VoiceThread

This chapter of The Digital Diet dives right into a multimedia tool that can be used in all areas of education. The authors take a gander at the Web 2.0 tool known as VoiceThread. VoiceThread is one of the various online tools that educators can use to create engaging slideshows that combine images, video, text, and voice. I was first introduced to this website in my undergraduate career in my technology class and then its use was reinforced in my graduate career.  I have only used this program for required assignments and for one aid in presenting my teaching portfolio to my advisors.

The use of the application is beyond easy. The authors take the time in this chapter to walk the user step by step through its various uses. It is pretty basic and simple. Plus the website is heavy on how to videos and guided tours. Outside of time management issues I think this would be a success in the classroom.  Teachers can use this software for their students to create and share projects with their peers. One of the great features of using VoiceThread is users can publish their created slideshows for others to view. It gives a student a sense of ownership of their work. Also, students can have fun making their projects.

Social Networking

This chapter of The Digital Diet is all about the famous social networking website known as, you guessed it, FaceBook. This chapter walks the reader through anything and everything they will need to know about the popular networking site. At the time that it was published, I am sure the material was relevant and the most current, but as we know with technology it is constantly changing. The material in this chapter is outdated as FaceBook has changed some of the features and terms found on it's website. The book does provide a very clear and simple foundation for those that might be new to FaceBook or social networking in general, but for a more up to date guide, this chapter would not suffice.

As I have said in previous post about social networking, I believe it has a place in the classroom, but limited at that. As long as the use of such a website can be monitored and used for intentional educational value, I think teachers would have great success in student response to using it in the classroom. The only caution I would advise is the safety of the students that use it. Again, if teachers monitor it this should not be a issue. I would probably advise teachers to create a class FaceBook account so students would not be distracted by using their own account.

Using FaceBook would be a great way to allow students to incorporate technology and global studies into one focused area within the classroom. Students could use a class FaceBook account to connect with other classes all over the world. It could be a souped up level of pen pals within the classroom. I do not see a problem with teachers using Facebook within the classroom as long as it's use is structured and monitored.

Blogging with Blogger

This chapter of The Digital Diet discusses the importance of using blogs as a technology output. The chapter discusses what blogging is, how to create a blog account using Google's Blogger, and why blogging should be used in the classroom. The chapter is pretty simple and basic for the avid online writer. It details all the ends and outs of the terms associated with using online blogs. To think about a blog, I would compare it to a journal, just a blog is electronic in format and usually hosted online for others to read. The idea is simple. The intention is simple. The concept is simple. It just takes the motivation of the user to intentionally use this type of writing for a specific use. In the case I would be interested in, that would be education.

Education and blogging have a relationship that if cultured, the product will be that of intent  purpose and great results. I think blogging in the classroom provides a twist to the traditional written assessment that many teachers use today. I am not saying that written activities should not be included in the day to day instruction, but allowing students the opportunity to get on a computer and type out their thoughts would be nice. Simple as that. Typing allows students to output what their brain is processing at a faster rate. For me, I would rather type something versus writing it out with pen and paper. It seems to go faster plus my audience can actually read what I am saying.

In the classroom there are several ways that the teachers can use blogging. The book provides an example of using blogging as a form of journal writing. There is not much to that scenario other than the fact that students get to publish their material on the web versus in the traditional format. Some other ways I can see blogging be used in the classroom would be that of a way of creating an online portfolio or database of all types of publishable material. That way students can have all their documents with them wherever there is an internet connection.

Blogging should never replace the writing curriculum wholeheartedly, but rather supplement it as an incentive to foster proper writing skills. Students still need to learn the fine motor skills that go along with writing. Blogging works the fine motor skills in a different way. With the rate technology is being integrated in the classroom, I am fearful that students might get away from writing and more to blogging on day to day bases. This could happen, but I do not see it happening anytime soon.

Twitter

Twitter. What is it and how is it used? Well, let me explain. Twitter is a social media tool that has become one of the biggest social networks used today. It falls behind Facebook, but it is still pretty popular. It is so popular that Apple has actually integrated the technology into its new operating system for their iOS devices. Twitter allows users to express what they are doing, thinking, or going on around them in 140 characters or less. It essence, twitter is a form of blogging but at the micro level. User tweet what they are doing and twitter keeps a feed of them as users post these to the world wide web. Users can tag their tweets using a feature called a hashtag (#). This is simply used in a tweet if users want to classify their tweet to a category.

The Digital Diet includes a chapter on this form of blogging and covers all the foundational behind the scenes work that a user would need to know. The book goes into detail on how to create an account, tweet your first tweet, and review and follow other users of Twitter. The book also discusses classroom implications. The example listed in the book is geared more for a secondary or a college level setting, but nonetheless it still has an educational purpose. The example goes on to explain that teachers can have students discuss what they are learning by using twitter and using hashtags. The teacher then looks at their tweets to see what students are saying.

I use twitter almost everyday. I use it to follow the most update to news and keep a watch over what my friends are doing or thinking. I use twitter more so to express things that I do not want my friends on Facebook to see (mainly family). I have never really thought about using it in the classroom as I plan to teach the primary grades. But all I know is that at the rate young children are learning how to use technology, my future second grade class might be using twitter by the time they reach my classroom. I like the idea of it being used in the classroom. I would just be concerned that some students would become more distracted with the idea of "tweeting" their thoughts than actually being engaged in the lesson.

VoIP

Imagine you are sitting at home watching your favorite movie on some online streaming service. All of sudden your iOS 5 device starts to ring. At first you think its a normal phone call, but after looking at the screen of your iPhone or iPad your realize that someone is calling you via Skype. Skype is a type of VoIP software. VoIP stands for video or voice of internet protocol. Skype is the most common type of VoIP software that we use today, or at least I think its the most common VoIP tool we use today. I might be a little biased as it works really well across my different technology platforms (iOS, mobile, and desktop machines).

In the book The Digital Diet, there is a full chapter dedicated to VoIP services and the chapter specifically focuses on Skype. The chapter discusses more so how to use Skype in the beginning and provides educational uses toward the end. The start of the chapter walks any user new to Skype through the entire process of how to use and even explains what tools one will need. It is pretty self explanatory. At the end the educational use that it provides is that teachers can use it to have video conferences with a guest speaker or talk to a class around the world. The book suggest teachers that use this VoIP service implement the 5P rule. The 5P rule states: Proper Planning Prevents Poor Performance. This basically means that before teachers use Skype in the classroom that they have everything done that needs to be done from a planning standpoint prior to putting their class in front of a camera. This makes sense!

My opinion, I think that this type of technology tool should be used in the classroom. I understand that it should be used carefully and only when appropriate. I would almost use it as a reward or a culminating event for a lesson I would be teaching. It would also be a great way to incorporate a global perspective on some things that you are teaching. I think using VoIP services would be a great way to help students that are absent from school due to illness still be able to attend class without having an absence counted toward them. I always that that was a good idea, though the actuality of it happening is probably few and far between.

