I'm not going to lie, back when I we started this summer camp (you know, like activities 1-4), I found myself with a serious amount of tech confidence. I'm not bragging, just being honest… I felt like the rest of the course was going to be smooth sailing. As the course went on, however, I found that there was so much more to learn and grow and my false confidence quickly gave way to hard-core learning!
Every time I explore new technology I am amazed at all of the tools out there that are designed to make technology use in classrooms more efficient and effective! I was not let down this time! The summer camp was great because it encompassed some tools that I had already used and others that I had never heard before. I appreciated this fact because I was able to lend advice on some other campers' blogs for certain activities while learning from other campers in others. I was impressed by the many different ways teachers used the same tool and am planning to revisit these sites as the year goes by to remind myself of the many different options out there. One of the things I was really please with is the fact that so many people from my school worked through this camp this summer. While I know I can communicate with anyone across the district who completed this class, it is really helpful to just run upstairs or down the hall to check in with my colleagues who are working with the same types of technology that I am.
Success and frustration definitely come hand in hand when exploring technology and I had my fair share of both throughout this summer. While my frustration usually worked itself out, there are certainly tools that I don't see myself using all that much. That being said, there are so many more tools that I had never heard of that I can't wait to try. Specifically I can't wait to try more of Socrative and Google Classroom.
My whole goal this school year is going to be consistency. I am so looking forward to having a class set of computers in my classroom and can't wait to find ways to enrich my teaching through the use of this resource, but I am not going to forego consistency just because of my excitement over a certain tool. I will be utilizing PLC accountability in order to make sure that I am using technology in an effective and meaningful way in my classroom and teaching.
I have learned so much and have so much to learn!
Until next time!
Thursday, August 6, 2015
Activity #10: The End is Near
Here it is, the final tech camp collaborative assignment for this summer!!!
Woot!!! Woot!!!
Activity #9: We the People...
I am not a parent.
I am, however, a teacher.
What I see, daily, as my students get sucked further and further into the ever-expanding and rapidly changing world of technology makes me want to move to some cave in the middle of nowhere so that I when I someday have children of my own, they don't have to face the consequences that technology forces on today's youth (very Mr. Kirk in scenario 2).
Am I a Debbie Downer?.... Sometimes?!?!?!
Would I really move to a cave?.... I couldn't possibly live that far away from a Target store! :)
But seriously, the consequences of technology seem incredibly weighty. Watching middle-schoolers struggle through online bullying, sharing of private information, and so much more is gut-wrenching and it makes the importance of digital citizenship that much greater.
After reading through the scenarios and resources provided, here are my thoughts:
- Discuss the possible ethical issues involved in two of the scenarios.
- Ethically, technology provides us with many issues. Inherently, it is not wrong to move forward in your classroom with a teaching practice you feel is sound. However, when your practice is not quite so sound and the principal is fielding angry phone calls from parents, you have an issue. I do my best to inform my principal when I begin something new that I haven't tried out before, this would include technology. The temptation to have your kids create accounts on websites when they are not yet 13 is high. Even more than that, the temptation not to check those age requirements is even higher. When trying out a new form of technology it is absolutely necessary to be aware of all age restrictions and requirements for parent permission.
- Determine if the safety or well-being of anyone is in jeopardy.
- I think absolutely the safety and well-being of several people are in jeopardy in a few of these situations. Obviously, in the scenario where students are posting pictures with full names you have a straightforward safety issue. In addition, you have a well-being issue anytime students use technology to bully or make fun of others.
- What advice, strategy, or policy would you recommend to individuals or schools based on this scenario?
- In the scenario where the teacher neglected to teach students how to turn on the privacy setting for YouTube videos, I would suggest modeling the process several times. While it is unfortunate, there is any easy fix in order to move forward. In the instance where the students are using google docs or other forums to bully one another, I would have a very serious conversation with the students and enforce the consequences outlined in the Mounds View Technology Policy, which is very clear about school technology being used for academic purposes only. I see consistency as the absolute greatest and most imperative strategy in keeping technology under control and academically useful.
