One Moore Blog

CEP 812 Final Reflection Blog (Session 4.2: Blog Assignment #2)

noreply@blogger.com (Unknown) — Sun, 12 Dec 2010 04:44:00 +0000

Effective Teaching Strategies

During this course, I have learned that I need to vary the types of instruction that are associated with implementing technology in my classroom. I have found that I tend to utilize a drill and practice technique the most when incorporating technology into my classes. I also tend to use a tutorial format as well. While these strategies have worked well in the past, I feel that I can branch out to bring more effective strategies to the students. I would like to incorporate more simulations into my science classes. These would be used as a means to allow the students to further connect to their studies.

Evaluating Uses of Technology

The biggest question that I have for web-based technologies (especially the free sites) is, "Can it work with my classroom?" I find myself asking this a lot. I have found several sites that have a lot of potential, but like many Web 2.0 items, they are not geared toward education. They may have features that could really benefit a class, but not being geared for student use means that you may get some nasty surprised from the site. Along with this idea, I find that I also wonder if the site truly meets the needs of my students. Is this something that will really benefit them, or am I looking at it because it is fun to use?

As I have become more Web 2.0 dependent, I have to remind myself that many of my students to not have access to the Internet when they are at home. Due to this, there must be adjustments made for those students. Extra time has to be allowed for students who are working with sites like Moodle, or other Web 2.0 utilities.

While some of the technology used in this course will easily be incorporated into my class, some will be more difficult. I liked the use of social bookmarking sites like Diigo, and can see my students finding them useful for projects. Blogs are a tool that I am currently working on implementing as a replacement for classroom journals. (Many of my students were excited about this possibility.) However, I personally don't see myself utilizing podcasts that much. Possibly, I could see "capturing" a lecture for students who are absent to view. Used in this manner, it could have a use in my class.

Personal Goals Met

My main goal that I have set for myself is that I want to become comfortable enough with the newer technologies (especially Web 2.0 material) so I can incorporate them seamlessly into my classes. I want to take students away from the one-on-one interaction with the computer and replace it with a collaborative approach to technology. I feel that I taken great steps toward completing this goal. I have been fortunate enough to teach a computer class this year. This has presented a group to "experiment" on, giving me an opportunity to see what will and won't work in the classroom.

New Goals

I've mentioned before that I have been using my computer applications course as a testing ground for implementing Web 2.0 technologies into my teaching. Now that I am getting a feel for it, I would like to incorporate the same Web 2.0 technologies into my science classes.

I would like to include more simulations in these classes. While I understand that the verdict is out on the usefulness of such simulations, I see them as a way for student to experience the material they are studying. In today's gaming-rich environment, it is not too hard to see how these students could better connect to the curriculum through simulations.

Another aspect to this goal is the use of these technologies in my school's science fair. Every spring we have an academic night where students display projects from all of their classes. In science, we focus on working with the scientific method and applying it to an inquiry-based project. It is the quintessential science fair, complete with science fair boards. I want to use the collaborative aspect of Web 2.0 technologies to remove the science fair boards. I want my students to work together online to create a science fair project that is interactive, and can be displayed in our computer lab for everyone to see and experience. I plan on attainting this goal by presenting the students with programs during the year that will help prepare them for this project. I am hoping that this will reignite the spark that has dwindled from our school's science fair.

Finally, my long term goal is to become more dependent on these technologies. I want my computer students to leave my room with a deeper understanding of how these technologies will benefit them. I want them to become more aware of the benefits and dangers that come with an Internet-driven society. Also, to better serve my students, I want to continue to learn more about what these technologies have to offer for myself so I can pass that information down to my students.

Project Evaluation

noreply@blogger.com (Unknown) — Sun, 12 Dec 2010 02:58:00 +0000

What I've Learned

When asked to decide on a project to create for use in one of my classes, the first thing that happens is that I begin to feel overwhelmed. It is not because for lack of experience, as I am often creating projects for my classes. It is due to the enormous amount of topics that one can choose from that are relevant to the class. I begin to get a feel for how big the internet is, and therein lies the feeling of overwhelming helplessness.

I discovered that this project is something that is student driven. Through discussions with my students, I was given insight into what was important to them. In doing this, I was able to limit the scope of the project to a more manageable size. I also discovered that the topic itself can be too broad to cover in one lesson. I initially looked at a project on internet safety. However, after some research, it was apparent that this was too broad. Eventually, I whittled the project down to the more manageable topic of cyberbullying.

Also, since this project incorporated Web 2.0 tools, the problem of what programs should be used arose. If you haven't looked online, there are thousands, if not millions, of Web 2.0 programs that could be used in the classroom. Deciding on what to use can be daunting, but it can be done. I was very thankful for Carolyn's list of the top websites that she had found. This helped to provide some programs that worked well with my topic. Through these ideas, I was able to discover similar programs that were equally beneficial. Also, I had to make sure that these programs are not blocked by my school's server. (This is something that I urge all educators to check out.) I found that box.net, an online storage site, is blocked at my school. This rendered my podcast useless when I was planning on using it for a demonstration in class.

Refine your search techniques. I learned that mine could use some work. While I was able to find information through Google just fine, I had a harder time using scholarly sites like ERIC and MeL. Often, both search environments provided results that did not meet my requirements. While Google can provide a wealth of information, sorting the results into sites that are beneficial can be a tedious task. I found myself bookmarking more sites that I needed for the task. As the TechQuest began to take place, fewer and fewer bookmarks were used. Eventually, about 6 sites served as a core group that had the most impact on the project. My tip to future TechQuest creators is to target specific sites/sources, and build a comprehensive list of bookmarks. As you work, weed out the bookmarks that are repetitious; keep those that benefit you the most.