Web 2.0, Chapter 3

In chapter 3 of Choosing Web 2.0 Tools for Learning and Teaching in a Digital World, the authors discuss the Web 2.0 concept known as social bookmarking. Social bookmarking is the simple concept of classifying and organizing websites as well as applying higher order thinking skills found on blooms taxonomy. Social bookmarking is very similar to favorites that can be found on any web browsing tool such as firefox, internet explorer, or safari. When using social bookmarking users use a website that works in conjunction with their internet browser. The users install a toolbar and tag websites they go to so that they can go back to one location and filter through their tagged sites. For example, a user might use the website diggo.com and as they are browsing sites about the brain they might tag certain websites with various information on the brain to one specific part of the brain. Then they go back to diggo.com and search their tagged sites to filter their content to meet a specific need.

How do social bookmarking and education work together? The authors of Choosing Web 2.0 Tools for Learning and Teaching in a Digital World suggest ten reasons why this Web 2.0 tool needs to be used in the everyday classroom. The common theme bedded within these 10 reasons can be based on the understanding that social bookmarking allows for free, efficient, and reliable collaboration among their peers. Social bookmarking also provides educators and their students a resource to use to share information in a union and free way. This is probably one of the biggest pluses for social bookmarking and education.

This chapter was much better than the previous chapter. That might be because this is something that I have actually used and have seen implemented in a classroom. There are a variety of websites that can be used, it just depends on the teacher's preference. For me diggo.com seems to work the best. The idea of storing websites you visit and being able to classify them by tagging them just fits in with our generation and the way we use social media. We tag pictures on facebook so it only makes sense that we tag websites we like.

Web 2.0 Tools, Chapter 2

In Chapter 2 of Choosing Web 2.0 Tools for Learning and Teaching in a Digital World is all about using the internet and more specifically using the internet and the various search engines found on the world wide web. The chapter starts off by giving a brief history of how searching engines have progressed over time. More specifically though it talks about how search engines use has improved over time, meaning how they have been adapted for Web 2.0 use.

In addition to basic knowledge about search engines, the authors provide a few steps on how to teach the search engine process. This is an important skill that I never really thought of having to be taught. But after thinking about it, it only makes sense that classroom teachers do some type of instructing on how to use the average search engine found on the web. Plus the added bonus of teaching a few minutes about how to use search engines makes sure that all students are at the same level of expectations when they are released to use google search for instance in a classroom project. The authors provide the following steps when approaching search engines from an instructional standpoint:

1. Go Beyond the basic Google Search. 
2. Use Synonyms 
3. Use word definitions 
4. use more than one search engine 
5. take advantage of advanced search features in advanced searching 

Overall this chapter was useful but to be honest a little dry. Reading about searching the internet is not the most of interesting topics. I would compare it to literature you would read if you were waiting at the doctors office. It something you only read because it's the only thing relatively available. With that statement, the material is not irrelevant to everyday classroom instruction. This chapter I think would be more beneficial to the student than the teacher. I would think of it as the way a bike is approached. You never really forget to ride a bike. A student never really forgets how to search the internet after they use it for everyday classroom instruction. 

Chapter 1, Web 2.0 Tools

Choosing Web 2.0 Tools for Learning and Teaching in a Digital World is a book that helps an educator understand how digital tools can help them during their instructional time in a classroom. The book also aims at helping teachers recognize that Web 2.0 tools are a form of technology that can aid students in their classroom learner. Chapter one provides the foundation that the rest of the book refers too. The chapter starts off by explaining that Web 2.0 is the second wave of world wide web resources that individuals can interact with. Unlike Web 1.0 were users simply surfed the web or downloaded content, Web 2.0 allows users to take ownership of their online activity by posting photos on a social media website or sharing personal stories through blogging.

In the contest of  a classroom setting Web 2.0 technology allows for active and collaborative efforts on behalf of the teachers and students. Web 2.0 supports education in the following ways:

• Users participate by sharing their ideas, opinions and classroom content. 
• Harnessing collective intelligence
• Collaboration

With Web 2.0 terminology comes the term that users of the technology are referred to as 21st century learners. These learners are to be tech savvy and know how to navigate the technology at their own level. The Web 2.0 tools that they use simply act as enrichment and stem from the perspective of I get to use computer versus I have to use computers.  21st century learners also have a set of skills they are to know. These help them as they approach Web 2.0 technology. 

As a young, tech savvy educator I see Web 2.0 tools as a benefit to any classrooms. I accept the view that older generations may struggle with the topic, but when approached from a foundation rooted in the technology skills anyone should have success in achieving learning through the technology skills. I do not see myself having any challenges or challenges that I can think of with my students using technology in the classroom. As younger and younger generations become exposed to technology more and more the skills of a 21st century learner will be implemented in a preschool setting before too long. Regardless though, the issue at hand is that technology should be approached with the mindset of I want to use and not that I have have to use. 

The Digital Diet, Day 1

Today I reviewed a chapter from the book The Digital Diet: Today's digital tools in small bytes by Andrew Churches, Lee Crockett, and Ian Jukes. The book highlights several of the ways web 2.0 tools are being incorporated into the classroom. The book is heavy on the educational use rather than the typical or everyday use. The chapter I reviewed focus on the topic of collaborative editing. This is basically editing of  different files over the web with individuals in different locations. The book used the Adobe application to edit information online, but I would prefer to use the Google platform. The basic concept with collaborative editing is that groups or pairs can work on a document at the same time when they are not together.

As far as classroom implications the book suggest that collaborative editing would be great for teachers that incorporate a heavy emphasis on group work. In addition to group work, the teachers can take advantage of the comments sections to leave feedback in either a formative or summative assessment check. The ideas seems simple and as long as the teachers and students know how to use the programs that enable group sharing and editing via the web, I do not see why schools could not use this teaching tool.

I have personally used Google in several of my graduate classes. I have started to use it more and more as i like the ability work on a document or a spreadsheet with my classmates without having to save a file, upload it, attach it to an email, and then follow up to make sure they got it. The ability to log into my Google account and click share to the provided email address is ingenious. It allows for twice the work to get done and allows for us to see realtime updates as we both edit the same document. I am pro collaborative editing.

Laptops and Students

Today I looked at a chapter from Matt Levinson's book entitled From Fear to Facebook. The chapter comes toward the end of the book and discusses how a laptop program can be beneficial to a school educational program. The chapter discusses both pros and cons of having students use their own laptops on a day to day bases. The chapter highlights some general concerns that I have heard with schools trying to use the 1 to 1 program. This chapter, however, did present a new perspective that I never really thought of. It mentioned that today we are living in a wired wold, meaning that we want everything at our fingertips. We want twitter, Facebook, news, the weather, etc. all at an easy to reach convince. We want to be able to be walking down the street and tell others that follow us online what we are doing. The chapter focuses on how the school was resistant to accept this perspective and thus resulted in some negative attitudes toward students using laptops as an educational tool in the classroom. In my honest opinion, I think people (not all) are resistant to change especially when it comes to technology. Technology is constantly changing. What was new yesterday is now old and outdated today. The best mindset to have, especially with schools, is that technology is a friend not a foo. Once educators, parents, and peers alike realize this then technology success will be great among the educational platforms. At least that was the case of the school in the book.