- Share any real-life incidents or personal connections related to the scenario.
- Honestly, I haven't dealt with an academic issue related to any of these scenarios. But I did have a conversation with a very distraught student who told me about pictures of her that had been taken and then put out on Instagram. The way that technology can quickly turn something personal into something public, is mind-boggling. It heightens the need for education and vigilance when it comes to technology in our classrooms and schools.
- How can the Mounds View Resources help to implement high quality instructional practices with with technology?
- The Mounds View district does a lot to encourage the use of technology in classrooms and certainly supports it with money and resources. To be honest, I think the ways that Mounds View can continue to support this is by offering courses like this, placing technology people in each school, and investing in new technology. One of the things the district needs to be wary about, however, is the over-saturation of technology in classrooms. Technology has a time and place to be effective. Not enough and you have technologically illiterate students, too much and you have students who do not have a multi-faceted view of and experience with learning.
- What is 1 procedure that you can implement in your class and what is one that you would like to implement in your whole PLC or whole building?
- I am really excited to implement a procedure related to "modes" of Chromebook use. Last year a teacher in our school had a poster where the Chromebook was featured fully open (work-mode), partially open (courtesy-mode), and closed (off). This was a great and visual way to remind students what their Chromebooks should look like during full-class instruction and short quick bits of instruction. Google Classroom is something my PLC is going to be implementing throughout the school year. Tara and I are both very excited to use it on a regular basis!
Activity #8: What Kind of Shoe Are You?
It all started back in middle school when I get my hands on the quizzes in my Brio Magazine: What Kind of Friend Are You? Take this Quiz to Find Out!!! Do You Hold Grudges? Take this Quiz to Find Out!!!
My BFF Kayla and I would sit around, read the questions, and figure out who we were based on the questions in a magazine.
Today, instead of magazine questionaires we have BuzzFeed and Facebook. The quiz format is different but the experience is the same:
What Decade Should You Have Been Born In? - 1950s
What Disney Princess Are You? - Belle
What Shoe Fits Your Personality? - Heels
The list goes on and on!! I see Google Forms as a way to use BuzzFeed in school! The draw is similar, the results are much more educationally significant than learning that my personality color is yellow.
The first form I created followed the directions in the "beginner" section of our assignment. The form I created could be used near the beginning of the school year to get some more information from students as well as introduce them into the world of Google Forms.
The second form I created related to Minnesota and World War 2. This quiz is pretty basic and just uses the questions from our unit assessment. I like the idea of using Flubaroo to grade Google Form assignments and also really appreciate that you can add weight to certain questions. I also totally love that Flubaroo creates a new page in your spreadsheet when it grades the form. I think that the process is really simple and user friendly.
Holy Moly! Creating a branching form is TIME CONSUMING!!! In Social Studies the way I see this type of form being most successful is if I were to use it with Geography Skills. Last year we did a stations activity where students took pre-test and then we assigned them skill stations based on deficits shown in the pre-test. It was fun and worked well but ultimately required a ton of grading and work! This type of form would be able to replace all of that. The form I created gives and example of something that could done, but is definitely a rough example without high questions! :)
Whew!! 3 forms created and embedded! Now, I am headed back to BuzzFeed, I just can't resist finding out what pattern I am!! :)
My BFF Kayla and I would sit around, read the questions, and figure out who we were based on the questions in a magazine.
Today, instead of magazine questionaires we have BuzzFeed and Facebook. The quiz format is different but the experience is the same:
What Decade Should You Have Been Born In? - 1950s
What Disney Princess Are You? - Belle
What Shoe Fits Your Personality? - Heels
The list goes on and on!! I see Google Forms as a way to use BuzzFeed in school! The draw is similar, the results are much more educationally significant than learning that my personality color is yellow.
The first form I created followed the directions in the "beginner" section of our assignment. The form I created could be used near the beginning of the school year to get some more information from students as well as introduce them into the world of Google Forms.
The second form I created related to Minnesota and World War 2. This quiz is pretty basic and just uses the questions from our unit assessment. I like the idea of using Flubaroo to grade Google Form assignments and also really appreciate that you can add weight to certain questions. I also totally love that Flubaroo creates a new page in your spreadsheet when it grades the form. I think that the process is really simple and user friendly.
