Technology in Education

The Kindergarten Font

noreply@blogger.com (Unknown) — Tue, 11 Dec 2012 15:12:00 +0000

Wicked Problem of Practice:

If you observed a class of Kindergarteners, you’ve noticed how they rely on one another and work collaboratively. Kindergarteners build knowledge by asking and seeking answers from those in their learning environment, teachers, parents, classmates, siblings, etc. My problem of practice arose in this very environment. As a parent of a Kindergartener I have noticed the confusion that arises from varied fonts in my son’s reading environment. At his age, the problem arises most often from children books.

This problem of practice is not only mine, my son’s Kindergarten teacher wishes there was a font created just for Kindergartens to make learning to read and write that much more clear. She hasn’t found a single font that accurately represents every letter and number.

One of the principles of Universal Design for Learning is providing accurate representation of content and give students multiples ways to express themselves with the content - The real problem of practice is that Kindergartners do not have accurate representation of their content (letters and numbers). This misrepresentation gets in the way of learning. The solution is the creation of a font designed for Kindergarteners.

Thankfully we are in an age of apps and new web-based technologies. There are apps available for the iPhone and iPad that allow the user to custom design their own font. I chose a technology that is compatible with the iPhone, Android, Samsung, and Windows8. The application is called MyRealFont and it is free.

MyRealFont allows you to create personalized fonts that can be uploaded to your computer’s font book. The personalized font is then accessible on any word processing application on your computer (PowerPoint, Microsoft Office, etc.)

Once I had created The Kindergarten Font I shared the solution with a Kindergarten teacher to test it out. I chose for the technology to be implemented through collaborative learning as my pedagogy. I wanted students to interact with the font collaboratively and rely on their peers for knowledge; “to give knowledge is to get knowledge” (Scardamalia 2003). Using MyRealFont (as my technology) and collaborative learning allowed students to interact with their writing in a meaningful and authentic way.

After the activity was finished, I had the teacher complete a survey to gather feedback and results. The teacher answered “yes” to every question and provided the following feedback: “Worked awesome on my home mac. Unfortunately, the district computers do not allow us to download things.” In the future I plan to distribute the font to my school district and offer a PD tutorial on how to creat your own font. When I see evidence of teachers and students creating their own font I will feel that I have succeeded in solving my problem of practice.

My problem of practice was that Kindergartners did not have an accurate representation of content (letters and numbers). My solution was the creation of The Kindergarten Font. According to a study at the University of Toronto, technology should not dominate a Kindergarten curriculum. Instead, integration of new technologies should be a flexible discourse that complements the grade level objectives. Kindergartners work collaboratively with one another to create a Knowledge Building community (Lopez 2012). Within this network, it is recommended that Kindergarten teachers “[capture] the human capacity for inventiveness and help convert that inventiveness into something of social value” (Scardamalia 2003). The technology, MyRealFont, prompts both students and teachers to be inventive and use it in an authentic social environment while maintaining a flexible discourse of technological pedagogy that complements Kindergarten objectives. Font creation, via MyRealFont, is a great example of using technology to enhance the content without creating a computer environment that is overly prescriptive.

If I were to do another project of this type I would contact the district IT department and see how we could get passed the firewalls to allow teachers to download fonts onto their school computers. If I were to give some advice to others who may be considering doing a similar project, I would remind them to be sensitive and respectful of those teachers who are not fluent with smart devices or new technologies. Some teachers just don't have access to technology outside of the school setting, and probably won't pursue it any further without actually seeing and experiencing what they are missing out on. I plan to create another font and keep adapting and editing it until I am 100% happy with it. I have learned that it is very easy to create a personalized font and I am excited about how using my font will make the letters and handouts I create more personal and authentic.

Resources:

Center for Applied Special Technology (CAST). Transforming Education through Universal Design for Learning. © CAST, 2012. Web. 8 Nov. 2012.

Lopez, O., Espinosa, A., Cruz, A., & Gomez, A. (2012). Knowledge Building Pedagogy in Kindergarten: An Exploratory Study. OISE. University of Toronto. ON, Canada. http://ikit.org/SummerInstitute2012/Papers/3012-Hernandez.pdf

Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments:

Extending the limits of the possible in education and knowledge work. In A.

DiStefano, K.E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed

learning. Thousand Oaks, CA: Sage Publications.

Professional Learning Plan

noreply@blogger.com (Unknown) — Fri, 07 Dec 2012 16:45:00 +0000

My Professional Learning Plan includes both my personal and professional aspirations and goals. I am a Secondary French teacher taking a hiatus from teaching. I am completing my Masters degree in Teaching and Curriculum. I also play an active role in my children's lives making sure they are pursuing healthy and happy choices for an active lifestyle.I discuss my passions that drive my determination as well as my current professional setting. I have outlined both short term and long term goals that integrate technology into my life. To view my Professional Learning Plan visit this link.

PD Tutorial: WatchKnowLearn.org

noreply@blogger.com (Unknown) — Tue, 04 Dec 2012 18:11:00 +0000

For a Group Leadership Project in CEP 812, my group and I designed a Stand Alone Instructional Resource to be used as a Professional Development ("PD") tutorial. The purpose of our PD tutorial was to educate teachers on a new technology to be used in a flipped classroom. My group used Power Point and Adobe Presenter to deliver the PD tutorial for WatchKnowLearn.org. The PD tutorial is no longer available online due to an expired Adobe Presenter membership. You can however read our script at this link.

Throughout the development process of our Group Leadership Project I learned:

how important it is to have a timeline;
how important it is to mind map as a group;
how important it is to all work together with clear objectives and roles;
how to use some great video conferencing tools like Adobe Connect and Google Hangouts;
how to communicate and work collaboratively with classmates using technology (Angel, Popplet, Google Docs, Google Hangouts, Adobe Connect, Skype, Skype Chat, Text messages, email);
to trust and rely on my group members; and
about a really great technology for the flipped classroom: WatchKnowLearn.org.