Live Blogging, Day 2

Today is day two of attempting this whole live blogging concept. Today I will be taking notes as our guest speaker talks about other aspect of being a Technology Coordinator. Here we go:

• A large part of the being a TC is an integrated role of many hats.
• Management vs. Leadership 
• leadership creates and guides how technology is used
• leadership has a long term goal in mind (3-5 years). 
• Leadership vision is linked to student skills and school goals. 
• Technology is there to help and facilitate, it is not everything (not the important part). 
• Technology's main role is to SUPPORT. 
• Create a strategic plan: a long term vision of a technology plan
• not a planned bound by specifics in technology 
• more broad and general 
• After a strategic plan (transition to management) 
• equipment and software
• peripherals 
• financial resources 
• TCO (Total Cost of Ownership) 
• over the entire lifespan of a project
• Staffing is important with technology 
• older teachers have harder times working with technology 
• TRAIN
• Professional Development 
• Budgeting 
• most difficult thing  you can do ("Nailing Jello to a wall!")
• Constant change in technology affects funding amount
• July 1 to June 30
• options for Title Funds (Public Schools), grants, gifts, donations
• Set aside funds for technology research (yearly) 
• set asides funds for infrastructure
• servers, routers, etc. 
• stuff people do not see, but supports technology uses
• Major discounts on Software purchases 
• Equipment 
• Recommendation of buying new
• Warranties (on site) 
• Purchase through a vendor or a manufacturer
• Terms Account: pay within a period of time and submit a purchase order; billed to school
• have spares or backups to limit downtime in case of failure 
• Policies
• Governs expectations 
• a legal documentation to serve as a boundary

From today's presentation I thought that it was very informative. The speaker did a really good job at summarizing what the text from the prior night's reading discussed. The number one thing that I really took from today's speaker was the concept of purchasing spare equipment of technology that is purchased. This make sense, but I never really thought of it. It might cost more upfront, but in the long term it would save headache if something was to happen to a laptop a teacher has a backup to use. 

Live Blogging, Technology Cordinators

Today a guest speaker from Grace Christian Academy came in to talk to the class about being a technology coordinator and how that role plays into professional development. The presentation started off with a little bit of professional background. The most intriguing fact from the speakers past was the fact the guest speaker had in fact joined the Marines as an avenue to learn about technology. The speaker stated that at the time she joined the Marines, the idea of looking at technology from an educational standpoint did not even cross her mind.  Below are some comments and highlights from the presentation.

• Technology Coridniator was not her goal from the start, it ended up by chance by means of implementing an after school computer program as a result of lack of school technology. 
• The school the guest speaker worked at allowed for her personal envision to be melded together with what the school had in mind. It was a hand in hand cooperation. 
• She created most of the policies with the help of other resources that the school used. 
• Professional development started once she had to work with the teachers
• initial role of being hired was to just work with the teachers, not train the other teachers. 
•  Networking is a vital role of a technology coordinator (sharing resources among schools)
• Technology integration is good among all grade levels, especially in the upper levels because it connects to real world experiences. 
• Technology integration goes hand in hand with teacher training and professional developement
• place close attention to learning curves
• hands on instruction
•  integration technology specialist

•  Professional Training 
• get teachers, principals, and adminsitrators on board. 
• Teachers will not learn on their own (internal and external motivation)
• Dedication (DUH!)
• willingness to teach teachers
•  TIME
• willingness to train after normal school hours (off hours)

•  Technology Resources For Teachers
•  School Wide Blog
• updated once a month
• a go to place for teachers
• free resources (webinars)
• email subscription
• nonabrasive way to learn or "Ask" for help
• www.freetech4teachers.com 

An overview thought about today's presentation leads me to think that technology in schools is more than just a mere computer and few clicks on a website. There is so much that goes on behind the scenes that go into play for normal day of computer use and technology integration.  I thought the speaker did a really good job explaining in detail particular areas that she deals with as taking on such a large task at her school. She expressed over and over that though she is the key person for technology for the classroom, everyone in the school has a link to how technology is used in one way or another. She pretty much gives the impression that with the way that technology is becoming more and more common in everyday functions, in schools it should not be a fear for teachers. The end result is that technology is not really for teachers, despite it makes the day easier, it is really for the students. Technology exposure and integration helps students learn and succeed in academics.

 

A break from the books...

Today I decided to take a break from reading the provided literature and peruse the resources found on the chapter four link on tonykrug.info. Though there were a handful of resources, one in particular caught my attention. It is a website called Kathy Schrock's Guide For Educators. This website does not seem a lot at first, however, once looking at it, the website can be very beneficial for teachers. The website is full of links to rubrics that educators can implement in everyday instruction. The list of rubrics is endless. The topics that the website covers include Multimedia & Apps, Web 2.0, Rubric Builders, Generators, and Support, and Subject-Specific rubrics.  Many of the links take the user to a website were the rubric is hosted, but they can easily be downloaded.  An error of caution is that some of the links are broken and some of them require them to be used only if the user as authorized access (a particular school district).

The website is helpful in the regards that teachers do not have to take the time to create rubrics. But if a teacher does not want to use the linked rubric, the website provides links to sites that can generate rubrics in a plug and chug format. The rubrics that the website link to are a generic model of assessment and if a teacher wants to assess on a more in-depth level, the rubric will more than likely have to be adapted to meet the needs of the teacher's assessment.

In respect to classroom use, I think students enjoy having rubrics. I know I do. They are a great way to help motivate the student to perform to the teacher's expectations. Rubrics are not for everyone though. Some students and educators think that rubrics limit creativity. That is a different story for a different blog. The point is that rubrics are useful and the majority of students find the useful. They like to see the big picture and all the expectations as opposed to doing work that has vague measurement criteria.

While looking at the links on the website, the majority of the rubrics provided are your basic rubrics for basic subjects and assignments. There was one that I found interesting and never really expected to find. Someone had created a rubric for twitter. Twitter is the online social media tool that allows user to express thoughts in 140 characters or less. I just never really thought that someone would be assessed on if they know how to use twitter or not. Though if a student is working in a technology class, the concept makes sense. Also having a rubric about this type of topic provides a teacher with an uniform way to assess every student. Therefore rubrics create uniform accountability.

Check out the site. It might appear bland, but I assure it's full of useful links.