Finally, start planning early. While I felt that the TechQuest came together quite well, there were portions that did not turn out as planned. My incorporation of our local cyber crimes officer, taught me to place phone calls earlier to ensure that he can speak to the class. Due to a rousing game of phone tag, I was unable to get Officer Whiteford to speak to my class during the initial implementation of part of the TechQuest. If you are planning on incorporating speakers, it is best to start early when arranging for them to speak to your class.

Tips for Others to Benefit

When you are collaborating with others to create a project, here are some tips that may help you and your group:

Use Social Bookmarks - There are many different sites to choose from. Two of the most popular (at least the two that I hear of the most) are Diigo and Delicious. I have used Delicious for other CEP classes and have enjoyed using it, as it is very user friendly. For this class, my group decided on Diigo, and I have become hooked on it. The toolbar allows you to do much more than what Delicious has to offer. However, the ability to share and create annotations for bookmarks (features shared by both sites) allows for group members to really help each other out.
Use Communication Tools - Tools such as Skype allow for group members to effectively collaborate their ideas. While my SIG used Skype's chat feature to communicate, it does offer the ability to communicate via microphone and camera.
Be Clear On Your Instructions - I had my students view a video, and then enter a discussion forum about the video. I designed the forum to be very open-ended...big mistake. The students needed guidance in order to produce a thoughtful discussion. Better directions would help keep them focused.

To Change, or Not to Change...

As mentioned earlier, I would start the planning sequence at an earlier date. While not having part of the project ready for implementation was not detrimental to the TechQuest's success, it would have served to strengthen the lesson.

Additional projects like this that deal with internet usage and safety would benefit from a teacher's resource page. Sites such as Diigo provide groups of instructors the opportunity to share resources. This would allow others to pull from the resources that created a TechQuest, and to use these resources to reach other students. In doing this, more and more students will become aware of these topics and hopefully they will develop into better digital citizens because of it.

Finally, I would create better instructions for the students. Like any lesson plan, you can see the faults after you have implemented the plan. I had thought that students would take a discussion forum and really explore the issues that they had just viewed in a cyberbullying video. However, the entries were pretty lackadaisical. To be blunt, I was disappointed. However, when the class talked about the forum, the verbal discourse became very involved. This was the discussion I was looking for in the forum. I came to realize, as we talked about the video, that the students needed guidance in the forum. They need to know what I am looking for, and how they can reach that point. I need to include directions to guide them into thoughtful discourse.

To Recap

I can see the place that TechQuests have in the classroom. Students love to use technology. If they can discover an idea while utilizing a computer, that idea becomes more a part of the student. Using technology in this manner pulls the student from the doldrums of the standard lecture and allows them to become immersed in their studies. As the students work through the TechQuest, they begin to connect to the subject through the various articles and videos that are experienced. By offering collaborative portions of the assignments, the students learn to work effectively with their peers; a skill that will serve them well when they depart from school and venture into the awaiting real world.

Project Implementation Blog Entry

noreply@blogger.com (Unknown) — Mon, 29 Nov 2010 02:44:00 +0000

This is the podcast for the implementation of the first part of my TechQuest. The portions of the TechQuest that were implemented were as follows:

The Introduction Video
The Cyberbullying Quiz
The Collaboration in Google Docs. (Creating a "fact database.")

You can access the full podcast describing the implementation at this link.

Pictures

Students taking the Cyberbullying Quiz on SurveyMonkey.com.

Group work on Google Documents.

Creating a "fact database" for the cyberbullying project.

By clicking here, you can access the feedburner link.

Internet Research for TechQuest Project

noreply@blogger.com (Unknown) — Mon, 22 Nov 2010 03:49:00 +0000

Background

The need for internet safety is a major concern for communities, schools, and parents. With so many young children having access to the internet, there are a myriad of ways in which they may be exposed to harm. Upon discussing with my fellow peers and the students that I have in my 8th grade classes, I have decided that a TechQuest focusing on cyberbullying would best benefit my building. This decision was helped by the concerns of several students in regards to bullies who take the torment beyond the offline world and into cyberspace.

Searching

Google played an important part in my search regiment. In the searching, I discovered that cyberbullying has many different spellings (cyberbullying, cyber-bullying, cyber bullying). After some quick research, it seems that cyberbullying is the correct spelling of the word. This conflict, in spelling, caused many irritating moments. There seems to be no set spelling for the word, possibly because it is relatively new. Many journal articles spell the idea as "cyberbullying," while just as many separate the words into, "cyber bullying." The following search terms were used while in Google:

cyberbullying
internet safety, cyberbullying
cyberbullying WebQuests
cyberbullying prevention

One site that kept popping up was the Cyberbullying Research Center. This site is probably one of the most helpful sites I've found. It provides a wealth of information. One interesting piece is an analysis of which States have cyberbullying laws.

After reading Joyce Kasman Valenza's article, Web 2.0 Meets Information Literacy: Make new friends and keep the old, I decided to try some of the search engines that she mentioned. Rollyo.com is a very user-friendly site that offered up some nice results. While in this site, I searched under the term, "cyberbully," and was rewarded with many of the same results that I found on Google. However, you can use a pull down menu to filter the results to legal documents. This was a very helpful feature. By using this feature, I found many blog posts, discussions from college law departments, and various articles discussing the legal ramifications of cyberbullying. I found this tool to be very useful, and have added it to my bookmarks.

Finally, I delved into the world of scholarly search engines. I took to ERIC. Again I used the terms "cyberbullying" and "cyber AND bullying" for my search parameters. Both parameters displayed the same amount, yet different results. By using the Boolean operator "AND," I was able to view articles that included the phrase "online bullying." This was not present while using the "cyberbullying" descriptor.

