad sessions. When I found out we didn't have a computer in our classroom, I brought in my laptop and worked out how to connect it to the projector (who knew what a dongle was?) and got the secret code to access the Internet. I've invited the students to explore their topics and make choices about which events they'll pursue. I kept realizing that I was the one standing at the computer, ready to type, and then I quickly moved out of the way, letting them take control. Even though I assume they already have computer skills, I need to let them practice, not me!

Progress vs. community

I feel that technology is drawing people away from the sort of face-to-face conversations that were commonplace 10 years ago. Today, more people are texting, visiting on Facebook, and tweeting to friends than actually talking to them.

I visited a friend's neighborhood on a beautiful, crisp Friday afternoon, and saw no one outside. No kids riding bikes, no one walking around, no one working in their yard. Have Xbox and Wii completely taken the place of playing outside? It's not a surprise that obesity is on the rise in our society with the plethora of electronic gadgets marketed to our youth.

Over the last week, I've noticed several TVs left on as background noise in different houses. Can we really hear what we're saying to each other with advertisements bombarding our senses?

I think conversations via technology lose some of the nuances that can be communicated with face-to-face; witness the law suits that are the result of rash tweets. Taking the time to keep up with your online friends means that you have less time to talk in person to those nearby, whether they're family or neighborhood friends. I keep resisting the Facebook undertow, pulling me in, because I know that I already spend too much time on email, blogs, tweets and my family suffers as a result.

How do you find the right balance? And still keep up with Progress?

Cool technology for Twitter:

Want to know when the International Space Station passes directly overhead? Just follow twisst in Twitter. Check out this link to learn more: ISS on Twitter. People are working, learning, eating, and sleeping in this mobile laboratory circling our Earth: amazing!

Versatility of my iPhone

I've been mulling over how helpful my iPhone has become to me, especially during my recent trip to Great Wolf Lodge. I found directions on how to get there, and the estimated travel time with the Maps function. I also checked on the traffic status, which was particularly useful since I-405 had major construction this weekend.

My daughter downloaded a free app called Flood It which kept the kids entertained during the 90-minute drive. Ok, I like it too (but not while driving!). We're now winning 51% of the time, for all the statistics fans out there.

The ability to read and respond to email is key. Both of my girls can read their email on my phone as well, and I can check in periodically to make sure their email etiquette is appropriate. I responded to classmates while keeping an eye on my 7-year old in the giant wave pool.

Waiting with another parent (who happens to work at Microsoft), we got into a discussion on whether I like my iPhone. I raved about all the useful functions, and how I'm hooked on the versatility.

I used Safari on my iPhone to post my blog last night, but then discovered I could only type on the "Title", not the main body of the post. So then I emailed the post to my husband at home, and he posted it. I expect there's a way I could have accomplished a work-around with my phone, but I'm not quite there yet. When I checked the blog today, the link to Great Wolf Lodge wasn't working, so I cut and pasted it into the post. Again, it wasn't working. I checked the Html version to find that an extra http:// was sneaking into the link. All in all, I'm sold on the idea that technology is helpful, but I'm not an expert user.

Tech @ Great Wolf Lodge

Today I discovered the excitement of Great Wolf Lodge, an entertainment destination complete with an indoor water park, arcade, two restaurants, and the magic quest adventure. For the uninitiated, when you check in, everyone gets a plastic wrist bracelet that includes admission to the water park; each person over 12 gets a chip in their bracelet that enables them to open their room, and adults get one that allows you to charge anything-food, swimsuits, massage, magic wands, and margaritas - back to your room. It's a slick system in that you don't have to worry about losing your key or your wallet in the wave pool, but you have the capability to purchase to your heart's content and get back (separately if need be) to your room.

The magic quest consists of special hidden clues that you can only activate with a magic wand (available for purchase in many different styles!); as you wave the wand in front of an object, it may open a chest of jewels or light up a talking portrait of wolves. The kids here are not the least surprised at any of the technology, only disappointed when a regular painting doesn't activate with the wand.

Our favorite ride is the Howling Tornado, a 3-story funnel that empties into a waterslide. It seems the tradeoff between potential and kinetic energy provides the best thrill of all.

Great tool for math!