Teaching The iGeneration

For today's blog post I took the time to review another chapter in a different book besides our text book for the class. I looked at chapter three of Teaching the iGeneration written by William M. Ferriter and Adam Garry. Though the book focuses heavily on integrating technology into all areas of teaching, chapter three stood out to me as it involves working with learning by seeing. Many students in today's classroom learn by being more auditory or being more visual in their learner response. This chapter focuses on the ways teachers can make teaching come alive through digital storytelling and the proper use of technology as aides for visuals.

At this point in my Graduate Career, I do not feel it necessary to embellish anymore on digital story telling as I have spent two weeks learning about it in another one of my graduate classes. Thus I simply glanced over that section of the chapter. Do not get me wrong, that part of the chapter is beneficial but for me, I do not need to keep beating a dead horse. What really impressed me about this chapter was the five reasons that the authors mentioned as to how and why stories stick with students. This is impart connected to what the students see, but also impart to what the content of the story holds. The five reasons the authors listed as to why stories are made to stick include the following:

• Simplicity: don't over load a student with too many ideas, it ends up being that a student learned nothing as they have to much to focus on. 

• Unexpectedness: appeal to the student's curiosity; do not bore them to death. 

• Concreteness: appeal to the sense or the tangible concepts; don't go all crazy and ambiguous on the students. 

• Credibility: tell and create ideas that are approachable and ready to test. 

• Emotion: makes students feel, rather than just think; it helps with their ability to remember.

These five reasons on how to make stories stick, when aided with technology that helps promote visual learning promote a road to success in teaching with almost any age level. The reason mentioned seem to be practical and common knowledge, especially with all the training we have in teacher preparation. I agree with all the reasons the authors listed and think that it takes some intentional planning on the teachers end to make a lesson be successful using these five methods. I also think they can be stretched from not just using stories and visuals but to all areas to teaching. They make a nice foundation for a "rock solid" lesson plan. 

Also in the chapter, the authors discussed different avenues teachers could take in order to use technology to promote visuals in the classroom. The sources mentioned are more linked to video sources, thus the chapter is about digital story telling. The authors suggest that teachers use youtube or hulu. After all those two online services are the cause of such a digital explosion on the world wive web. The mine point emphasized from the authors about using online services to engage students in visual learning is that those students of the iGeneration need visuals that are stimulating and engaging. The book mentions that most students today spend time playing video games or participating in online video games or virtual worlds. The teacher, with the five reasons of making stories stick in mind, needs to find a way to bridge the students interest in video games or online communities to that of the classroom. 

Using Chapter three of Teaching the iGeneration provides a good starting point. It provides several different avenues for teachers to travel down as they incorporate more and more visual technology int eh classroom. I do believe there are other sources out there and simple sources that can be used. Not all school are going to have access to the top of the line technology. Teachers can use PowerPoint to engage their students in classroom learning, just as long its not the sole source of visual technology used. With all this said, teachers will have to be creative when thinking about their students and meeting their needs and all their learning styles. This chapter focused mainly on the visuals, but I am sure it does not stop there. I would recommend this book as a resource more so than a good read. Its a little wordy and somewhat a repeat for all of us on the graduate program now. It really does not teach us many new things, well at least this chapter did not. 

The Socially Networked Classroom

For today's reading, I reviewed a chapter out of William Kist's book entitled, The Socially Networked Classroom. Though the title lends the reader to think that book is all about using social networking in the classroom, one is easily fooled. The premise of the book rest on the foundation of using social networks in everyday educational instruction, but that is not the sole discussion of the book. The book is divided into several chapters with adaptions of how to use technology, with an emphasis on social networking, among students who come from differing levels of technology availability in the classroom.

I took a look at chapter two of Kist's book and it discusses simple and easy ways classroom with limited technology access can still use the coveted media in everyday instruction.  The main emphasis on this chapter rested on the understanding that there are reveal free sources available to teachers and they need to maximizes their capital on them. Basically Kist was saying that if you have one computer in the classroom, use a free resource found on the web that all students can use at any given point throughout the day. He started his chapter off discussing how to engage students in everyday lessons and then connecting those lessons to a simple online activity such as blogging or using a wiki for class discussion. The purpose of this type of "hook" per lesson is to provide an engaging lesson, yet not rely too heavily on the technology aspect of it. The technology discussed in this chapter was mainly that of blogging or other form of online collaborative writing. Students were to use the provided time at the end of lessons or throughout the day to reflect or post comments about what they learned.

Though the chapter did not really interest me to the notion that I am anti-technology in the classroom, the practicality of the chapter is nice. The discussions around creative and engaging lessons is encouraging to understand as not every classroom is going to be decked out in the latest technology. Just as Kist states   in this chapter, not letting students rely solely on technology is a good thing. I agree with that. Technology can become a crutch for students and an easy way out of meeting the basic standards (depending on the lesson objectives, etc.).  I would like to have seen more discussion on the social networking side of things as I believe social networks have a place and a time in the classroom. It would have been helpful to see how to use social networking sites in a low technology classroom besides just blogs or wikis.

EXPAND #5, Chapter 2 Part Duex

For my final posting in the EXPAND portion of the course, I decided it would be helpful to review some more websites from the mobile technology portion of the text book. As I have mentioned earlier cell phones are becoming a more and more part of who we are and how we function on a daily basis. So the way I see the more exposure to websites that promote cell phone use in a positive atmosphere the better. Right? I thought you would agree. The website that I chose to review was www.shutterfly.com. At first glance I knew exactly what the purpose of this website was for. Shuttefly serves a source for users to have an outlet to have their pictures printed. In addition, Shutterfly allows for individuals store and share their images online. I see it as online digital hard drive with the ability to print. With pictures becoming more and more popular today, it is nice to have an outlet that allows for them to be reproduced. The website is very easy to use and offers some great printing options. I personally like the picture book option, but then again there are so many different options to choose from. My favorite feature might have to be that when an album is shared with other users or viewers, they themselves have the option to print pictures. Therefore it saves the hassle of having to have pictures printed and mailed to someone. I just love technology and the services that are available. The website in general is easy to use and very simple to follow. All the different sites within the site are broken down by tab and allow for easy navigation. I would even say its so easy to use that a first grader could upload pictures, share, and even order prints. :)

As far as the connection to the text goes, I think the it relates in the degree that cell phones have cameras and those cameras take pictures. Shutterfly provides an outlet for those cell phone captured pictures to be printed and shared with others in other medias besides a text message or a Facebook mobile upload. It is a great resource and kids will have a ton of fun using it.  Just a word of caution though, make sure kids are not taking in appropriate pictures!

EXPAND #4, Chapter 6

Chapter 6 of Teaching With The Tools Kids Really Use deals with the concept of using virtual worlds in the classroom. My personal opinion leads me to state that virtual worlds should be left for an out of school pleasure, but there are advantages to using them in the classroom. One website the end of the chapter promotes as a bridge between using and not using the virtual world as an instructional aide is that of www.there.com. This website seems to be very basic and easy to use. I just have my caution on younger children being online in a world that does not really exist. The website offers the users the ability to create an online person known as an avatar and from there create a world of friends and places. Other than that there is not much more to it. Its is more for social networking than anything else or at least I believe. The one downfall I see is that you can only use the website if you are invited from someone that already uses it. Maybe that is a safety precaution, I do not know. You can not explore anymore than the home screen of the website without being a member. So for practicality concerns, this website would fail. However, for being able to use the website for mere pleasure and travel destination fun, I would say it succeeds. As a user, just do not get too carried away living in a world that only exist in the digital era.