I was able to find many different articles coming from journals that would benefit my research. I saved a few of the PDFs, but I don't know how I am going to use them in my project. I have decided that many of these PDFs will serve well for educating other teachers, or to act as resources for parents/students who would like to go further into this project.

http://www.eric.ed.gov/PDFS/EJ858926.pdf - A study examining psychological needs as an indicator of cyberbullying. It offers a great comparison of bullying versus cyberbullying.
http://www.eric.ed.gov/PDFS/ED490641.pdf - Examines cyberbullying in schools. While it focuses on Canadian schools, the information is still relevant to U.S. schools.
http://www.eric.ed.gov/PDFS/EJ724869.pdf - This article would better serve school personal rather than students. It focuses on providing educators with "guidance" on how to handle harassment in school. The focus is on keeping schools out of the courts. A good piece for administration to read.

While the parameters I used provided a plethora of results, in the future I may include terms such as "online bullying," and "online harassment." While these may not provide information that is exactly what I am looking for, they do fall into the realm of what I am studying.

Others Who Have Tried

While researching this topic, I also wanted to see was what have others created in this area of internet safety. I was surprised to find that there are many different activities associated with cyberbullying. These activities range from worksheets, to video, to WebQuests. To begin, I focused on WebQuests. I figured these would provide links to sites that would be beneficial to my project.

http://mrsa.wikispaces.com/Internet+Safety+Curriculum+Resources
- This site is a great site for links on the topic. While most of the links tend to focus on internet safety (the broad umbrella that encompasses cyberbullying) there are a few sites that are specific to cyberbullying. One link, in particular, that I really liked for my project, is Cyberbullying Digizens "Let's Fight It Together".
  - This link takes students to a very powerful video that is hosted by the digizen.org site. Digizen.org is a site promoting internet safety, and is a valuable site for helping those who have experienced cyberbullying. The video presented here, also found by one of my SIG partners on YouTube, presents the viewer with a moving account of cyberbullying that occurs in a student's life. Once the video is finished, there are "interviews" with the characters of the video. This really helps to provide some insight into the story. There are many parts that adults and students can connect to within this video, making it quite powerful. This is a video that my class will watch as an introduction to this project as it has the capacity to invoke a strong response from the kids.
http://www.marysville.k12.oh.us/creekview/Terzis/Cyberbullying/introduction.htm
- While visiting this site, I took advantage of some of the resources that were used. I also liked the idea for the WebQuest's final project. The students were to put together a video describing a case of bullying. Having the students take on different roles is a good idea, as it makes the topic more personal. While this idea is very nice, my class has limited access to video equipment. However, digital cameras are plenty, and a storyboard of digital pictures may be more appropriate for my students.
  - The resources at this site turned up a valuable site. The National Crime Prevention Council provides a site strictly for the purpose of educating the public about cyberbullying. Links for help, prevention, and identification are found on this page. Also, there is a link where students can take a self-diagnostic quiz to rate their online behaviors. I think this would be a great warm-up activity for students. However, I would prefer to give this to them without them being able to see how the scores are related to the quiz's outcome.

Resources to Be Implemented

Like many research projects, there were more results than could ever be implemented in a class project. However, I was able to find several sources that will work well with what I have planned. I was looking for sources that will engage the student, draw an emotional response, and keep their attention. I am planning on using the following sites for assessment, research, and informational purposes.

www.surveymonkey.com - Used for prior assessment of the students. What do they know about cyberbullying?
http://www.stopcyberbullying.org/tweens/are_you_a_cyberbully.html - A questionnaire to rate their cyber-selves.
http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf - To be used for students to gather information on the causes of cyberbullying and the effect it has on the target.
Cyberbullying Digizens "Let's Fight It Together" - A powerful video to use as an introduction to the unit. The main video, tied in with the "interviews" should allow the students to connect with the characters.
http://www.ncpc.org/topics/cyberbullying/what-is-cyberbullying - Another site to be used for research. Here the students can gather facts for their "database" that will be used when creating their brochure.

Web 2.0

A main component of this project is that the students must work together in order to create the project. Depending on class size, the students will work in groups of two or three. While they will be creating a brochure, I also want them to create some type of public service announcement. Video cameras are in short supply around my building, so I have looked at a few sites that may allow them to do this with photographs. The following sites are in contention for being allowed to use for the class.

Google Docs - Will be used for the group to create a list of facts pertaining to cyberbullying. This works well with the class, as the students have a school-based Google account.
- This may also be used to collaboratively create a slideshow for a final project.
Shwup - An online photo/video collaboration tool. The thought is that students can take digital pictures of cyberbullying (staged), and put them together to produce a powerful collage. The site has some moving music that can accompany the transition between pictures.
MeMoov - A site for digital story telling. The fact that they can use their voice could make this a popular choice.
Zooburst - A great site for creating a "pop-up" book. This site is very engaging and I can see students enjoying creating a book that promotes awareness about the topic. However, I haven't been able to find a way to have students work on the same book from different computers. This might be one for a pair of student to work on after they have sketched out a story offline.
Prezi.com - An interactive slideshow program that students can now work on collaboratively.

A Matter of Ethics: Copying and Fair Use Lesson Plan

noreply@blogger.com (Unknown) — Mon, 15 Nov 2010 02:47:00 +0000

The Target Learner

· This lesson plan is geared primarily toward 8th grade students in a computer applications class.

Educational Objectives

· The objective of this lesson is to facilitate a deeper understanding of what is acceptable use of materials that the students want to incorporate into projects they will be developing.

· The students will study the basics of copyright laws and develop an understanding of how it affects the materials they use, and why such laws are important.

Associated Standards

METS
· 6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

· 6-8.RI.1. use a variety of digital resources to locate information

· 6-8.DC.1. provide accurate citations when referencing information sources

· 6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, viruses, file-sharing)

· 6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources

NETS
1. Creativity and Innovation
b. create original works as a means of personal or group expression
2. Communication and Collaboration
a. interact, collaborage, and publish with peers, experts, or others employing a variety of digital
d. contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. exhibit leadership for digital citizenship

Means of Assessing

· Formative Assessment -

o As the students move through the lesson, they will complete worksheets that will serve to show the student's understanding of the topic. These worksheets will help guide them as they visit different websites that address copyright laws.

