Pattyjane’s Weblog

This week I became very involved with the readings for class and that’s a great start but I’m time challenged and didn’t get to experiment with some of the tools listed. In our text, Web 2.0, I read through chapter 5, largely because as I was reading I became so intrigued with the new tools discussed in chapter 3, that I wanted to go ahead to better understand how these could be applied in a school setting. I also read up to page 127 in The World is Flat, by Thomas Friedman. About mid-way through chapter 3 in Web 2.0 I felt like I was Alice in Technology Land and twice as confused, amazed, and frightened! Everything I was reading about new Web tools was new, except for our discussions in class, and for me, some brief visits to Wikipedia for research. Reading Thomas Friedman helped assuage some of my fear because of the discussion on the evolution of the internet and Web 2.0. Somehow getting the background on how these cyberspace systems developed helped fill in some gaps. I was discussing this feeling of being lost with a friend of mine and she said that some of the background is good to know, but it’s like driving a car, you can drive it without needing to know how a car is made or which part in the engine does what it does.

Chapter 3 focuses on describing the new tools available to all of us with an internet connection. The open source movement allowed the Web to not only be a source for information to be transmitted and consumed to being a platform where information is created, shared, edited, revised. The beauty of it all is that it is available and free. The more I think about it the more I think how lucky we all are to have this abundance of information in our lives. Not only that but we can use it, work with it, use it to communicate and collaborate on creating and solving problems. What a great gift the originators of the World Wide Web gave us.

I like how chapter 3 outlined the tools available on the Web. I’ve discussed tags in a response to Vlad and thought it might be good to do some work on that in class. I still need to get more of a handle on RSS–I understand it–information I want will come to me, but I would like to set up at least one subscription for myself and use the RSS technique. I’m not sure what to do with the XML code and how to get it to an aggregator. Thank goodness blogging has been demystified since we set up our blog sites. One really has to do some of this stuff–I mean use these tools–to get a sense of what they are. It’s all so new and by default, confusing. Example: I’m on the board for the Theater at Monmouth. Our last board chair set up a blog site and invited board members to blog about the theater’s productions 2 summers ago. Well, I think no one on the board knew what blogging really was so no one contributed to the site. Until people of my generation develop their understandings about some of the new web tools like blogging, a whole huge group of people will be out of the loop on this kind of communication and collaboration. Again, there is so much out there to be aware of it is overwhelming. It’s so hard to get my head wrapped around this…so I’m really glad I’m taking this course so I won’t be on the ignorant side of this kind of literacy. I am fascinated by podcasting. I plan to go to teachertube.com tomorrow to checkout a teacher’s video someone mentioned in Vlad. I’d like to learn how to make a podcast in the near future and use it soon in my teaching. I’d like my students to make a podcast as a demonstration of their knowledge on a particular topic in social studies or science. I love the idea of wikis–it’s one of the easiest things for me to understand of all of these web tools. I like how on Wikipedia, for example, anyone can add information or edit what’s already there. Just the other day, I looked up an obscure 14th century English Duke, and sure enough plenty was written about him. I know that I’d never have found that information before the creation of the Web. I’d like to use a wiki with my students. Though I plan to wait until I’ve read Classroom Blogging and checked into how other teachers have used it as a learning tool successfully. I’ve read the pages on social bookmarking, but I still feel like I don’t understand what it is, so I might need a tutorial on this tool. My daughter does photosharing all the time, but I don’t know exactly how she makes it happen, so I plan to get her to show me this when I visit her this weekend. For video showcasting, I’ve visited YouTube.com to watch the videos of some music I like. As for making my own, I need to learn how to upload videos for class projeccts.

For most of the rest of chapter 3, I made notations of the sites listed for the new tools that are out there. What I’d like to do is find the time to go to them for the different educational purposes listed, like the site mentioned for 3D modeling, and for geography Google Earth. That’s what I mean about being overwhelmed. Now that I know what is out there, I need time to go in and try to use it and figure it out.