As far as the connection to the text, the book mentions that a big proponent of virtual worlds in the ability of allowing users to create characters or avatars of themselves that represent themselves online. This is okay as long as there is caution being used. I know some kids could get carried away and misrepresentations can occur.  But if a parent is involved in the process then no concern should exist. Not all virtual worlds are online for pleasure, some do have academic purposes behind them. I suppose it depends on the intent and the interest of the student and whether or not they will use such online material. I just fear students will get the concept they can control everything in a virtual world and carry that mindset over to the real world.

EXPAND #3, Chapter 1

Chapter 1 of Teaching With The Tools Kids Really Use discusses the importance of educators and students alike making the move to use technology as an educational tool rather than an occasional reward. The chapter mainly focuses on the skills that students need to be able to use and they are known as the 21st century skills. The chapter includes two websites as follow up resources to the content in this chapter. Let me just tell you, this is by far one of the best website out there for educators. The content and the layout of the website are so pleasing to the eye and to follow that it seems almost anyone can use it. What I like most about the website it that links are provided that allow for downloading of the content in a PDF format. That can make for e-reading intergration super easy.  The most helpful link on the website would have to be that of the frequently asked questions. That is mainly because with a topic so broad like the 21st century skills, the website does a pretty good job at explaining what they are and what they purpose of the sites for. In addition, there are links to current work being done by various states. Sadly tennessee is not listed, but the ability to see what states are doing at the moment is nice. Overall this website is great for general information and follow up for more in-depth understanding of what the 21st century skills are and how they can be included in daily classroom instruction.

As it relates to the content in the book, this website is generally a more in-depth extension of the material presented in the text. However, the one plus that I see is that the content is geared more toward an academic audience and mainly professional fielded areas. I could see the website being overwhelming for those just looking for simple quick answers or information for the 21st century skills, but that is why there is the book Teaching With The Tools Kids Really Use.  Overall the material in the book and the website are identical, they are just geared toward two different audiences.

Expand #2, Chapter 9

In chapter 9 of Teaching With The Tools Kids Really Use the author explains how students are taking a liking to using gaming as a way to learn their classroom material. The chapter focuses heavily on computer gaming more than anything and provides teachers with several different resources on how to use this type of technology for a students academic advantage. One of the resources provided was www.simplecodewords.com. This is basically a website that provides students access to download a computer program that lets them code their own software. I would compare it to the same concept of coding a website in HTML. The student would actually write the script for what they want the program to do. The application is extremely easy to use and the tutorial on how to use the program is basic that almost anyone could start writing their own program code. The website does seem to be a little dated, but the information is up to date. I would venture to say that the developers of the program are more concerned with the use of the application rather than the appeal to the eye. Any user can navigate the website but even at the one would only need the website to download the scripting application and maybe refer to if for a few tips. The program requires one to use rich text documents so the user will need to make sure that their computer has support for such files.

Overall, this website aids the teacher by allowing for a different method of teaching or enriching a lesson through the media of gaming. In my classroom, I would almost use this website as an incentive for completing work or for gifted students to enhance their enrichment. Though I can see all students benefiting from it. The only caution I would see is students might think this type of technology is dated, just many of us did when we had to write the HTML for our websites. The advantage is that students can develop an appreciation for how technology has changed over time and even earn bragging rights saying they created their very own computer program or game. The challenge would be to try and keep up with the every changing pace of technology and the different ways computer programming could be done. In general, this website is useful, but probably not for every teacher or every student. 

EXPAND 1: CHapter 2 Website

Chapter 2 of Teaching With The Tools Kids Really Use discusses how classroom instructions can include mobile technology into their teaching routine. With the popularity of the cellular device increasing and students' attitude become belligerent to "No Cell Phone" zones, teachers are fighting a losing battle. Some schools that I am aware of have embraced the cell phone and made it part of the daily classroom atmosphere. Though this positive view of the cell phone is not accepted at all schools, it does work for some. At the end of the chapter, the website www.polleverywhere.com provides teachers with an outlet to use the mobile phone as an instructional aid. The website is basically an online source that allows users to present to a mass audience by asking a simple question. The audience then replies back using their cellphone and special text code. The replies show up on the screen in a feed format for everyone to see. This would be great for a teacher to use in the classroom as students would be allowed to use their cell phones for educational purposes. There are limitations of course. Teachers would have to be cautious about what students reply with and there is a limit on how many replies one can have. The free version allows for 30 participants. There are paid memberships that allow for more participants, but for a classroom the free version I think would work fine. I really liked how the website did not require an account to use the features that are provided. This makes me think that teachers could easily incorporate this tool in the instruction even if it is at the last minute.

This website relates to the material in the text in the manner that it simply provides educators with a quick and easy tool to aid in the ongoing battle of cell phone use in the classroom. I think the more students are encouraged to use their technology or the more they are allowed to use it, the less problems will arise when they are told they cannot use them. That is the main emphasis from this chapter. The more a teacher can incorporate the technology the better.

SMART DAY 10, Teaching With The Tools Kids Really USE, Chapters 10-11

With more and more time spent online, individuals are developing online personalities outside of their real world persona. Chapter 10 of Teaching With The Tools Kids Really Use, Brooks-Young provides some guidelines for individuals to keep in mind as they interact with the world wide web. The topics covered range in degree of variability, but I think include several important tips. The most important one and the most general would be that of respect. Respect works in to manners, respect for the user and respect for others. In my opinion, respect serves as the foundation for model digital citizen. If a user has the correct sense of respect, then other topics Brooks-Young mentions should happen naturally.  Other topics Brooks-Young mention in light of a model digital citizenship include, privacy, plagiarism, and cyber bullying.  To be a model citizenship I think users need an understanding of how various interactions on the web affect not only themselves, but others. For example, the plagiarism problem. Students might think they are saving themselves time by simply copy and pasting, however they are working against themselves and not giving credit where credit is due. I honestly think that if users have a clear understanding of what respect is and how it plays into their interaction on the internet most if not all problems will be taken care of.

I have heard of Sexting from my little cousins in Middle School. They were telling me about how pictures of their friends were being sent around and how inappropriate messages were being sent as well. I never really heard of sexting till it was explained to me by my cousin. What Sexting is, is just awful. Not just to the persons the text messages or pictures are being sent to, but the overall message its is carrying. Students that participate in such behavior clearly have no respect for them or for their peers. I think students do not realize the harm that it can cause, because they more than likely see sexting as a norm within their generation. In my personal opinion, the only way to combat sexting within the educational atmosphere would be to enforce a no cell phone policy among the school. This places a safeguard around the educational institution, the teacher, and the students. I almost seeing it as creating an attitude that as long as it doesnt happen at school, its not really the teachers problem. That is a good mindset to have as long as it does not turn into a social abuse probem, then the teacher is obligated to step in. Combating sexting involves a thin line between teacher-parent discipline and student involvement.