If I had to develop a similar product again, I would shorten up the timeline. I felt that this project was spread out over too wide of a timespan. Other than that, I was really happy with the process. My group worked well together, we met the objectives, and I am really impressed with the end result!

M-Learning Lab

noreply@blogger.com (Unknown) — Sun, 02 Dec 2012 22:24:00 +0000

For the Mobile Learning Lab, I learned more about how I can use mobile technology as an educator in my classroom and in other educational settings, (such as at home with my preschooler - I already recognized apps suggested from the links provided in the lab. Both my kids loved "Peek-a-boo Barn", it helped me out many times at the grocery store. Not only do these educational apps mute the toddler tantrum, it also teaches them new concepts and reinforces on previously learned ones.)

I saw examples of how I can use the iPod, mp3 players, PDAs, USB Drives, E-Book readers, Flip Cameras, Smart phones, laptops, and tablets in education.

I plan on utilizing all of the suggestions below in my secondary French classroom when I return to teaching. I especially think that using mobile learning for research, polling, currency conversion, Google Maps, and news articles will work seamlessly into my Secondary French curriculum.

I tried to join the Classroom 2.0 network on 11/24/12 but after waiting over a week, I never got any confirmation of my membership. I had wanted to join the "Cell Phones in Education" group at http://www.classroom20.com, which I've heard is a phenomenal network that brings educators together. For now, I get emails from Classroom 2.0 about upcoming news and events.

I also visited a wiki called The Innovative Educator that had some great ideas for using cell phones in Education. (Polling, pop quizzes, sms to find definitions, currency conversion -- great for the World Language ("WL") classroom, internet browser for searches, etc., read books, use digital camera or video camera, use voice technology to share lectures, text messaging alert activities, live streaming new reporting - great for WL culture and sociology, use Google Maps - WL geography).

I also created my own live poll on Poll Everywhere. I asked my classmates to take my poll and only four of them took the time to do so. My professor also participated in my poll. "Red" was the winner by a long shot for my question"Quelle est ta couleur preferee?" Poll Everywhere is definitely an online technology that I'd like to use in my French classroom - it will fit very well into French question formation. It would reinforce background knowledge when students must respond in the target language to the poll questions. The only set back is that if I want to use Poll Everywhere to grade students and track participation I would have to sign up for the paid membership.

From my past experience, school districts and administrators are not thrilled about cell phone usage in the classroom. However, even five years ago when I taught, there were the trail blazers who prompted the administration to allow cell phone use if it helped meet curriculum objectives. I also know that not all students have smart phones with internet capabilities, nor do all students have a cell phone for that matter... so this will also be an issue to overcome - perhaps by sharing another classmate's cell, or by providing an alternative means to complete the project, activity, or assignment. Others obstacles to overcome that teachers may face when using cell phones in class are:

PART D - Findings and Implications

noreply@blogger.com (Unknown) — Sat, 24 Nov 2012 20:21:00 +0000

Formative:
My problem of practice has been implemented, tested, and assessed by my child's Kindergarten teacher. I was fortunate to have the immediate support of my child's teacher. I created an appropriate handout using The Kindergarten Font to test it in a real classroom (See below). I used the font in Microsoft Word and used clip art from http://openclipart.org. I then emailed the document to the Kindergarten teacher. The next day she distributed the handout to students to complete. By the end of that school day she had taken the survey I had created for assessment on Google Forms. In addition, she provided me with the copies of student work.

Summative:
I have copies of student work that shows evidence of success in addressing the problem of practice. I also have the Kindergarten teacher's survey answers to show further evidence of success (See below).

Timestamp: 11/21/2012 11:05:31
Did students find it easier to read from The Kindergarten Font? Yes
Were students able to reproduce numbers 1-10 easily by using The Kindergarten Font? Yes
Were you, the teacher, able to easily access The Kindergarten Font and use it in your preferred word processing software? Yes
Do you see yourself using The Kindergarten Font regularly in your class? Yes
Do you have any ideas or feedback to improve The Kindergarten Font? Worked awesome on my home mac. Unfortunately, the district computers do not allow us to download things.
Will you share The Kindergarten Font with another educator? Yes
Are you interested in creating your own personalized font? Yes

copies of student work

If I were to do another project of this type, using what I have learned I would do the following things differently:

I would meet with a group of teachers during their lunch hour and show them how easy it is to create a personalized font. I would then have each teacher email their personalized font to one another so that they could compare and contrast. I would then challenge the teachers to use their fonts in their classrooms.
I would also contact the district IT department and see how we could get passed the firewalls to allow teachers to download fonts onto their school computers.

Based on my experience, word of mouth is the best way to get teachers to implement new technologies into their classrooms. I did learn that there is still a vast majority of teachers who struggle with using technology in education. I was really hoping to see my other child's Preschool teacher get excited about creating a personalized font. If I were to give some advice to others who may be considering doing a similar project, I would remind them to be sensitive and respectful of those teachers who are not actively pursuing technology in the classroom. It may be helpful to make an appointment with that type of teacher and let that teacher use your smart device, as you walk him/her through the process. Some teachers just don't have access to technology outside of the school setting, and probably won't pursue it any further without actually seeing and experiencing what they are missing out on.

I plan to do this project again when I go back to teaching. I also plan to create another font and keep adapting and editing it until I am 100% happy with it. I have learned that it is very easy to create a personalized font and I am excited about how using my font will make the letters and handouts I create more personal and authentic. In the future, I plan on buying a stylus. As easy as it was to create my own stylus, I would like to try different ones and find a stylus that functions the closest to a pencil on my iPhone and iPad.