I didn't post last night because I was so gung ho about Fathom Dynamic Data software, a great way to graph data, functions, or even census data - that's built right into the program! It's much better than Excel for manipulating data. (Definitely worth the price of admission to the show!) I had to come home and tell my husband all about the exciting possibilities with Fathom, and being the understanding guy that he is, he stopped reading his Kindle long enough to listen to me. Then we used my iPhone to look up Fathom software to see if could buy a copy right now because that's how cool it is. I decided to wait until the morning, which was a good thing, because Mary sent a tweet with a link for a free trial copy of Fathom.

All of these technologies are new to me within the last year (ok, not Excel), and I'm sometimes surprised that a mature woman like myself can learn new tricks, especially since it seems that the rate at which I'm being asked to pick up new technological gadgets is increasing.

More technology from today: I used my sewing machine to make a pillow for my daughter's friend; the electric kettle made several cups of tea for me today (trying to soothe a scratchy throat); lunch and dinner were leftovers warmed up in the microwave; many emails read and sent from my iPhone and our Mac; and papers for class were printed from pdf files that were downloaded from UWB. At first, I tried to print them two per page, but my eyes aren't quite up to the challenge, so then I tried to print them back to back: the technology is available, but the user (me) needs to change the paper feed switch. Eventually, I got it working.

Overall, I'm happy for the technology in my life, and it saves me time throughout the day; however, sometimes I yearn for a simpler time when we weren't expected to be so available and responsive. When's our down time?

The Twitter experience

Despite my initial reluctance to embrace so much technology so quickly, I found the Twitter experiment to be rewarding; within a 48-hour time frame, I learned much more about my classmates than I could from simply sharing class time together. We've made connections about restaurants, favorite Halloween candy, and movies. A tip about the Lego convention from a classmate made my son's day on Sunday (he even got to buy a bulldozer kit!)

However, I also noticed that writing and reading tweets can be time-consuming: I kept wanting to check on Twitter search to see if there were more posts with the hashtag, and then I went back to see conversation threads. There were 2 followers from outside the class that I blocked because their posts were bizarre; another outside follower led me to a website: Origami Astronomy: The Art and Science of a Giant Folding Space Telescope which seemed very informative. After the 48 hours were done, it didn't seem as if many people were posting tweets, and I missed hearing about their daily lives.

With daily posts about the little things in life, we've gained an idea of how different our perspectives are: some people walk dogs, some feed babies, some hike and kayak and race, some start partying hours before the game starts. And yet all of us are hoping to become secondary teachers, and technology needs to be a part of that teaching experience.

If the cohort continues to tweet regularly, I could definitely use Twitter to call on classmates for help when something isn't clear to me. It was great to have the ability to contact the group at once. If I can convince my sisters (who live in California) to join, we could follow each others' daily ups and downs. It's hard to be so far away from my larger family, especially after a visit together when I get used to hearing their daily thoughts. Twitter would give me a way to keep that connection.

Teachers making a difference

I just heard today's Story Corps update: http://www.npr.org/templates/story/story.php?storyId=113357239#

I loved the message of meeting a student where they are, and getting them to grow.

What I learned in class today

What did you learn and how does it apply; and questions you have:
There is amazing technology available today that can significantly enhance the learning environment. I had not seen the clicker instant response before, and I think it would be a great way to get instant feedback from your class. It would be also be a quick way to gauge how much students know about a subject so you don't have to use up time for superfluous review.

I didn't know how quickly my daughter would be drawn to my twitter account and blog - I have instant clout in her eyes now that I am "online" (apparently, email didn't count, or at least as much). I anticipate using my blog to post good science websites, possibly for Science Olympiad students to use.

I'm trying to figure out why I can't open .pdf's from my home computer; I can see the small version with my cursor over the link, but when I try to open it, it looks like it's working but nothing comes up.

I want to learn more about tools to engage the students, and how do we teachers give them access to computers in the classroom without giving them access to facebook, etc. Perhaps this is really a question for college-level educators, not secondary?

Tech class homework

If I could be any animal, I would be a bird, preferably a large one that soars high and wide, maybe an osprey. I like to hike and I enjoy remote places that are hard to get to by road, but easy to get to by air. Take me to the mountains, let me watch the sunlight through the trees on an autumn afternoon and I'm happy. Ospreys are majestic birds and excellent fliers, and it would be so cool to fly!