HTML is frustrating

Here is the website I created, not much but I did it. Click here to visit!

SMART Day 8: Teaching With The Tools Kids Really, Chapter 8

In light of Chapter 8 of Teaching With The Tools Kids Really Use and the internet, accessing pictures online has been one of the most used features that I could probably take advantage of.  I mainly use pictures found on the internet for design work such as posters or cards that I create using Photoshop or InDesign. I utilize the Google Image Search for some of my pictures, but for the ones I like to use for my graphic work I usually locate them on stock photography websites. The main reason I use stock photography websites relates to the issues of copyright guidelines. Anything I use from the those websites I know I want get in trouble for, because the reason for such a site is to provide users with pictures they can use in publications.

With my own personal pictures, I usually share them online through Facebook, but most of my pictures I have on a web gallery that is provided by Apple known as MobileMe. With my web gallery I am able to upload pictures straight from iPhoto and then send emails with links to the pictures I just uploaded to those I want to share. What I like most about sharing my pictures this way is the fact that I can password protect my albums or my gallery as a whole. Also, viewers have the option of downloading different file sizes of the images. This is just a great way to share pictures without having to post them on Facebook for all to see. Most of the pictures that I upload are for use with sharing with family or my close friends. Plus it is also nice to have my photographs stored online just in case something was to happen to my hard drive; at least my pictures will be okay.

My relationship with videos on the internet is about the same as pictures. Though the features for photographs are more commonly used than those for the videos. The videos I watch online are usually news related or for pure fun on youtube. Though I do not really spend a whole lot of time watching them. I do like to watch my tv shows online as I do not have cable. Plus Hulu makes it super easy to watch shows online for free. Why pay for something when you can watch it online for nothing. Though the ads do get a little annoying, but nonetheless I get to watch my show.

In brief, Creative Commons is the legal and healthiest way to interact online with digital media. The tag line for the Creative Commons website is share, remix, reuse-legally. The idea is to help teachers legally use digital media in the classroom without getting into trouble. This is great for educators as they are provided with a resource that helps them utilize other forms of classroom instruction rather than impede them from stepping outside the traditional classroom norms. The great thing about this website is that teachers are given the correct resources and connections to get what they need to that enables their students to interact with digital media. The website seems to very helpful and contains a lot of information. This is definitely a website worth spending time reading and booking marking in my safari browser.

SMART Day 8: Teaching With The Tools Kids Really Use, Chapter 7

Chapter 7 of Teaching With The Tools Kids Really Use discusses the implications of using online writing as means of engaging students with their writing in the classroom. The chapter focus specifically on three different types, blogs, wikis, and web based word processors. Each of the three writing outlets vary from others and have different classroom use. Blogs are more like an online journal. A blog catalogs entries in reverse order from they date they are posted. Within a blog, the most recent one appears first and the more dated one appears last. A great use in the classroom of blogs would be a supplement to the standard handwriting journal. Students tend to write more if they can type and if a student can blog their reactions to their readings, the teacher might get a much more meaningful response. Wikis are websites that encourage collaboration at a corporate level. Users have access to change and edit information that the website contains. Think of Wikipedia. A good use for a classroom wiki would be parent-teacher communication. I could see teachers using wikis instead of a traditional classroom newsletter. The only problem is, what happens if a students parent does not have internet access? Maybe they have smart phone and an App can be developed? That would be cool. hmmm. Lastly, web based word processors are word processors that work by using the internet versus an actual application installed on the computer itself. This reminds me of Goggle Docs. The best use in the classroom for this would be collaborative work or even having students turn their homework in through Google Docs instead of printing it out to turn in. Only seems logical.

I have had experience with all three of these applications. More some than others, but none the less I have used each one in some form or fashion. The most used application discussed I have used would be the blog feature. As I have used a blog for some time. The least used application would have to be the wiki. It might be that I have used a wiki or even viewed a wiki without the realization that the website was indeed a wiki. My only reservation with wikis is the ability to edit content. I am sure there are controls the creator can have but the idea of having a classroom wiki able to be edited by anyone makes me nervous. I could see my students changing the due date of assignments. Some practical jokers they would be. Web based word processors are not really new to me but not necessarily old. I knew about them but did not use them as much as I think I should have. I used them mostly for sharing documents such as study guides with my peers.

In all, these programs that allow students to write online I think have a place more so than others in the classroom. Unlike virtual worlds or video games, the classroom implications seem logical of using these sources to promote healthy writing attitudes. Plus with kids using Facebook, Twitter, and computers more and more in general today, it will not be too long before writing online is the normal standard.

SMART Day 7, Teaching With The Tools Kids Really Use, Chapter 9

Chapter 9 of Teaching With The Tools Kids Really Use discusses the concept of using video games as means of educational instruction. Though I can see the practical use of using video games in the classroom, I do not think I am a fan of it. Mainly because video games today have a negative connotation associated with them and one kids perception of what a video game is differs from what another kid thinks a video game is. With that being said, video games in the classroom will not receive the attention the teacher intended. Even if kids are willing to play video games in the classroom, they will be instructional at that. I can just imagine many kids not having interest in games that make them learn their ABC's when instead they would rather be racing cars or battling each other. I know that some kids will take a liking to learning via video games, but I think those students are far and few between. With today's mindset of being digital and using iOS devices in the classroom, I see students taking a liking to learning with applications versus video games.

My personal interaction with video games is not really all that impressive. I am by no means a hardcore video gamer, I actually do not like them. The only video game system I own today is the Wii and I only use that for the Wii Fit game. Other than that I do not really do much interaction with those time wasting devices. I think with my lack of connection with today's video games. Educational games I find boring and not very interesting. I think that is because they lack creativity and they try to hard to get the message across about learning a certain topic.  I seriously doubt I would use video games in my classroom. The only exception would be if I taught PE and could use the wii fit.

SMART Day 6: Teaching With The Tools Kids Really Use, Chapter 6

This chapter focused on Virtual worlds and how they can benefit the teaching atmosphere by expanding the learning environment of the student. In addition to several classroom suggestions, the author also gave a list of precautions a teacher should taken when considering using virtual worlds in the classroom. In my humble opinion, I think virtual worlds have a limited place in the classroom. They can and should be used as a lesson extension, but not a lesson replacement. In my classroom, I would more than likely use the virtual environment as an incentive for good behavior or academic performance.  I also see potential for English Language Learning students to take advantage the virtual world community as well. This type of learning atmosphere provides a non threatening sense of academic potential separate from the regular classroom.  With that in mind though, I would still only use it as an extension of a lesson and the mere substitution for classroom instruction.