Group Leadership Project: Part B - Storyboard and Script

noreply@blogger.com (Unknown) — Wed, 21 Nov 2012 03:28:00 +0000

Group 4 is well underway with our Group Leadership Project! We have worked well together dissecting a great teacher tool for the flipped classroom: WatchKnowLearn.org. We have created our storyboard on a great online tool called Popplet. We have also completed our script for our Presentation using a Google Doc. We have each had assigned roles for this project. Each of us were assigned a specific part to the WatchKnow site. Now that we have compiled our research together, we are ready to start working on the final presentation for our profession development tutorial. I will be doing the final edit, Sam will be creating the presentation, and Jamin will be reading the script. Originally we each thought we'd present and read the script for each of our assigned areas, but during our last group video conference we decided that the project would have better flow if we reorganized the jobs.

Here is a screen capture of our Popplet, note that the popples are quite small. To view our Popplet visit the direct link: http://popplet.com/app/#/580748

Below is a snapshot of our script as of 11/20/12. To view the entire script, visit the direct link: https://docs.google.com/document/d/1HsWh4yPYhdSIAsaBHHIjQGgwoacD6QglyP1svBtqkmA/edit. Please note it is still a work in progress and we have yet to do final edits, etc.

I worked on the following two areas: Common Core and Classrooms.

(Jamin worked on the following three areas: Introduction, How to Add a Video, and the Vision/Conclusion. Sam worked on the following two areas: Editors Tools, and How to Review, Approve, and Assign Videos to Appropriate Categories.)

Our individual final edits will be done by Thanksgiving. Next we will work on the presentation for our professional development tutorial of WatchKnowLearn.org.

Data Visualization Lab

noreply@blogger.com (Unknown) — Wed, 21 Nov 2012 01:30:00 +0000

Visit this link to hear my podcast of this lab.

I really enjoyed the Data Visualization lab. I liked Karl Gude’s presentation. I agreed with him that it is a lot easier to scan images, (or the produce section!) than it is to scan text. I bookmarked his website for Free Visual Tools and spent some time exploring Open Clip Art, Delicious.com, Strip Generator, Dipity, Glogster Edu and Podomatic.

I used Open Clip Art to find an image to use for a handout for my WPP using the font I created.

I also started designing a timeline for one of my kid’s milestones using Dipity. This looks like a great online visualization tool!

I am interested in doing podcasts in the future, so I chose to explore podomatic for this lab. I liked the sound of a Minicast and thought I’d give it a go. Unfortunately, I crashed and burned. I created an audio file that I could use with my slideshow. I accidentally uploaded the wrong audio file and the result was quite funny. Check it out at the right side bar of this blog, it's titled "Oops! A 'crash and burn' Minicast".

Then I went ahead and tried to redo it but the site was not allowing me to upload any new audio files. I then went ahead and created a URL for my future podcasts. I came up with the subdomain “French Pancakes”. My plan is to flip my French classroom like a pancake, hence the origins of the name. I plan to create online resources for my students to listen to and build on their listening skills in the target language. I can see podomatic being very useful in the classroom. Between now and then, I need to practice creating podcasts and gain more confidence speaking while being recorded. I find that I get nervous and freak out when I have awkward pauses during a recording... I guess that’s the beauty of editing.

WPP: Part C Implementation

noreply@blogger.com (Unknown) — Fri, 16 Nov 2012 15:28:00 +0000

Technology chosen to solve my Wicked Problem of Practice: MyRealFont

Overview of the Implementation Process:
See Screencast_HE on right side bar.

Stylus Research:
Because I am creating a font using an iPhone app, writing with a finger is unnatural and is not a good tool to use to mimic handwriting. I found two great videos on YouTube that helped guide me in the right direction.
1. http://www.youtube.com/watch?v=bVAFl_MKZtg
2. http://www.youtube.com/watch?v=eEjhzOgx-j8&feature=related
I chose to go with the first video because it was one I could create with what I already had at home. If it failed, I could always purchase one. If it had came to that, I would have purchased the Amazon stylus mentioned in the second video.

Inspired by the first video, I created a video to share how to create your own stylus - but it had some issues. There was a voice delay in the video and the stylus I created did not work well. I learned that the Mr. Clean Magic Eraser does not work. Here's the video I created:

The funny part to this video is I ended it with "It is as easy as it looks," when it reality it didn't end up working that well!! But with that said, the stylus that I created next was even easier easy to make.

I chose to use a different material than the Magic Eraser and found a "can cooler" to work quite well. I ended up creating a stylus with one of my husband's small screwdrivers, a can coolie (see images below) and some Scotch tape. I would also advise to be careful to not scratch your device's screen with the sharp point of the screwdriver.

Making the font:
I used MyRealFont on my iPhone. Creating letters was easy. However, I do wish there was an “undo” button on the app so that if I made an error or accidentally erased a letter I could “undo” that action. It was easy to save the font (just select the green check mark (far right on bottom tab of app)). It was easy to send the font to my email. I just selected the font I created (The Kindergarten Font) and then selected “Send Font."

Using the app’s “Write a new message” feature, it was nice to be able to use my newly created font right away. However it does not provide spell check or any grammar correcting feature so you really need to watch out for that. It does allow you to change the text color and add pictures from your iPhone’s database or its own database of clip art and pictures. You can also save your message to your photo roll on your iPhone.

After creating my own font, I believe that it is quite simple and a Kindergartner could do it. I think that this would be a great way to implement technology into a Kindergarten classroom. Each student could create their own personalize font. This would make writing and reading a novelty. Students would have a meaningful connection to writing, especially on the computer. Imagine, a Kindergartner sitting in front of a computer, practicing writing, using their personalized font, and seeing his/her penmanship on the monitor. I know that my son would get a kick out of that and would really enjoy typing letters on the computer, more so than using Comic Sans or another font.

Implementing the font:
After creating The Kindergarten Font on my iPhone. I emailed the font to myself. I opened file and downloaded it to my computer. When I opened the file I was given a prompt to “Install the font.” Then my computer gave me this window (see below), I selected “Install Checked.”

Then The Kindergarten Font was automatically added to “My Font Book.” (See below).