The article I read, “Blog On” coincided nicely with chapter 2 in this week’s text reading in Web 2.0. Both the article and chapter 2 make the point that our students are advanced in their understandings of how to use technology, that technology engages students, and as a result can promote learning. Why? My asumption, based on our readings and my experience is that it’s because it gives students some ownership of their writing and an audience both of which are motivating. Everyone likes to be heard and have choices and control.

Some interesting facts are outlined in the text that support the notion that our students are active computer users, such as, 65% of 6-12 grade students use email or IM everyday. Many of my 5th grade students play video or educational games on their home computer. When I looked over the reasons why people use the internet, I realized that I’ve looked for information in those areas (checking news, weather, etc.). I email all the time for personal and work related use and have found this kind of communication is so much easier and logistically convenient than memos, phone calls, or visits.

I like the idea that students are strong believers in the power of technology to enrich the learning experiences. This was explicitly stated in our text and was the main theme in the article I read. “Blog On” focused on how blogging can support learning. I was intrigued by some of the examples that were shared, such as, augmenting the reading response journal to blogging about a classroom literature book. Students also blogged giving advice on how to decode words. I especially liked the idea where students shared their opinions on award winning books they read. They were weighing in on which books they liked best from a set of nominated books. When students can share their ideas, not just put things down on paper for the teacher, their motivation to write something reflective about literature increases. The article claims that deep thought and dialogue are engendered by blogging. I can see where this would be the case. Right now I’m teaching US government with a focus on the executive branch. It’s tempting to set up a blog so that students can share their opinions about the powers of the presidency and/or what’s going on in the primaries. I also liked the idea of collaborative blogging with other classes or with experts in their field. I could see doing this with another 5th grade teacher’s class that we are doing environmental education with. Right now, our computer system is not set up to allow students to blog and I am not yet that adept to teach these skills to others or set it up.

I discovered this when our computer tech person came in to help me update my lap top, (which up to now I haven’t really used). He helped me navigate my way through some of my homework, such as, changing my presentation and editing my profile. I realized that I didn’t really know how to go in and make those changes. In the future, I may have to come to class early to ask questions and get a tutorial, or higher a tutor to walk me through how to do some of our assignments. I need hands on learning just like my students. But for classroom blogging, I plan to see if I can work something out with the technology staff so I can start experiementing. I suspect that students will be excited to share their ideas through the venue of blogging.
One of my favorite parts of the readings this week in our text was, “Understanding Learning.” I studied Bloom’s taxonomy in college and I was impressed with the changes made by the cognitive psychologists to update Bloom’s with revisons that reflect students as active users of technology. I especially appreciated how differentiated learning, constructivist learning, and project based learning was connected to students using technology. I also appreciated that the authors articulated one of my biggest concerns in education which is we have moved from a constructivist pedagogy to standards based educational focus. I am forced everyday to coordinate a constant emphasis on working toward high test scores with engaging, indepth learning. Technology may be one link in being able to keep learning engaging.

Finally, the piece by David Jakes on “Digital Storytelling” was interesting because it involved so many aspects of captivating technology–the narrative itself, video, music, images, and author’s voice. It definately takes storytelling or journalling to a whole other level. Outside of some videos on myspace and youtube, I haven’t seen a true digital story. But I would like to, as well, make one myself and perhaps have my students make one. I like how students would continue to use the writing process which allows them to build their literacy skills, but also by integrating aspects of technology, it allows them to be creative. Also the notion of sharing is still there, just not on the traditional bulletin board.

Why I love “The Tempest”
Posted by rainbow9 under Deliberate Creation, Homeopathy, Poetry, Uncategorized | Tags: Homeopathy, inspire, magic, Poetry, positive thinking, revenge, Shakespeare, The Tempest |

I recently completed a university course on Shakespeare. My favourite lines are from the Tempest. Prospero, the magician, and Ariel, an airy spirit under Prospero’s control, are coming to the end of the play. Prospero has orchestrated a ship-wreck of the boat his brother-in -law, the King of Milan, was on in order to exact revenge upon him. The plan is nearing its climax……..at which point, Ariel will be given his freedom.