My personal interactions with virtual worlds has been very limited if non existent. That mostly relates to the fact that I am just not interested in that type of media. I associate virtual worlds with the realm of gaming and I am not a big gamer. Also, with virtual worlds, most of them cost money and to be honest I do not see a need to spend money to have fun on the internet. I am sure that if I was to look hard enough I could find a free community to frolic in, but even with that I would have to have some degree of interest in this whole virtual world phenomena. I am not against the use of interacting with environments online, but it is just not for me. Just as the they are intended to be used in the classroom, I am sure not all my students will like learning that way. In all, the liking to virtual worlds comes with personal opinions.

SMART Day 5: Teaching With The Tools Kids Really Use, Chapter 5

In chapter 5 of Teaching With the Tools Kids Really Use, Brooks-Yound dances around the concept of social networking and the thought of using them as a teaching tool in the educational setting. It was not until recently that the thought of using such an internet based networking site in the classroom ever crossed my mind. That opinion probably develops from my personal interactions with social networking sites. I entered the social networking community by means of MySpace. I believe it was back in high school and maybe my freshman year. At this time, Facebook was only open to college students so the next best thing for people in high school was MySpace. With MySpace I remember being concerned with the layout of my profile and how many views of my profile I could obtain. When Facebook opened its access to those outside the college community, I joined. I remember being hesitant to use Facebook as MySpace was all that I was used to. I did not want to change, nor saw any purpose at the time. Today, I would say I spend on average about an hour a day (total time from using the website throughout the day) on the social networking site. I mainly use Facebook to keep up with friends from high school or with family and friends outside the state of Tennessee. With Facebook taking up so much time and having so many features to look at, I have began to use twitter. Twitter provides me what people are doing in less than 140 words. With all this social networking community aside, I enjoy the concept of it, however, I see caution because social interaction still needs to happen in person. 

Using social networking sites in the classroom can be practical at times, but at that caution is advised. So much information is available through such websites and the teacher that implements services such as Facebook, MySpace, or the other sites mentioned by Brooks-Young need to be clear with the classroom intentions. If I had my choice of using any of the social networking sites in the classroom, I would more than likely select Facebook. There are so many features that would work well in the classroom. Given that most students in my future class will already come to class on the first day with a Facebook account, the need to have them create an account would be bogus. I would just suggest that they "like" the classroom page I created. This page would serve the purpose of a website but with more interaction besides the standard click here and follow this link. This classroom Facebook page would function as an interactive, constantly updating, and instant classroom newsletter. What better way for students and parents to stay connected to the classroom. Another feature that I would implement would be to create a learning community where students interact virtually from a global perspective. Students have the ability, through the use of the internet, to connect with people all over the world. I would promote a pen-pal type atmosphere as a year long learning project. Through Facebook peers can learn about students in other countries while yet feeling as if they where right next door. 

Overall, social networking as a place, just as every piece of technology does, in the classroom. The most important part would be for the teacher to select the proper lesson to implement such teaching strategies. Given that our society is promoting online relationships and expressions of 140 characters or less only create a larger challenge for future teachers. Educators are facing the challenge of keeping their students in the here and now and not the world wide web or the virtual world. If teachers can find the bridge that connects the two environments and do it well, I see huge academic improvements occurring across the board in all academic areas. 

SMART Day 4: Teaching With The Tools Kids Really Use, Chapter 4

In Chapter 4 of Teaching With The Tools Kids Really Use, Brooks-Young discusses the idea of using small, portable laptops known as netbooks in the classroom. Though the author focuses heavily on several different types of netbooks, some of the chapter does cover the classroom implications such devices can have. The idea behind each student having an Internet ready machine and using it for classroom instruction is known as one to one computing. Brooks-Young mentions this concept briefly, but does not really address if its a bad or good thing for classrooms today. My personal opinion leads me to conclude that one to one networking has its place in the classroom as long as the teacher does not solely replace all classroom interaction with a machine. Student's still need to know how to communicate and interact with groups. After all part of the education system is to teach students real world skills. I can see one to one computing, when each student has their own Internet ready, mini laptop, having a huge impact in classrooms or the classrooms that use them correctly. With everything that we have been learning with Google, it only makes sense to allow for students to use this type of hands on technology. Especially more so now since classrooms are starting to focus more and more on technology use and implications. I can see one to one computing becoming like reading. Each student is expected to know how to read before leaving kindergarten. In this case each student is expected to know how to use the basic features of a netbook prior to advancing to the next grade, problem is when do students need to use this type of technology in the classroom? I'll leave that as a whole other question.

Chapter 4 does not discuss or mention any connection to the phenomenon known as tablet computing. It appears to me that this is a fairly knew idea of interacting with the Internet; users no longer need a keyboard or mouse, they simply touch what they want to do on the screen. The most popular tablet that I can think of today is the Apple iPad. It is only a little over a year old but the buzz it is generating is beyond what anyone expected, including Apple Inc. Netbooks seemed to be the thing to use in the classrooms prior to the introduction of tablet computers, but now that tablets are being massed produced they are making their way into the hands of more and more students. Both types of technology, the netbook and the tablet computer (in this case the iPad), have advantages and disadvantages when used in the classroom atmosphere. In this instance, the advantages way surpasses the disadvantages. Some disadvantages I can see right from the start would be controlling what students access on the internet. Especially more so with the iPad than the netbook. Students have no limitations with what they access when the internet is literally in their hands. This would just require for the schools technology coordinator to set limits on the server side of things and students to abide by the schools internet use policy. Another disadvantage I can see is storage and charging issues. The teacher would have to find a place to charge these devices throughout the day and store them when not in use. The advantages I can see is that they allow children to interact in a much deeper level and go further with their learning. With the iPad students have access to countless Apps that make everyday learning seem like it's something of the past. Netbooks allow each student to use the internet and productivity suites to their fullest potential. Goodbye pen and paper, hello mouse and keyboard.

SMART Day 3: Teaching With The Tools Kids Really Use, Chapter 3

This chapter focused on the classroom implications of using MP3 players in the classroom as an instructional tool. In my personal opinion, the use of MP3 players has a placed in the educational atmosphere, but I believe it is not the classroom. There are other sources of media that can accomplish what the MP3 intends to do, and those are usually presented in a classroom friendly manner. As far as the advantages and disadvantages of using such technology in the classroom, the list seems to be pretty balanced. Some advantages include the ability to use the listening device any where in the classroom. Student are not confided to a desk or a learning center station, they can make themselves comfortable to learning environment of their choice. Also the ability to store several files on such a small device leads to the ability to expand a student's exposure to various types of listening information. The overall advantage would have to be that students can take classroom material home and listen to it as many times as need. This leads to the repetition for mastery concept. Some disadvantages I see would be cost and upkeep. Someone has to be in charge of making sure all the correct listening information is stored on all the devices being used in the classroom. That takes time and energy and with a packed classroom schedule, I do not see many teachers having time for that. Also user error. Students might know how to operate or have the correct equipment to use an MP3 as a learning tool. This leads me to think that though some could learn by this technology, it is not meant for everyone.