Now when I open Microsoft Word, I can select my font, The Kindergarten Font. My font works the same as Arial, Times New Roman, or any other font.

The whole process was free and easy to do. MyRealFont is a fantastic technology tool! I am very impressed and excited to have explored and tested this technology. I cannot wait until I can sit down with teachers and show them how to use self created fonts in their classroom. I am also going to have my Kindergartner create his own font... he is going to love it! And most importantly, he is learning and practicing reading and writing in a fun, novel, and relevant way.

I encourage you to check out this really fantastic tool. You will enjoy seeing your handwriting made into a font. It is a great way to personalize the digital world and web 2.0.

What I plan to do next is meet with my children's teachers and have them use The Kindergarten Font in their classroom. I will also have them take my survey.

Group Leadership Project: PART A - BRAINSTORM SESSION

noreply@blogger.com (Unknown) — Tue, 13 Nov 2012 03:30:00 +0000

My group is creating a professional development tutorial about the technology tool "watchknowlearn.org" Our audience is for K-12 teachers who wish to flip their classroom, or for those who have already done so. Watchknowlearn.org is a valuable tool that serves as a directory that hosts hundreds of thousands of educational videos. Educators share, review, approve, and assign these teacher generated videos using a wiki framework and philosophy. Watchknowlearn.org covers all topics in primary and secondary education. Best of all, this tool is available for free and is available to students 24 hours a day, 7 days a week.

We originally met using Google Hangouts. This was a very fun meeting and our conversations seemed to flow. There was no connection delay, and it was very easy to hold a conversation. Perhaps we had too much fun and overlooked some of the requirements that needed to be discussed! With that said, we decided to meet for a second time to record our meeting and to discuss our project in more detail. We chose to use Adobe Connect and I found it to be very accommodating from a teacher's point of view. I really liked that I could go into the meeting room before and set it up, much like I would a classroom. I explored the pods, and liked using polls to generate peer feedback. I also like putting up the Agenda. Adobe Connect was a more formal setting, and our conversations did not flow as well. There was some issues with audio and background noise. But all in all, I was really impressed with Adobe Connect because of the format, available tools, ability to record, and how well it works in an online educational setting.

To view our video conference visit this link: http://meet30409137.adobeconnect.com/p65886f39kh/

In our Angel communication folder we discussed various presentation tools. We considered using Jing, Slideshare, Screencast, etc. During our Adobe Connect meeting, we chose to use Jing by voting on a poll pod. For our mind map/storyboard we choose Popplet. Popplet is a great online mind mapping resource and works really well for online collaboration. We also chose to use Google Doc to write up our script for our presentation of WatchKnowLearn.org. Each group member has an assigned area of WatchKnowLearn.org to report on. The website is broken up into essentially seven parts: Overview, Common Core, Classrooms, Editors Tools, Adding Video, Reviews/Approval/Assignments, and Vision. Each of use will be reading the script for our assigned areas of the project. We have also created a timeline to meet the various deadlines of the assignment. See below.

11/12 Determine assigned roles & hold second video conference;
11/13 Begin adding content to Popplet and our script to Google Doc;
11/17 Submit all course assignments due on this day;
11/20 Finish adding content to Popplet and to the script; Hold third video conference;
11/21 Edit/Comment to script and Popplet;
11/24 Submit all course assignments due on this day;
12/1 Rough draft due of final Group Leadership Project;
12/3 Final edits due;
12/4 Group Leadership Project due.

WPP: Part B - Application of TPACK

noreply@blogger.com (Unknown) — Sat, 10 Nov 2012 03:20:00 +0000

Wicked Problem of Practice: The Kindergarten Font

Part B: Application of TPACK

TPACK is the intersection of Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). TPACK is the "sweet spot" where new kinds of knowledge are found. An ideal lesson or material strives to reach the intersection of TK, PK, and CK. This is commonly referred to as the TPACK framework or method.

For the second part of my Wicked Problem of Practice, I am considering how "The Kindergarten Font" falls into the TPACK framework. For this post, I will describe how I will reach the "sweet spot" by using technology to solve my problem of practice.

To review, my problem of practice is the need for a font that accurately represents print handwriting. Kindergartners, especially, need a font that correctly represents their writing. Most early childhood educators, like Kindergarten teachers, use "Comic Sans". "Comic Sans" is a popular font, but still does not provide a true representation of 1, 4, 8, and 9.

For my solution, I will create a font called "The Kindergarten Font". I chose an application for my iPhone to create the font. The technology is called MyRealFont. This is a web-based technology available on Android, iPhone, Samsung Apps, and Windows 8.

MyRealFont is the car that is going to get me where I need to go. Without this technology I would not be able to accomplish the objective of this problem of practice. By creating a font with web-based technology, I can easily download it, distribute it, and use it. MyRealFont allows anyone to turn their handwriting into a usable font. Once I create “The Kindergarten Font”, teachers can use it on a tablet, a computer, or anywhere!

The creation of The Kindergarten Font addresses each of the TPACK objectives: technological, pedagogical, and content.

First, I will evaluate my problem of practice from a pedagogical standpoint. The solution of creating The Kindergarten font makes the content more intellectually accessible in the following ways:

Project based (reading and writing projects that incorporate print text that matches written text);
Writing assignments (students create writing pieces from reading from The Kindergarten Font);
Active learning (using KWL assessment charts by using The Kindergarten Font to extract information, represent letters and words to reproduce, and summarize);
Critical learning (analyzing writing, reading, and reproducing letters based on true representation and using the KWL);
Discussion (prompted by the teacher bringing notice to the change of font);
Independent work (students read and write independently from font).