Holy Moly! Creating a branching form is TIME CONSUMING!!! In Social Studies the way I see this type of form being most successful is if I were to use it with Geography Skills. Last year we did a stations activity where students took pre-test and then we assigned them skill stations based on deficits shown in the pre-test. It was fun and worked well but ultimately required a ton of grading and work! This type of form would be able to replace all of that. The form I created gives and example of something that could done, but is definitely a rough example without high questions! :)
Whew!! 3 forms created and embedded! Now, I am headed back to BuzzFeed, I just can't resist finding out what pattern I am!! :)
Activity #7: Why I Have a Kahoot Chip On My Shoulder
It's confession time, I harbor a massive grudge against Kahoot.
Did you gasp? Choke on your water? Question if you even want to continue reading?
Well, I urge you to continue, because there is some Kahoot redemption further down the page.
Here's the deal, basically I suffer from "fun class jealousy." Not sure if you have heard of it, but basically I turn into an attention seeking middle-schooler every time I enter my classroom. Honestly, it's an ugly character trait, but one I believe ultimately aids me in my teaching. My desire to have the "fun class that still learns tons" basically pushes me to extremes. Last year we blocked our ELA and Math classes at Highview. This meant, I was always sending my students to math or from math.
You know how kids talk? Well, this is what I would hear:
"Ughh... I can't wait to go to math, we're playing Kahoot!!!"
"Ms. O, can we have fun in class today and play Kahoot?"
"Why don't we do Kahoot more?"
Any normal teacher would have had some wise words about a time and place for everything (thanks Byrds for this song); I however, am not just any teacher. So I would take that "fun class jealousy" character trait/flaw and work extra hard at showing my students we could have fun WITHOUT Kahoot!
Successful? TBD
This year, I plan to work hard on getting rid of my "fun class jealousy" character issue and just simply take these interactive data collection tools for what they are.
The Kahoot that I have created is all about me! No joke, it is the ONLY Kahoot I did in Social Studies last year (and you thought I was being dramatic). To access it go to kahoot.it and enter the code: 524859.
In 6th grade social studies this year Tara and I are planning to make use of Socrative on a regular basis with our daily access to computers. This activity really helped me learn more about Socrative and I am excited to use it!
I created a basic quiz about the Dakota and Ojibwe as a way to play around with the program and discovered a feature that I actually really appreciate based on an issue another teacher had at Highview last year. Without divulging deep dark secrets we had a teacher who was a technology guru and basically ran her class online. When one of her students ran into repeated computer trouble (think, not using it for its intended purposes), her privileges were removed. This presented itself to be a big problem for the teacher and student. What I discovered (quite accidentally actually) is that you can download a pdf version of your Socrative quizzes. I see this as being helpful in times when you need to send advanced homework for a kid going on vacation, when you have students without computer access, etc. It may not be used often, but it is actually a really nice additional tool. You can see a pdf version of the quiz I created here.
Now, on to the ways I appreciate the technology of Socrative:
1. I like the "explanation" section of the quiz so that students can see additional information about the correct answer.
2. I love the easy export of data.
3. I like the space race game, particularly when you can hide the teams so students don't know who they are playing for.
4. I like the formal format - this is big for me. I want my data collection to feel formal and I appreciate the fact that Socrative feels like a serious activity, unlike some other tools... cough, cough, kahoot, cough.
Truly, the world of data collection that feels like more of a game than a test is a great way of engaging students through all aspects of their learning. I appreciate the tools like Kahoot, Socrative, and Poll Everywhere for this reason!
Did you gasp? Choke on your water? Question if you even want to continue reading?
Well, I urge you to continue, because there is some Kahoot redemption further down the page.
Here's the deal, basically I suffer from "fun class jealousy." Not sure if you have heard of it, but basically I turn into an attention seeking middle-schooler every time I enter my classroom. Honestly, it's an ugly character trait, but one I believe ultimately aids me in my teaching. My desire to have the "fun class that still learns tons" basically pushes me to extremes. Last year we blocked our ELA and Math classes at Highview. This meant, I was always sending my students to math or from math.