· Summative Assessment -

o The students will be responsible for creating a brochure that will present the copyright laws to their peers. This will be completed as a collaborative project utilizing Google Docs.

§ This document will go into their Computer Applications folder so they may reference it during the class.

o Completion of the final project will require it to be uploaded to the instructor's Moodle page.

Required Time & Resources

· This project will take approximately 5 days to complete

o Days 1-3: Introduction and research (while utilizing worksheets)

o Days 4-5: Group work on final project - the completion of the copyright brochure.

Description of Lesson

1. The lesson will begin by asking the students questions about the Copyright Laws. The questions will be used to facilitate discussion about copyright laws.

o How many of you have copied images from Google Images and used the image in a slideshow?

o Who in here has downloaded music from a person-to-person site?

o Have you ever created a slideshow or movie that has a popular song playing in the background?

o Have you ever sought permission for using these things?

o Would you like it if someone used something you created without your permission?

o Why do you think copyright laws were developed? What do you think they cover?

The answers to the questions will be put on the board. By raising their hands, a count can be given for the first five questions.

2. Following the class discussion, the students will watch A Fair(y) Tale. This is an entertaining way to introduce the specifics of how copyrighted materials can be used. After viewing the movie, the class will revisit the questions posed earlier to examine if what they believe to be okay falls within the parameters of acceptable use.

3. Visiting websites. The students will visit the following websites to explore the principles of copyrighted materials.

o Copyright Basics - http://www.copyrightkids.org/cbasicsframes.htm

o Copyright Basics Worksheet - At bottom of blog

o 10 Myths About Copyright Explained - http://www.templetons.com/brad/copymyths.html

o After Reading this article, the students will enter the copyright discussion forum, via Moodle, to enter their comments on the article. Areas to consider are:

§ Have you committed copyright infringement before? Explain how.

§ Give two of the myths that left the biggest impact on you.

§ Comment on at least 3 other posts by your peers.

4. After completing the worksheet and discussion forum, the students will work in pairs to produce a brochure explaining copyright and fair use. The pairs of students will create the brochure using Google Documents. The brochure will be used to promote copyright awareness. It will be displayed in the schools for other students to reference. The rubric for the brochure is included at the bottom of the blog.

Teaching Strategies

The teacher in this lesson will serve as a guide as the students work their way through an inquiry-based lesson. Examples will be given during class, and then the students will research the material. As they move through the lesson, the instructor will take a backseat roll. However, the instructor will be there to guide the student when problems arise. Foreseen problems may deal with definitions and software attributes (creating the brochure).

Copyright Basics Worksheet

http://www.copyrightkids.org/cbasicsframes.htm

As you research the Copyright Basics website, answer the following questions:

1. As the author of your work, you have the right, or you can allow others, to do what five actions with your own work?

2. What is a derivative work?

3. Copyright protects original works that are ______________ in "tangible form." But some things, like music, don't have a tangible form. How do the copyright laws address this issue?

4. Give the 8 Categories That Are Defined As Copyrighted Works
1.	5.
2.	6.
3.	7.
4.	8.

5. You are instructed by your boss to create a template for the company while you are at work. Who owns the copyright?

6. The dragon mural that is being created in the middle school lobby is being painted by the art class. Who (unless agreed upon otherwise) would own the copyright?

7. Define Copyright Infringement:

8. What are the four factors of the "Fair Use" doctrine?

9. As this site notes, relying on this doctrine instead of seeking permission is risky. Describe how the courts use these factors in determining if the use of an item follows the fair use policy.

10. True or False As soon as you create something tangible, it is copyrighted.

11. Prior to March 1, 1989, what was required to ensure copyright protection? Is this still required?

12. What three things are required for items such as books and posters?

13. Copyright protection is not required, but why is it a good idea?

14. If you created a painting in Art class today, what year would the copyright expire?

Rubric for Copyright Brochure

Project Description - TechQuest

noreply@blogger.com (Unknown) — Sun, 14 Nov 2010 00:32:00 +0000

Cyberbullying

Technology has reached a point where it is readily available to the masses. It is very easy for a student to go online, even if that student does not have access at home. Due to the low-cost of technology, today's youth are more plugged in than ever. With access to computers, hotspots, internet-capable phones, and mp3 players, you can see how easy it is for a young person to connect with the internet.

Schools are very eager to put technology into the hands of their students. Quite often is the case where students are simply turned loose on the internet. Supervision is there, but with 20-30 computers being used at one time, watching every student can be difficult. Add to this, the charged emotions that are typically associated with middle school students, and you can see how bullying can extend beyond the physical realm and into the cyberspace.

Due to this potential hazard, I am going to focus on cyberbullying as the topic of my TechQuest. Since today's students are typically fluent in the emerging technology, there is a definite need for them to be aware of this potential problem. Awareness and prevention are the main areas that the students will be studying through this TechQuest.

Addressing the Issue

This issue will first be addressed by utilizing SurveyMonkey to give the students a quiz to determine how familiar they are with cyberbullying. This quiz will serve as a baseline for the lesson - providing the instructor with a glimpse at the students' prior knowledge.

Along with this, Officer Whiteford will be asked to speak to the class. He is the local Sherriff department's cyber-crimes detective. He has worked with my building principal in the past, and having such a figure present at the beginning of the lesson will serve to create a stronger connection between the student and the seriousness of the topic.

Upon completion of Officer Whiteford's visit, the students will research (via several sites) facts on cyberbullies. Together with a partner, the students will create a list 20 facts related to the topic. These facts will be created using Google Docs, and will serve as an information bank for their upcoming project.

The quiz, Sherriff's presentation, and the fact-document will be implemented during this course.