The chosen technology, MyRealFont, makes the content more intellectually accessible from a technological standpoint by:

Meeting the ISTE standards

Communication and Collaboration (Teacher and students are able to communicate through the creation of a new font and collaborate making a new font together using the MyRealFont technology.)
Research and Information Fluency (Teachers are able to research the needs of their students, determine which part of the technology best suits their classroom, and use that technology to make the target information more fluent.);
Critical thinking, problem solving, and decision making (Teachers are able to critically assess learning needs, solve problems, and decide on how to use the technology to solve their problem of practice.);
Technology Operations and Concepts (Teachers demonstrate knowledge, skills, and conceptual understanding of the technology. In addition, teachers identify and locate technolgy resources and evaluate them for accuracy and suitability. )

Teaching new things in new ways. (Using MyRealFont teaches teachers and students about fonts, font creation, how to upload and use new fonts, and how to share the technology with others.)

The technology (MyRealFont) and the solution that I have reached (creation of The Kindergarten Font) supports teaching strategies and methods by:

Addressing State Standards and GLCE's (Strand 1: Word recognition and word study(WS), fluency(FL), narrative text(NT), informational text(IT), comprehension(CM), meta cognition(MT), and reading attitude. Strand 2: Process(PR), Personal Style(PS), Handwriting (HW), Writing Attitude (AT).)
Covering all of Bloom's Taxonomy (creating, evaluating, analysing, applying, understanding, and remembering)
Assessing student's comprehension
Encouraging student appreciation of the content

Where three objectives overlap is called "the sweet spot".

Web/Video Conferencing Lab

noreply@blogger.com (Unknown) — Sat, 10 Nov 2012 02:40:00 +0000

My group decided to use Google Hangout for our video conferencing tool. It was new to all of us and it was really fun to try something new. We were all used to Skype, which has it's limitations when considering video conferencing. During our group's session, we used the screenshare option and the chat feature. The screenshare option was really easy to use, and I liked that I could select a specific window to use and not have to broadcast my entire computer screen. Unfortunately, we did not explore much with the other apps and resources available (YouTube, Google Effects, and Google Drive.) We did not decide which video conferencing tool we will use for future meetings, we decided to do this in our group folder in Angel. I can really see using Google Hangout being very helpful in a classroom setting. I can see it workly perfectly for group work, students will not need to physically meet to collaborate on group work. Video conferencing is integral for flipping a classroom. I am excited to re-enter the teaching profession and try it out!

For our second video conference, we chose Adobe Connect because we could easily record our session. I found Adobe Connect to be really easy to use. I liked how I could go in an prepare for the meeting, set up polls, agendas, etc. I am so impressed with Adobe Connect, I hope to use it with my classroom.

WPP: PART A -Description of Need or Opportunity

noreply@blogger.com (Unknown) — Thu, 08 Nov 2012 16:03:00 +0000

Definition of my WPP:

For CEP 812, I have chose the topic of "The Kindergarten Font" for my Wicked Problem of Practice. Just this morning, my Kindergartner looked at a worksheet and pointed to an "a". He said, "Mom, what's this letter? Is this "a"? I'm going to try and write it like that." I said, "You don't have to, that's just a fancy "a", you can write it normal." He replied, "No, I want to write it like this." This is a problem in early childhood education. New readers and writers are seeing the squiggly "a" all over the place and it's creating some confusion. I even remember as a child trying to master writing the "a" all squiggly and fancy. Why do we write the "a" one way, and type it another? It's not just the letter "a" that is misrepresented in text, the "t", "y", "1", "4", "8", and "9" are not correctly represented in most fonts. There is a great need for parents, and early childhood educators to have a Kindergarten Font available. "Comic Sans" is often the font early childhood teachers choose, but it still does not offer a true representation of: 1, 4, 8, and 9. We need "The Kindergarten Font" because it address the Universal Design for learning; children need to see accurate representation of the content and be given multiple ways to express themselves with the content (Center for Applied Special Technology).

My Plan to address this problem:

New readers and writers need a font that accurately represents their writing. They need this medium to express themselves. The Kindergarten Font will provide numerable means for students to be active with the content being learned (reading and writing). Students will be able to engage with letters, create sentences, explore math, and technology in a clear and real context. Why do educators teach students to write one way and read from different letters and numbers? This can be confusing for a new reader and writer. This has been a long standing problem.

Today, educators can download fonts online from sites like fontspace.com. The problem is that even the fonts offered at this website do not have true representations of the written 1, 4, 8, and 9. So, for the scope of my WPP, there is no added benefit to downloading fonts from fontspace.com than there is from using "Comic Sans".

Thankfully we are in an age of apps and new web-based technologies that offer cost efficient and easily accessible solutions. There are apps available for the iPhone and iPad that allow the user to custom design their own font. This is the avenue I choose go. Below is my review of the apps available to create custom fonts:

iPad/iPhone App: Font Maker
Cost: Free
My review: You cannot create original work with this app. This app will not help solve my WPP.

iPad App: ifontmaker
Cost: $6.99
My review: I have not purchased the app to review it. I decided to explore other free apps before, since keeping costs down is part of my WPP solution.

iPhone/Android/Samsung/Windows8 app: MyRealFont
Cost: Free
My review: This app is available on a number of devices. It allows you to create original work for letters, numbers, symbols, etc. It is not available on the iPad, and it is hard to mimic handwriting by using finger. A stylus would be helpful. I would choose this app to solve my WPP.

iPhone app: MyFont
Cost: Free
My review: This app is a lot like MyRealFont, (see above). This app would work as well to solve my WPP.

An alternative to using an app would be to use "Comic Sans" and whiteout - the whiteout is for numbers 1, 4, 8, and 9. Teachers would need to rewrite these. Obviously, this is not technologically advanced and definitely not convenient. All joking aside, this is a real problem that we have overlooked. If we are reforming education to be Universally Designed, we need to provide accurate representation of content.