You know how kids talk? Well, this is what I would hear:
"Ughh... I can't wait to go to math, we're playing Kahoot!!!"
"Ms. O, can we have fun in class today and play Kahoot?"
"Why don't we do Kahoot more?"
Any normal teacher would have had some wise words about a time and place for everything (thanks Byrds for this song); I however, am not just any teacher. So I would take that "fun class jealousy" character trait/flaw and work extra hard at showing my students we could have fun WITHOUT Kahoot!
Successful? TBD
This year, I plan to work hard on getting rid of my "fun class jealousy" character issue and just simply take these interactive data collection tools for what they are.
The Kahoot that I have created is all about me! No joke, it is the ONLY Kahoot I did in Social Studies last year (and you thought I was being dramatic). To access it go to kahoot.it and enter the code: 524859.
In 6th grade social studies this year Tara and I are planning to make use of Socrative on a regular basis with our daily access to computers. This activity really helped me learn more about Socrative and I am excited to use it!
I created a basic quiz about the Dakota and Ojibwe as a way to play around with the program and discovered a feature that I actually really appreciate based on an issue another teacher had at Highview last year. Without divulging deep dark secrets we had a teacher who was a technology guru and basically ran her class online. When one of her students ran into repeated computer trouble (think, not using it for its intended purposes), her privileges were removed. This presented itself to be a big problem for the teacher and student. What I discovered (quite accidentally actually) is that you can download a pdf version of your Socrative quizzes. I see this as being helpful in times when you need to send advanced homework for a kid going on vacation, when you have students without computer access, etc. It may not be used often, but it is actually a really nice additional tool. You can see a pdf version of the quiz I created here.
Now, on to the ways I appreciate the technology of Socrative:
1. I like the "explanation" section of the quiz so that students can see additional information about the correct answer.
2. I love the easy export of data.
3. I like the space race game, particularly when you can hide the teams so students don't know who they are playing for.
4. I like the formal format - this is big for me. I want my data collection to feel formal and I appreciate the fact that Socrative feels like a serious activity, unlike some other tools... cough, cough, kahoot, cough.
Truly, the world of data collection that feels like more of a game than a test is a great way of engaging students through all aspects of their learning. I appreciate the tools like Kahoot, Socrative, and Poll Everywhere for this reason!
Activity #6: Jack of All Trades and Master of None
Wikipedia tells me that: "Jack of all trades, master of none" is a figure of speech used in reference to a person that is competent with many skills, but is not necessarily outstanding in any particular one.
In my educational career I have become competent at many things while mastering very few! :)
For example:
Maintaining and organized desk - competent
Google Docs - competent
Arriving to work on time for 7:15 meetings - competent
Drinking coffee while teaching - master
Google Classroom definitely belongs in the "competent" category.
I think that the basic portions of Google Classroom are pretty straightforward and easy. This means that while I learn the intricacies of this program I will still be able to do some of the basics right from the start. I really appreciate this feature! I don't have to master it all in order to use it! This is key for me because I am all gung-ho in the summer about new technology and as the year begins, I am overwhelmed with the time commitment it takes to implement a new technology. Plus, who wants to try and fail with new technology in front of kids who have many more technological skills and understanding than I ever will?!?! Part of the genius of Google is that most of their tools have layers (like onions and ogres); basically, I can start with the most basic and user-friendly layer and put it to use in my classroom right away. From there, I can start peeling back the layers of the technology and learn more. Google allows me to be a technology jack of all trades without having to master any of them!
I played around, minimally, with Google Classroom last year and found it to be a great tool when I had access to computers. This year, I anticipate using it on a much more regular basis because I will have computers in my classroom.
I created a class and invited a few people to join, if you have FOMO (Fear Of Missing Out) and would like to see what all I included in my classroom, feel free to join using the code: OFKCAX. Otherwise, just know that my current Google Classroom is basically the Beanie Babies of Google Classrooms: a lot of hype, very little payout! (Check out this book!)