Internet sources, such as video of the trial for the Megan Meier hoax, and various fact sheets and prevention sources will serve as the basis for the students' research. Given below are several of the sites that students will use:

http://www.sciencedaily.com/releases/2010/02/100222104939.htm - An article on cyberbullying.
http://www.cyberbullying.us/Bullying_and_Cyberbullying_Laws_20100701.pdf - A chart displaying which states have taken action against cyberbullying. Also goes into details of what those actions entail.
http://abcnews.go.com/GMA/Parenting/girls-teen-suicide-calls-attention-cyberbullying/story?id=9685026 - Article of a teen suicide after reportedly being bullied online.

There have been many WebQuests that are developed around this title. The projects offered by these WebQuests vary from producing an informative video to studying and review the school's policies.

http://www.marysville.k12.oh.us/creekview/Terzis/Cyberbullying/introduction.htm - WebQuest focusing on producing an informative video.
https://www.msu.edu/~mannandr/webquest/task.html - WebQuest focusing on the creation of a slide show to present to the school board to review the district's policies on cyberbullying.

I would like to have the students create a brochure that can be displayed in the offices of the different buildings in our district. The students will also create a slideshow that will be used to present the topic and promote awareness in younger grades (primarily 6th and 7th grade classes). This part of the project will be completed and reviewed after CEP 812 has ended.

Four Common Places of Education

The instructor for this will be the teacher of an 8th grade Computer Applications course. Prior to this lesson beginning, communication with the parents will be established. This will serve to hopefully make a connection at home about the topic. During the lesson, scaffolding will be used. The students will be guided with help at first, but as they become familiar with the task and assignment, they will become independent as they move toward the final project. The instructor will be there as a coach to help if trouble arises.

The learner will be an 8th grade student. The technology involved is within the parameters of the students. The students will be motivated to produce a quality as they will be presenting their projects to other classes.

The subject matter will revolve around cyberbullying and promoting an awareness of the topic. The students will read several articles involving students (of their age) that were bullied in this manner. Through the readings, they will also develop an idea of common misconceptions and facts about cyberbullies.

The setting will primarily be at the middle school computer lab. Once the final project is completed, that setting will branch out to other classes in the middle school; here, the students will teach the younger classes. Communication with the parents will be made to inform them of the upcoming lesson. It is hoped that the student will share with the parent what they have accomplished during this TechQuest.

Test Run on Embedding Zoho Presentation

noreply@blogger.com (Unknown) — Fri, 12 Nov 2010 02:41:00 +0000

I am trying to embed a Zoho presentation, so if you catch this before I delete it, enjoy. :-)

TechQuest Draft #2 - Altering the Decision

noreply@blogger.com (Unknown) — Mon, 08 Nov 2010 02:47:00 +0000

There are many things that can change a person's mind: productive feedback, soul searching...suggestions from about 60 middle schools students. All of these were used to help modify the subject of my TechQuest. Initially, I wanted to create a TechQuest based on internet safety and cyberbullying. However, after thinking about it and talking to a good number of my students, I've decided to limit the project to looking at cyberbullying. I'd like the students to work in small groups (2-3 students) to research on the internet some key components to this problem. I believe that by having the students look at specific examples of cyberbullying through articles and video, researching state laws regarding cyberbullying, and looking at ways to prevent/deal with this will help the students become more aware of this problem.

Collaboration is the key to working in a group. To help form what they have learned into one cohesive project, my students will utilize a web 2.0 tool like Google Documents, Adobe Buzzword, or possibly Zoho to create their final project. This final project will be used to promote awareness to younger grades. The course this project will be introduced to will contain about 20 students. This will create an ideal situation, allowing these students to travel out to multiple grades and present their findings to younger groups of students. In doing this, the student will become the teacher. Cyberbully awareness will rise, and hopefully, many students will start to take action to prevent this problem from occurring.

TechQuest Proposal

noreply@blogger.com (Unknown) — Mon, 01 Nov 2010 01:20:00 +0000

CEP 812: Draft Post #1 - Compelling Problem

Cyberbullying and Internet Safety

Technology has reached a point where it is readily available to the masses. It is very easy for a student to go online; even if that student does not have access at home. With the cost of laptops constantly falling, many students have access to such a device. Now, consider how many hot spots are in your neighborhood, and you can see how easy it is for a young person to get on the Internet. (This doesn't even consider how many students have cell phones that can access the Internet.)

For this TechQuest, I would like to develop a means for educators to teach/instruct students about the dangers of the Internet. Internet safety and cyberbullying are areas that I want to cover in this project.

A study done by Cox Communications and National Center for Missing and Exploited Children yielded these statistics:

· 61% of 13-17 year-olds have a personal profile on sites like MySpace, Friendster, or Xanga.

· 71% reported receiving messages online from someone they don't know.

· 45% have been asked for personal information by someone they don't know.

· 20% of teens report that it is safe to share personal information on a public blog or networking site.

While schools are very eager to put technology into the hands of their students, quite often is the case where students are simply turned loose on the internet. There is very little instruction other than a vague warning, "Don't go to these sites!" This TechQuest will introduce students to the dangers that lurk out on the Net. It will also show them how to be smart with the information that they are posting, and how to avoid those that wish to cause harm.

The TechQuest will create a resource list that students and teachers can review for information regarding this topic. Students can use this resource as a stepping stone in their journey to further learn about internet safety.

It is my hope that this project will bring to the student's attention the need for caution when they journey out into the Internet. Also, it is my hope that fellow teachers will implement the resources developed by this project. In doing so, this will help reinforce the need for the students to be cautious.

One Marking Period Almost Finished.

noreply@blogger.com (Unknown) — Fri, 22 Oct 2010 00:57:00 +0000

As the first marking period of 2010 is nearing a close, I cannot help but reflect on how the year has so far transpired.

New Textbooks: I was fortunate enough this year to receive new textbooks for my science class. Our middle school has decided to teach 8th graders the HSCE Essentials for the Physics and Chemistry units. After reviewing science books, Holt Science and Technology "Short Course" books are what was settle upon. While they have a slightly higher reading level than our old text, the support material is very nice.