Logistics:

After researching what web-based technologies and apps are available I have decided to go with MyRealFont, an iPhone app to create the font. This technology is free and allows me to create a font that accurately represents written letters. (1) Once I create the font via MyRealFont, (2) I will email the font to my daughter's Preschool teacher, and my son's Kindergarten teacher. I will ask these teachers to use the font in their class and provide me with feedback. (3) After ironing out any wrinkles, (4) I will then distribute the font through online social media and social bookmarking sites, like Delicious.com and Pinterest.com. (5) I will also send the font to my school district. My hope is that the Kindergarten Font will go viral. Or at the very least, educators will no longer need to say, "I wish I could make my own font." Instead, I want them to do it via technology.

My WPP timeline:

During this course:
I plan to create the Kindergarten Font and distribute to my children's teachers, and to social media and social booking marking sites. I will create a survey using Google Forms and have each teacher complete the survey testing the validity of the project. To see the survey, click here.

After the class:
I plan to distribute the font to my school district. I also hope to teach a class to teachers in my district about "How to create your own font". I may do this via an online screencast and distribute it via email to the early childhood teachers in my district.

If I see teachers using either my Kindergarten Font in their class or even if I see evidence that teachers have created their own font I will feel that I have succeeded in solving my WPP. Success is going to be determined in the text around me. When I see typed student work having letters and numbers accurately representing early writing, I will know that my WPP made a difference.

Source:

Center for Applied Special Technology (CAST). Transforming Education through Universal Design for Learning. © CAST, 2012. Web. 8 Nov. 2012.

Self Reflection (CEP 811)

noreply@blogger.com (Unknown) — Wed, 07 Nov 2012 20:29:00 +0000

How have you grown as a professional in the last few weeks?

I have a better understanding of interactive computer technology and how I can use it in my classroom. I have become more fluent with the latest online technologies (Jing, Screencast, Slideshare, etc.) and how I can use them in my professional setting. I am much more confident with FTP files, and how to edit and publish new materials to the web. I have enjoyed collaborating, sharing new materials, and finding new materials online (MACUL space, MERLOT, Google Drive). I have learned how to prepare lesson plans so that they are better suited for today's learners (Universal Design, Instructional Design).

How have you met your own personal goals for learning about technology integration? How have you made progress towards your goal?
My goal at beginning of this course was to become more fluent with the web 2.0, post regularly to my blog, and follow RSS feeds. I definitely feel more fluent with web 2.0 and how I can use it in an educational setting. I do post more regularly to my blog, but it is often associated with a class assignment. I have not followed my RSS feeds, but I have added some new feeds. In another class, CEP 812, I have learned how to have my own feed through Feedburner.

What are your goals for after this course? What are your plans for reaching those goals?
I still have "writer's block" when given a blank template without an assigned topic. My goal for after this course is to continue to pursue technology and write about my journey on my blog. I plan to follow MACUL space and learn about new ways teachers are using technology in the classroom. I also plan to contribute more French materials to MERLOT because I saw that there really wasn't much offered for my subject area.

What are some things that you have learned about effective teaching strategies when integrating technology?
I have learned effective teaching strategies and principles by learning about Instructional Design, Universal Design for Learning, and Assistive Technologies.

Instructional Design principles are:

1. Identify a problem or need
2. Fit the objectives in to a real-world activity
3. Determine an instructional objective based on the final outcome/activity/test
4. Have a set of essential content
5. Evaluate often by test or observation
6. Design the method/lesson to deliver the content

When the three principles listed below overlap, Universal Design for learning happens:
1. Representation (Teacher provides various representations of the content)
2. Action and Expression (Teacher gives students multiple ways to express themselves and be active with the content)
3. Engagement (Teacher gives students choices to fuel student engagements. Teacher encourages students to take risks and learn from mistakes)

Assistive Technologies ensure universal access to the content or material to be covered. AT help more than the students that they were initially designed for.

How did integrating web-based technologies help you think about and evaluate uses of technology?

By using web-based technologies for educational needs, I was able to see how important the role of the web 2.0 and how it impacts my classroom. I now know various web-based technologies that I can use in my classroom to support and foster student learning.

Do you have any long-term goals? What are your plans for reaching your long-term goals?
My long term goal is to re-enter the teaching profession and teach secondary French. I plan to teach to the TPACK model and continue to collaborate with educators both within my district and online.

And as a side note...

My journey through Educational Technology hasn't been all roses. I also had to have my first eye exam yesterday. It turns out that all the time that I've spent on the computer has worn out my eyes. I now have to wear reading glasses when I work on the computer. If you are reading this, I would consider using a pair of reading glasses when you work to lessen the work your eyes do when you are learning online. I wear a +1.0 and it's helping.

Online Teaching Experiences

noreply@blogger.com (Unknown) — Sat, 27 Oct 2012 03:08:00 +0000

Web Wise Kids is a resource that I'd like to use with my course's online learning. Children need to be mindful and aware of what they share, navigate, and participate with online. The purpose of Web Wise Kids is to "empower students to safely enjoy all the benefits of technology, recognize and avoid dangerous or unethical online activities, and confidently manage issues like piracy, fraud, online romances, cyber stalking, sexting and other detriments."

What content could this help you teach?
What type of pedagogical strategies might you use with your students? Some appropriate pedagogical strategies to teach these concepts are: role playing, think-pair-share, journals, compare & contrast and debates.
What technologies do you think would be harder to use with your students? Why? Web Wise Kids offers a technology that "features stories, video clips and fun activities to teach and reinforce online safety concepts. Most importantly, it introduces real issues to you in a practical and convenient way and offers proven solutions." They also provide other resources for parents, educators, and students. This technology does present a barrier, there is a suggest donation of $7.99 in order to play the game, and even suggests users pay $19.99 for the newest version. My concern is that Internet Safety games and interfaces aren't the most enticing topic for our youth to play-- it is unlikely that a child (or even parents) will pay the suggested fee to play.

A Screencast Bio

noreply@blogger.com (Unknown) — Sat, 27 Oct 2012 01:33:00 +0000

Check out my sidebar to watch a video bio about me.