Chapter 3 of Teaching With The Tools Kids Really Use expose the reader to various websites that allow for free access to media files and videos. The goal of using these websites is that the teacher can find some type of classroom implication for what they find. Most of the websites focus on free mp3 files that can be used, but the one that I liked the best was Teachers Helping Teachers. This websites acts as an educational catalog of other professionals in the educational setting and what they are doing in their classrooms. One of the links I listened to discussed a particular garden project one class was working on. A website like this allows for teachers to share resouces and own the ever creative phrase teachers use of, "Why reinvent the wheel?" An advantage of a website like this is that it allows a teacher to multitask while planning for lessons, etc. Teachers are not bound to reading about ideas, but rather listen to them as they grade papers or prepare their classroom for the day.

Podcast are a great resource when the individual that creates and uses them has positive intent with them. There are many podcast available through iTunes that seem to serve no purpose of than the fact of allowing someone's voice to be heard. There are tons of educational podcast available, both on the student and teacher's perspective. Podcast can be used for professional enrichment in teachers and further lesson explanation in students. As far as useful suggestions from the chapter for me, I really like the idea of using such technology to enhance the learning of an English Language Learner in the everyday English classroom. This allows for extra practice and extra exposure to the English language that some ELL students might not have access to.

SMART Day 2: Teaching With The Tools Kids Really Use, Chapter 2

Chapter 2 of Teaching With Tools Kids Really Use, Brooks-Young discusses how cell phones have the potential to become a classroom norm. The chapter starts off with some surprising statistics about cell phone usage and implementation in general. The one statistic that surprised me the most was that only 79% of teenagers use a cell phone. I would have assumed that number to be a little higher because it appears in today's society everyone has a cell phone. Also, Brooks-Young mentions that of the 79% of teenagers using a cell phone, 20% of them are using a smart phone, or a phone with the ability to take advantage of sending and receiving data. 20% sounds about right in what I notice of teenage cell phone usage, however, I expect the number of smart phones being handed to teens to increase, especially with the ever growing popularity of the Apple iPhone or phones that can run applications. Another statistic that I found intriguing was the fact that kids as young as six years old have cell phones. I found that to be a little too much in respect to the use of technology. I did not obtain my first cell phone till I was able to drive and that was even extreme then. I just do not see why kids that young will need a cell phone. Maybe it is just me.

Brooks-Young list several advantages and disadvantages to using the cell phone in a classroom environment. My initial reaction to reading this portion of the text led me to develop a so-so opinion toward using such technology in an instructional setting. Though after thinking about it, I think I would lean more toward the advantage side as opposed to the disadvantage. Some advantages I see of using cell phones in class is that it would strip the students of the burden of distraction. I would hopefully see the teachers intention that if students are allowed to use them in the classroom, they (the students) would not feel it necessary to use them without permission. Also, I using a cell phone in the classroom leads to an unexpected medium that students would not normally use. This could create some excitement or even some extra motivation toward a student's academic success. On the opposite side, using cell phones in the class room can work against the teacher's intentions. The number one challenge I can see is that not every student has a cell phone. Some parents are still old fashion or simply can not afford one for their children. So the idea of using cell phones would only work as long as each student has access to one. Another disadvantage would be students can be using them for activities other than class work. Sure the student can say they are participating via the cell phone in classroom activities when in fact they are simply texting their peers. I see a fine line between the pro's and con's and it is one that needs to be treaded on very carefully.

In addition to the advantages and disadvantages discussed by Brooks-Young, there are several different classroom applications mentioned in chapter 2. The only practical one that stands out to me is the idea of using the cell phone as a responsive tool to surveys. I have used several different versions of websites in my own presentations that allow for my audience to interact with my material via a poll and they simply text in their responses. The concept of using cell phones for activities other than that seem a little shady to me and even at that a little unpractical. I would be afraid that teachers and students in general would be too focused on the concept of using the cell phone in class versus actually teaching or learning the material at hand. I am not against using the cell phone, I think it is too early in the educational world to mainstream such a technique into everyday classroom instruction.

SMART Day 1: Teaching With The Tools Kids Really Use, Chapter 1

In chapter 1, Brooks and Young discuss the importance of developing an appreciation for the core content knowledge taught as well as the 21st century skills necessary for real world assimilation. The overall message I gained from reading chapter 1 of Teaching With The Tools Kids Really Use is that in today's fast paced, ever changing world, teachers have to be prepared to implement and utilize the technology presented to them in their everyday teaching routine. Teachers that teach from non updated notes from years past are only doing a disadvantage to the students. Students now days, more so than ever, are exposed to technology in many different medias and contexts. The classroom teacher needs to realize that and use it to the learning student's advantage. I can relate, probably more closely than others, to Brooks and Young when they write that today's educational system is rooted in the past.

Toward the end of chapter one, Brooks and Young offer suggestions for the classroom teacher on how technology or the 21st century skills can be incorporated into everyday classroom instruction. The one phrase that echos with me is that teachers are not to implement technology that only creates a task easier for the student, but challenges them to dig deeper with material at hand. I have seen it done in so many classrooms when teachers will say they are meeting a National Educational Technology Standard when in fact they are merely creating less work for them to grade. From my own personal experience with technology and classroom instruction, a teacher that is more susceptible to using technology in the classroom promotes the learning of the 21st century skills whether the teacher knows it or not.

One of the greatest insights learned from this chapter is that those teachers that understand and can use technology in the classroom to accurately fuse the 21st century skills with core knowledge need not keep to themselves. For instance, everything technology comes super easy to me, especially anything deriving from the Apple platform. Keeping in mind that teachers want to enhance and engage student's with their learning, the most practical thing for tech savvy teachers to do is to share their resources with their fellow co-teachers. It's a partnership that works to the success of the student's learning as well as the teacher's professional development in uprooting traditional paper and pencil teaching styles.

Blog Setup

Today I created a new blog within in my blogger account. I have previously used blogger from a prior class, but I have not really kept up with keeping it up to date. For today's task, I simply went into my blogger account (I was already logged in since I used gmail on this machine) and created a new blog within my blog. I decided I would pick a different design scheme that was generated, I chose to go with a UT theme (despite I am not a sports fan). However, I do like the color orange and my fiance attends UT. Consider it a tribute to that, or so we say. I added my new blog to my blogger account from the iPad. I found it very easy and super simple in terms of time and energy. Dr. Krug commented that there are people in the CPED 5300 class that can set up a blog in five minutes or less, well I am one of them. Since I had my blog created prior to going to the computer lab, I helped my partner, Jess Smith, with hers. I am exited that we are using a blog in class for the simplicity that it exposes us to reflection via typing and peer collaboration. Yay for blogs!