ACT FIVE SCENE ONE
Prospero: Now does my project gather to a head.
My charms crack not, my spirit obey, and Time

Goes upright with his carriage. How’s the day?
Ariel: On the sixth hour, at which time, my lord,

You said our work shall cease.
Prospero: I did say so,
When first I raised the tempest. Say my spirit,
How fares the King and ’s followers?

Ariel: Confined together
In the same fashion as you gave in charge,
Just as you left them; all prisoners, sir,
In the line grove which weather-fends you cell.
They cannot budge till your release. The King,
His brother, and yours abide all three distracted,
And the remainder mourning over them,
Brim full of sorrow and dismay; but chiefly
Him that you termed, sir, the good old lord,
Gonzolo.
His tears runs down his beard like winter’s drops,
From eaves of reeds. Your charm so strongly works
‘em
That is you now beheld them your affections
Would become tender.
Prospero: Dost though think so, spirit?

Ariel:
Mine would, sir, were I human

It is upon this line and Prospero’s decision that the entire play pivots. For Prospero has ample reason to want revenge: many years before, his brother- in -law had put him and his infant daughter Miranda in a leaky boat to their death- instead, they were ship-wreaked upon the island.Many of Shakespeare’s plays focus upon this theme of the misuse of power and revenge. No one up to this point has provided any alternative to our cultural predisposition to exacting this revenge- our high hopes in Hamlet were dashed.We hold our collective breathes and then read:

Prospero: And mine shall

He chooses to forgive, and the world is transformed as a result.

He decides to:

break my staff
Bury it certain fathoms in the earth,
and deeper than did ever plummet the sound,
I’ll drown my book

Patty Ferrentino
EDTO 598
Intro to Using Technology in Teaching
Ellen Freeman

Now that I have been introduced to Web 2.0 I realize more than ever I am becoming quickly emersed into a whole new world of learning and communication. While the impact of this phenomenon is a bit overwhelming, I realize more than ever, it is my responsibility to prepare my students with the 21st century skills they will need to be successful.

Most people have used the World Wide Web. We have “linked and clicked” our way to interesting sites, though largely isolation and for our own interest. We didn’t necessarily think about ways to share or contribute information. But now our notion of interactivity on the web has to change from fun perusal or special interest research to creating and sharing. The social nature of web communication is startling to me. There is a new wave of communication where self-expression is expected, such as, community networks, blogs, wikis, and photo and video sharing sites. I read in our text that almost 40% of adult internet users read blogs. 8% write blogs. My daughter has a face book page that she includes photos on and my son has a myspace page that has his own music on it. This is just common practice among their peer group. Anyone with access can go to their sites and view, listen, and blog. And that’s how it is! This willingness to abandon privacy, while acceptable to teens and 20 somethings, is totally a new idea for those of us who are older. It’s an idea that takes some getting use to. It can be acknowledged that bloggers are connecting with others and communicating.

I was particularly intrigued with the section in our text on 21st century skills. A strong case is made for the changing nature of education and that technology is a huge factor in this change. Collaboration and communication will be the new emphasis so that students can be creative problem solvers. To that end they will need assistance from the educators in their lives to use the tools to acquire new skills and use them appropriately.

And what are the new skills our students have to learn? Overall digital literacy, for one. That is, literacy in using technology and accessing visual and other information. Students will need to be inventive and creative problem solvers, have self-direction, curiosity, and use reasoning skills. Students will increasingly solve work problems in a team format. They will collaborate no matter where they are using technology. Students will need to make effective use of technology tools and produce high quality, relevant work. My job, as an educator will be to use my pedagogy to develop real world investigations which will in turn allow my students to develop these skills using a Web 2.0 technology focus.

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