First Podcast

noreply@blogger.com (Unknown) — Fri, 26 Oct 2012 17:45:00 +0000

https://www.msu.edu/~banninga/FunnyTechMoment.mp3

A Funny Thing Happened with Technology

noreply@blogger.com (Unknown) — Fri, 26 Oct 2012 16:56:00 +0000

We've all had some sort of funny moment in technology. I remember one time in my classroom I was setting up the projector so that students would be able to use an online site for further content practice. But instead of having the website up, I left my personal email account up on my screen. I was a little embarrassed that my students read my email, but my students thought that was quite funny.

Another technology blunder that happens every so often is when I accidentally send a text to the wrong recipient. It is especially embarrassing when it's a private conversation. This sort of thing also happens to me with email too. I use gmail, and it remembers just about every email address that I have ever sent to. This can be both great and not so great! Click on this link to hear the full story.

MACUL Space Contribution

noreply@blogger.com (Unknown) — Sat, 20 Oct 2012 01:07:00 +0000

For this Participation Assignment, I shared a useful poster creatively displaying educational technology buzzwords. I found this to be a valuable resource for students and teachers alike. It is a visual reminder of the numerous ways we can use technology in education.

Wiki Lab

noreply@blogger.com (Unknown) — Fri, 19 Oct 2012 19:32:00 +0000

This week my classwork focused on using wikis in education. I created two personal wikis using wikispaces and pbworks. I also created a wiki for my children's school, as there was not one already in place.

I had previously created a wiki last Spring when I took CEP 810. I had designed this wiki to serve as an online site for collaboration.

For my CEP 811 Wikis lab, I did much more experimenting with wikis. I created multiple pages, embedded links, uploaded files, and invited others to collaborate to my created wikis.

First, I created a new wiki, using wikispaces.

I created this wiki to represent myself and the work I am doing in CEP 811. I embedded a link to an Instructional Design lesson plan that I had previously published to the Internet. I also embedded a video. The various pages of this wiki have links that move a user throughout the pages. It is definitely a "work in progress."

After playing around and getting familiar with wikispaces, I visited pbworks.com and created a wiki at that site. I found pbworks to be more user friendly. I explored the various content types that you can include and use.

I edited the content in my sidebar to include two important links for the MATC program. I also changed the color themes, and added a logo.

I embedded the Google calendar for our CEP 811 class.

I added a Skype contact feature and a Google Translator gadget.

I also uploaded a file to the wiki that pertains to the MATC Portfolio requirement for my Graduate program.

To complete the Wikis Lab, I looked for my children's school wiki. There was not one created yet, so I created one and added one notable fact- the school hours. I also invited other parents and my Professor to contribute/view/visit the wiki.

After completing this lab, I am much more familiar with wikis and how they work. I really like that anyone can edit the wiki. It is a great source for online collaboration.

Universal Design for Learning

noreply@blogger.com (Unknown) — Sat, 13 Oct 2012 03:21:00 +0000

The new wave in education is a far cry from the traditional way where textbooks reigned and curriculum was designed for a one size fits all student body. Universal Design for Learning ("UDL") is all about embracing diversity in learners. UDL has three principles. First, teachers need to be flexible with how they represent and introduce the content. Second, teachers must provide multiple ways for students to express themselves in the curriculum. Third, teachers must be aware and accomodate for the individualize ways students are engaged. By adapting the principles of UDL, teachers are flexible with their curriculum so that students excel at learning and are intrinsically motivated.

For my CEP 811 class, I need to answer the following questions relating to Universal Design for Learning:

Q: At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not?

A: I disagree with the view that curriculum is disabled and poses barriers which interfere with learning. Without curriculum, teachers would be recess aids. Curriculum provides us with a framework, a set of goals to reach. Teachers are artists and shape the curriculum to meet the needs of the diverse student body. Curriculum is not the problem. The responsibility is on the school district and its teachers to create a rigorous curriculum that engages students and accommodates the diverse group of learners present in every classroom.

Q: What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student’s strengths and weaknesses? What are the challenges of this approach?

A: Spending time analyzing curriculum is a good thing; students will benefit when curriculum has the kinks ironed out. We as educators can never put enough time into planning, strategizing, and reevaluating what and how we teach students. However, if all the attention is put into analyzing the curriculum, the students' strengths and weaknesses become the background. As educators, our ultimate goal is to bring up responsible citizens who will participate and foster growth in our communities. Students are our primary focus, and spending too much time analyzing curriculum can take the attention off what truly matters.

Next, I will analyze one of my lesson plans using the UDL Guidelines. (See below.)

UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation:	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: Real life visual of content, image
1.2 Provide alternatives for auditory information	Barrier: Students only hearing teacher’s voice
1.3 Provide alternatives for visual information	Feature: Content is deliever in text, real life examples (touch)
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: touch, text, and
2.2 Clarify syntax and structure	Feature: teacher and peer feedback
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic understanding	Feature: French lesson
2.5 Illustrate key concepts non-linguistically	Feature: hands on
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: activates bk
3.2 Highlight critical features, big ideas, and relationships	Feature: relates content to personal needs
3.3 Guide information processing	Barrier: No scaffolding provided
3.4 Support memory and transfer	Feature: Student associate content to real life tasks (grocery errands and diet)
II. Provide Multiple Means for Action and Expression:	Your notes
4. Provide options for physical actions
4.1 Provide varied ways to respond	Feature: Online technologies, Peer group, Art, Touch, Smell, Sight, Speech, Auditory
4.2 Provide varied ways to interact with materials	Feature: blind fold activity
4.3 Integrate assistive technologies	Barrier: None provided
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Twitter discussion
5.2 Provide appropriate tools for composition and problem solving	Feature: Books in native language
5.3 Provide ways to scaffold practice and performance	Feature: Creation of grocery list using content Barrier: No scaffold for practice in peer groups
6. Provide options for executive functions
6.1 Guide effective goal setting	Feature: Real life task assessment Feature: Prompts healthy dietary thinking and choices
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement:	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: text, aural, oral, sight
7.2 Enhance relevance, value, and authenticity	Feature: relevant content to real life
7.3 Reduce threats and distractions	Barrier: content promotes sharing likes/dislikes and some students may not feel comfortable liking something without knowing how peers will react
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: Long term goals implemented with content covered
8.2 Vary levels of challenge and support	Feature: Simple to more advanced content and technology (access to and use of Twitter)
8.3 Foster collaboration and communication	Feature: peer groups, class discussions
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Student Blog post, group discussion
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection	Feature: Student blog