Working with the Macomb Curriculum: This is the first full year that we have had with this new curriculum for the middle school ELA. Last year we moved to it part way through the year. Now after having some experience with it, I think I am going to enjoy it. The novels we cover (Bad Boy, The Westing Game, and Glory Road) are found to be of high intereset to our students. This alone, makes the curriculum worth while.

A New Course to Teach: This year we offered an 8th grade computer applications course. I was offered this course due to the experience I've had with the Ed Tech courses and other clinics I've attended. I have to say that it is a challenge developing your own curriculum, but once you get going, it is a lot of fun. I have focused on utilizing Web 2.0 technologies in the course. In doing this, I have tried to merge them with the standard productivity suite. We have OpenOffice, a suite that tries to be MSOffice, but fails...miserably in my opinion. So far, this seems to grab the students' attention and they have turned in some wonderful projects. All the while, using MOODLE to make the class as paperless as possible!

Overall, this is shaping up to be a very fun year. I am enjoying what I am teaching and the research to stay ahead of my students is keeping me very busy. If anyone has any suggestions about any projects that I can use for any of the classes, or resources I can tap into, I would love ot hear from you. To my fellow teachers out there, I hope your school year moves smoothly as you reach toward that summer nirvana that is MONTHS away. Good luck and enjoy the year.

Course Reflection

noreply@blogger.com (Unknown) — Thu, 10 Dec 2009 23:19:00 +0000

As I look back on the past few weeks, I discover that this class has offered a wealth of knowledge. Throughout the class, new web 2.0 technologies were introduced and ways to implement them into the class were offered. I found that I prefer to use a deductive approach to using some of this technology. However, it depends on the application that is used. Blogs for example work very well with problem solving and simulation exercises. The interaction amongst peers that the blog offers allows students to bounce ideas and possible solutions of of each other. Overall, the constructivist approach, while it may seem like organized chaos, seems to fit well with the idea of implementing web 2.0 tools.

Web-based tools offer a whole new dimension to teaching. The instructor is able to take the students outside of the classroom to gain knowledge. Web 2.0 tools like Zoho or Google Docs, allow students to collaborate on projects. Other tools such as Evernote allow the student to take notes on the computer and incorporate captured images from the net to back up what they are studying. It helps to establish a connection to the material.

I feel that this class helped me discover new ways to bring technology to the class. I would say that it did help me to achieve my goal of using Web 2.0 programs in my class. I have to admit that I had to look up the term "Web 2.0" so I could get a concise definition of the word. Now after working in this class, I feel more up to date with technology I can adapt for use in all of my classes.

A major new goal that I have is to take class room management systems like MOODLE and incorporate it more into my class. Up to this point, it has been used in a limited fashion. I would like to broaden the horizon and make it a more integral part of my classes. I would also like to slowly introduce new technology to my students as the year progresses. Tools like Zoho would benefit my class immensely when we reach our Science Fair. (There is a lot of group work.) I would also like to take the leap and offer another avenue to completing the Science Fair in the spring. I would like to offer avenues that utilize Web 2.0 tools to present a project instead of the tried and true science fair board.

Online Instruction in Schools

noreply@blogger.com (Unknown) — Mon, 07 Dec 2009 04:32:00 +0000

Michigan is getting ready to for students to graduate with more technology requirements that have to be met. There are teachers out there who will say this is unnecessary; however, it is very much needed. The students who are in grade schools right now will be faced with a tremendous amount of technology that will be wired into their life. (Pun intended.) Technology is becoming cheaper and more available to the average Joe. It is becoming an integral part of our life. Just look at the number of "smart phones" that the public uses. Due to this integration, it is very important that our youth learn to handle this technology appropriately.

One tool that I have begun to use in my class is MOODLE. This is a course management system or learning management system (depends who you ask) that has been integrated into my class. I have to admit that this is very much a trial by fire implementation. Essentially, my class has become a "hybrid" class where the buzz word/phrase is "blended instruction." The students experience the normal class which has a mix of lecture and lab activities (I teach science), but it also not has an online component.

MOODLE serves as a launching point for many different projects in my class. Supplemental activities like the STAIR that was developed for my CEP 811 class are hosted on this site. This allows the students who are having a hard time keeping up a chance to better understand what is covered in class. MOODLE also gives the students a place to upload their assignments. In doing this, the paper used in the class is reduced. Many assignments are done online.

One benefit that MOODLE and other CMS/LMS components have is that they can cover several of the requirements set up by the Michigan Merit Curriculum Guidelines. MOODLE and its siblings are capable of hosting wikis, discussion forums, and word processing tools. All three are able to help the student become familiar with lifelong skills that involve technology. Students also are able to interact with other students from different classes as well as different schools through the discussion forums. Another teacher in my school had her class discuss a novel they were reading with another school in our ISD. The kids had n excellent time doing this.

A constructivist model of education can work well with a tool like MOODLE. A WebQuest can be posted on this system and the students are then responsible for completing the quest. In doing this, the student then embarks on a project that is inquiry-based. The student must search out the answer to the problem that is given using websites that the instructor may provide, or ones they find on their own.

One type of technology that I think would be somewhat hard to do with middle school students would be online interactive discussion. From what I've noticed with my students, this would be an excellent tool if it was in the format of a chat room. In this area, middle schoolers excel! I see a video conference with other students being somewhat awkward for many of the students.

In the next couple of years, it will be interesting to see how schools adjust to the new requirements in implementing technology into the classroom/school environment. I noticed last year that our ISD really pushed for teachers to have training in MOODLE. Now after reading this week's articles, I wonder if this is happening to help the schools handle this tech. requirement. Hmmm.

Zoho Writer Review

noreply@blogger.com (Unknown) — Sat, 21 Nov 2009 18:54:00 +0000

Zoho Writer is another online word processing program that is loaded with features. The format of the toolbar is very user friendly with many common editing tools out in the open. These tools are easily accessible, making this Writer a very efficient word processor from which to work. There are some pull down menus which include many useful features, but not always ones that would be used upfront.