After analyzing my lesson plan, I found some areas where I can adapt the lesson to meet the individualized needs of my students. I found that I did not take into account any Assistive Technologies, nor did I consider the dynamics of an autistic student. This lesson would work well for a student with ADHD because there is lots of new content and it is very fast paced. However, it does not follow a normal class routine, and perhaps a student who struggles with change would be challenged at the pace and introduction of all the new content. This lesson was created outside of a classroom setting, as I am not currently teaching. I imagine that if I created this lesson for a specific set of learners, I would greatly change the order and amount of tasks I do. I would also adapt the methods and technologies used to meet my learners.

This experience has shown me that regardless of having a predetermined lesson, I would ultimately gear and tweak the lesson to fit the diverse make-up of students in my class. My curriculum is just the base from where I uniquely design the ladder my students will climb.

Evaluation of Learning Material in MERLOT

noreply@blogger.com (Unknown) — Sat, 29 Sep 2012 15:11:00 +0000

I evaluated a MERLOT learning material called “Voyage Virtuel.” The material is found via MERLOT at the following URL: http://www.merlot.org/merlot/viewMaterial.htm?id=88300

Quality of Content:
The learning material provides valid concepts, and accurate models of French geography. It covers educationally significant concepts and skills for any level of French.

1. Potential Effectiveness as a Teaching-Learning Tool

a. Explanation:

The learning material provides an introductory tour of French geography. It provides an interactive website that allows the user to click on various French cities and then provides essential facts that make that city or region special.
b. Demonstration:
The website is in French and reads at a beginner’s level. The resource would be a valuable resource at any level of French. It covers essential geographic features and facts that are required to learn for all levels of French.
c. Practice:
The website is interactive and provides an overview of French geography. It is important that students are well acquainted with the various geographic features of France. The learning material provides the learner to access information visually (by using the interactive map) or by using a drop menu that provides a list of the cities displayed on the map. Learners can then read and explore the text and reinforce French vocabulary and culture. The site also provides education pictures of each city and region.
d. Applying:
The learning material is very user friendly and would work well in numerous units covered in the French language. For example, this learning material could be used for not only geography, but for food, history, weather, and activity units.

2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
After using this learning material students should be able to name the rivers, mountains, adjacent bodies of water, cities, and regions. Students will also be able to recall general facts about each city, (i.e. food, commerce, attractions, etc.) in France and explain what makes France an attractive touristic country.

3. What are the characteristics of the target learner(s)
The target audience for this learning resource are students of French and those planning a trip to France. Learners using this resource have an interest in France’s geography as well as in French culture.

4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
The interactive presentation of material improves both faculty’s ability to teach and students’ ability to learn the material.

5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
There is no new software presented in the learning material, but the use of the material would be easily integrated into the current curriculum and pedagogy within the French discipline.

6. Can the software be used in a variety of ways to achieve teaching and learning goals?
The material can be used in a variety of ways and will enhance learning to better achieve teaching and learning goals.

7. Are the teaching-learning goals easy to identify?
The website provides an introduction to French geography. Learners and teachers alike would be able to easily identify teaching-learning goals.

8. Can good learning assignments for using the software application be written easily?
It would be very easy to write up great learning assignments using this website.

East of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Yes, this learning material has a very general and consistent layout.

2. Does the user get trapped in the material?
No, it is very easy to navigate through this website.

3. Can the user get lost easily in the material?
Depending on the level the language students is at, it may be difficult to learn all the information presented. The site is entirely in French, so first and second year students would have to put forth great effort to learn geographic concepts presented.

4. Does the module provide feedback about the system status and the user's responses?
No, there is no feedback provided. This question doesn’t really apply to this learning material.

5. Does the module provide appropriate flexibility in its use?
The website is flexible. The user can navigate the material in whatever way is directed or wanted.

6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
No, there is no software to use.

7. Does the material present information in ways that are familiar for students?
Yes, the material is presented in a very clear and simple way. It is like an interactive textbook.

8. Does the material present information in ways that would be attractive to students?
Yes, the material is presented in a very attractive and useful way for students.

How To Put a Power Point Presentation into Kiosk mode

noreply@blogger.com (Unknown) — Fri, 28 Sep 2012 19:03:00 +0000

http://edutech.msu.edu/online/Office2007/ppt07-4/tutorials/PowerPoint2007-04.html

French Cultural Studies Teaching Resources

noreply@blogger.com (Unknown) — Fri, 28 Sep 2012 18:43:00 +0000

French Cultural Studies Teaching Resources

The power-point presentations introduce students to the study of three major French novels from the eighteenth to the twentieth century. A comparative approach using various examples taken from literary texts and film adaptations will explore the concept of love, sex, and desire in French literature.

Frenchified: Teaching and Learning French 2.0

noreply@blogger.com (Unknown) — Fri, 28 Sep 2012 18:42:00 +0000

Frenchified: Teaching and Learning French 2.0

Frenchified is a site for anyone trying to learn French or teach French who "gets bored with textbooks and other boring things." Worldwide Web based resource. Contains (and solicits) ideas for topics, "cool French videos," articles, commercials, etc...anything to help "Frenchify" a user's world!

StAIR

noreply@blogger.com (Unknown) — Wed, 26 Sep 2012 01:09:00 +0000

Stand Alone Instructional Resource

Programs that can be used to creat a StAIR