Like most online word processors, Writer has a collaboration tool which is simply labeled as "share." I've used Google Docs in the past and I have to say that Google's method of sharing, to me, is a little easier to use. In Zoho, sharing involves entering Zoho ID's or the individual's email that you want to invite to work on your document. Initially, it was not clear if this individual had to be a Zoho member or if any email (from a nonmember) would work.

Another nice feature of the collaborative software is that you can view the different versions of the document. In Writer, you have to search a little for this feature. It is hidden in a pull down menu. You have to go to "Review" where you will find "History," from there you can view who changed the document and when it happened. You can also revert to a previous version, and view the differences between two versions. This helps make it a valuable asset for group assignments.

While this is a nice program, there are some downsides to it. Probably due to it being a free program, it is not capable of handling some of the nice graphical features found in Office. I uploaded my WebQuest review and found many formatting errors. While these can be fixed, it is a little irritating to have to spend time doing this. Paragraphs shifted, pictures moved, borders on screenshots didn't transfer, and callouts weren't formatted correctly. To be fair, this problem is not limited to Zoho. I tried the same test in Google Docs and found formatting errors there as well. While this can be frustrating, one has to remember that "you get what you pay for."

One major benefit of a program like this is that students can utilize it to develop a collaborative project. Multiple students can work on the same document at the same time from different computers. I have to imagine that they will get a kick out of watching other members type on the document. While members work on a shared document, there is a chat feature that allows them to communicate while they develop the document. This can be a huge advantage when trying to figure out how to format the document. It allows for every group member to have input into the assignment. It will also allow the students to work collaboratively at home as well as school. By using the internet instead of a hard drive to store the document, the students are able to access the document wherever there is an internet connection.

The benefits of Writer are many; however, there are some techniques the teacher will have to model to the class. If students were just turned loose in Writer, the teacher would be swamped with questions and student frustrations would be high. Zoho, as a whole, is a fairly large site. There are many different applications and some students would get lost. This is a program that requires the teacher to spend a couple of periods modeling how to properly use the site. Having the students perform some "warm-up" activities using key features (formatting, history, sharing, etc…) would greatly benefit the teacher and the students. Coming into a collaborative program like this, as student can get by with a basic knowledge of any word processing program; most have very similar features and layouts. However, having a teacher walk the class through how to share and view the document's history is very important.

In organizing a class for a project like this, the teacher must consider the abilities of the students. Most classes are very diverse when it comes to knowledge of technology. The teacher must consider this when forming the groups. Merging students who understand little of a word processor with a student who has vast knowledge in this area can create teaching moments for some of the students. In working with both the teacher and fellow students, those who have limited knowledge will grow through experience and eventually feel comfortable with the word processor.

To recap, Zoho Writer is a very nice, feature packed online word processor that incorporates collaboration skills into the student's work. Through use in the school setting, the students can experience a work environment that is similar to the real world. The students experience how many workplaces share ideas and develop documents. This will help prepare them for the world outside of school. The flexibility of online file sharing allows the students to be more efficient with their work. It extends the classroom outside of the school's walls. Students can work with other students at home via internet connections and the program's "share" feature. If this trend continues to develop, you may see storage disks/jump drives become a thing of the past as internet file sharing takes over.

Blogs in The Classroom

noreply@blogger.com (Unknown) — Mon, 16 Nov 2009 02:47:00 +0000

Blogs can be a very useful tool in the classroom. When given the chance, many students who are too shy to contribute to a class discussion will post their thought out in cyberspace for people to read. This faceless environment can be less intimidating to some students and may spur them to produce some thought provoking comments.

Initially, I would say that blogs would be great for simulation and problem solving. The students could use their blogs to post their solutions. Then the class could comment on the solutions. This would help students develop analysis skills.

Another strategy I think would work well would be the use of metaphors. Students could be given the task of creating new metaphors for concepts covered in class. An example would be the flow of electricity being compared to the flow of water. What would be a better metaphor that would project the same meaning? Blog posts and comments could help a student (or even better, a group) develop a metaphor that accurately depicts the flow of electrons from one point to another.

While I think these strategies would work well with a blog, I find scaffolding a little harder to work with. I admit I am learning about blogs, but I tend to view them as the end product. Since it is the end product, I think it would be pretty difficult to guild the learner through the blog.

I see blogs being used in my class to further explore the concepts that we are covering. I'd like the students to use blogs to go beyond what the book is covering. Instead of looking at what magnets are, have students blog about different ways that magnets are used in medicine. To further add credit, have them refer to sites where they have found additional information for their blog.

As for the bonus question: Using YouTube to solve a problem. I recently watched a video at a conference of a kid asking the world for help in starting a fire with a bow drill. In using a web 2.0 element like YouTube, the student's audience is literally now the world. The conference mentioned that the student had over 300 hits from all over the globe. If used properly a tool like this could greatly benefit the student...and the teacher.

Wikis

noreply@blogger.com (Unknown) — Sat, 14 Nov 2009 20:48:00 +0000

On this last assignment, I searched wikipedia for a page related to the building where I teach. I was able to find our high school, but not the middle school. So, I logged in and tried to create a page for the Kalkaska Middle School. It was a little strange as the editing format took some getting used to. After a short time, I had created the site shown above. As you can see, the site needs some revisions. I pulled much of the stats from school documents. When I awoke the next morning, it appeared that I needed third party references. So I spent the morning scouring the internet to find other sites not associated with the KMS to back up what was displayed on the page.

I realize that you probably cannot read the picture too well, but it should be noted that we met AYP this year and received our first ever "A" on the state's report card! This was a cause for celebration amongst the staff. We have a close knit group of educators working in the building. Many put time in above and beyond what is expected. It looks as if it may be paying off for us. Our reading scores have improved dramatically (on the 07-08 MEAP we were the highest in our ISD), and the staff is continuously working to implement new strategies for instruction and intervention.

Other additions the the KMS Wikipedia page included our count (approximately 330 students), major field trips per grade, and the location of the town.

The wiki page that I have created is geared for my 8th grade science class. It is titled moorescience8 and I've come to realize that it might be a great way for the 8th grade teachers to collaborate our curriculum. (Picked that up from the Warlick article.) I have to admit that at this point, the wiki seems very similar to a blog. Comments on how the two are different and how you would best use a wiki would be appreciated.

Courage

noreply@blogger.com (Unknown) — Wed, 04 Nov 2009 03:08:00 +0000

An observation:

I coach 8th grade boys basketball. I've been coaching ever since I started student teaching (Fall of 1999). I've coached boys at the Freshmen and 8th grade levels. Girls I've coached from 7th grade to the JV level. Today I saw something that really impressed me.

I had a staff meeting today, so practice was only for an hour after school (4-5). Along with this, we had about 60 kids out of school (flu, strep, you name it). So, I only had 5 kids at practice. Four of the five are good friends and get a long great. The 5th is a kid that doesn't hang with the others. Doesn't have the nice clothes, comes from a poorer family, you know the individual. Anyhow, with 5 kids, I figured it would be a great day to work on half court offense.

As practice moves on, it is obvious that the 5th kid is no where near the skill level of the other 4. Instead of hanging his head, as often kids will do, he worked his behind off to learn the plays. Never once did he complain or give up. If he didn't know how to throw a pass, he listened and tried his best. He improved. As this student worked and worked and struggled to be a part of this group, the group helped him. They encouraged him, showing him how to throw a lob pass. They helped show him how to curl off of a screen. They wanted him to succeed. As a coach, this made me very proud of my 5 dedicated players. It goes to show you that when the world looks dark and gloomy, and kindness seems to be on the brink of disappearing - you have 5 kids out there from different backgrounds that are working together to help each other succeed. Might sound sappy, but it made me very proud of the 5th boy to show such courage.

WebQuests - Middle School Science

noreply@blogger.com (Unknown) — Sun, 01 Nov 2009 02:14:00 +0000

Here are some interesting WebQuests that I found useful for my 8th Grade Science class:

Intrusion Stopper - http://coe.nevada.edu/bjohannessohn/intrusionstopper/WEBQuest/

Focuses on creating an alarm for your bedroom (to keep your pesky little brother out of your room). An interesting site that provides a lot of activities for the students to study circuits and electricity. This is a fun site that keeps the students actively engaged. It is also written in a format that is entertaining, allowing the students to have fun while learning.

WebQuest 6: Light - http://www.webquest.hawaii.edu/webquests/webquest6/steps.html

While this starts out somewhat slow, it picks up when the students get into the activities. I think the mirror activities would be a lot of fun for my middle school students. It makes them have to think about what they are learning. It really enforces why shaped mirrors display odd images (focusing on the angle the light enters the eye). This particular activity has the students "creating" a shaped mirror using convex and concave panels. The goal is to reproduce the reflected image that is given on the page. Through trial and error, the students

Computer-Based Instructional Objects

noreply@blogger.com (Unknown) — Sun, 01 Nov 2009 01:39:00 +0000

One way of actively engaging the student in the curriculum is to develop a computer-based instructional object. This is a device that allows the student to study the curriculum independently, either in class or outside of the class period. While this is an excellent way to add further enrichment to the subject matter, there are a few problems that can develop.

Internet availability: Some districts (like my own) have a large number of families who do not have access to the internet. Either they do not have a computer, or cannot obtain service at their home. While this type of instruction does not require the internet, it is a handy method of accessibility for the teacher to employ. What I've found is that assignments given in this manner must have extra time attached, so the student will have time to use the school computers.

Computer Accessibility: Utilizing the computer lab at school can be a constant battle. Many times, you have to sign up for the lab weeks in advance. This can limit the time that the students are able to complete the assignment. Aside from this, there are classes that must use the lab (computers, typing, career cruising, etc...); this creates scheduling conflicts with some classes and not others. For example, I am usually able to get my morning classes into the lab, but the afternoon classes suffer because the lab is required for two afternoon classes.

Time Frame: For the student to complete an assignment of this nature, a time frame must be established. Establishing a time frame sets parameters that the student must follow. It also forces the student to develop time management skills. How long should the student have to finish the assignment? That depends on computer accessibility, lab time, and what computer resources the student has at home. I've found, through using MOODLE, that 5-7 days is often plenty for the student to complete the average assignment

While technology allows us to present the curriculum to our students in new and exciting ways, it does present us with unique problems. Through creative time management, flexibility, and the desire to incorporate technology into the classroom, these obstacles can be over come. In overcoming these obstacles, we can make our classes a stronger learning environment for our students.

Web Pages vs. Blogs

noreply@blogger.com (Unknown) — Sun, 25 Oct 2009 02:41:00 +0000

Web pages and blogs are two prevalent technologies used in cyberspace to grab the reader's attention. While both are effective methods for presenting information, they seem to differ in design. A traditional web page is a more formal device for presenting information. Like an advertisement/commercial, most will grab your attention with the hope that you will possibly explore the site to research, shop, or utilize for financial needs (pay bills, monitor accounts, etc...).

The other side of the coin is the blog. This is device used to present information in a non-traditional method. Information is posted in a less formal manner. The author is given the chance to have his or her voice heard. While some may use this as a chance for personal exchange/debate, others may use it to present news, reviews, or opinions to the rest of the world. The blog puts a more modern twist on the traditional website by allowing it to become more personal.

noreply@blogger.com (Unknown) — Fri, 23 Oct 2009 02:55:00 +0000

Here I am, testing out my new blog. The online session from tonight was nice, as I was able to get a few ideas for the STAIR project.

A PowerPoint focusing on electromagnetic radiation (waves) - would be a nice setup for a tutorial for some of the special needs students that I have.