Anyway, I like Google Classroom and still have plenty of room for improvement and growth, but for now stick it in the competent category and move on!
In my educational career I have become competent at many things while mastering very few! :)
For example:
Maintaining and organized desk - competent
Google Docs - competent
Arriving to work on time for 7:15 meetings - competent
Drinking coffee while teaching - master
Google Classroom definitely belongs in the "competent" category.
I think that the basic portions of Google Classroom are pretty straightforward and easy. This means that while I learn the intricacies of this program I will still be able to do some of the basics right from the start. I really appreciate this feature! I don't have to master it all in order to use it! This is key for me because I am all gung-ho in the summer about new technology and as the year begins, I am overwhelmed with the time commitment it takes to implement a new technology. Plus, who wants to try and fail with new technology in front of kids who have many more technological skills and understanding than I ever will?!?! Part of the genius of Google is that most of their tools have layers (like onions and ogres); basically, I can start with the most basic and user-friendly layer and put it to use in my classroom right away. From there, I can start peeling back the layers of the technology and learn more. Google allows me to be a technology jack of all trades without having to master any of them!
I played around, minimally, with Google Classroom last year and found it to be a great tool when I had access to computers. This year, I anticipate using it on a much more regular basis because I will have computers in my classroom.
I created a class and invited a few people to join, if you have FOMO (Fear Of Missing Out) and would like to see what all I included in my classroom, feel free to join using the code: OFKCAX. Otherwise, just know that my current Google Classroom is basically the Beanie Babies of Google Classrooms: a lot of hype, very little payout! (Check out this book!)
 |
| Do we all remember the mania? |
Activity #5: Spending Money to Make Money
You know the old adage, you have to spend money to make money?
Well I have taken this particular saying and adjusted it for our current tech camp activity: It takes time to save time.
That's how I felt about all of the ad-ons, apps, and extensions that I looked through this week. The purpose, as I see it, of all of these great tools is to save time, make things easier, more streamlined, and smooth. While my final results seem to concur with this purpose, the process of getting there is time-consuming and slow.
My patience was tried and tested as I looked through the many different ways Google is trying to save me time! As it is with so much technology, there is a lot of muck out there to dig through. It's kind of a go through the storm to see the rainbow situation. But if you persevere and really take time to look through it all, to the victor goes the spoils.
I've listed some of my "spoils" below:
Lucidpress App - I need to play around with it some more, but so far I am happy. I have a mac, an iPad, an iPhone, and Chromebook and yet my heart lies in PC land. So, I have downloaded the mac version of Microsoft Word, asked to get the updated Microsoft Office on my school computer, and basically act like a toddler refusing broccoli when people ask me to create documents in Google Docs. Lucidpress helps ease my transition to Google a bit by acting just like Microsoft Publisher with the added benefit of sharing an online link. I haven't created anything yet, but I am looking forward to playing around with it.
Gmail Checker - You know those people who have like 1,456 unread emails in their inbox??? Well, they basically drive me crazy!! :) I admit it, I am compulsive about checking my email. Adding the Google Mail Checker extension to my Chromebook seemed like a no-brainer. It lists the number of unread emails I currently have, and takes me directly there when I can't keep myself away any longer! One word: LOVE
Gliffy - Honestly, I played around with titling today's post as Nifty Gliffy but the rhyme just wasn't quite there! :) I am already a fan of Gliffy, a diagram creating add-on for Google Docs. I think my feelings about google docs have been made very clear throughout this post, and Gliffy helps ease my pain (insert poignant thoughts of Field of Dreams here). I created a rough, emphasis on the rough, example of how Gliffy works. Basically you create a diagram in the add-on and then it inserts into your Google Doc as an image. Here is an example of something it can do.
So that's that, taking time to save time. It's totally worth it!
Well I have taken this particular saying and adjusted it for our current tech camp activity: It takes time to save time.
That's how I felt about all of the ad-ons, apps, and extensions that I looked through this week. The purpose, as I see it, of all of these great tools is to save time, make things easier, more streamlined, and smooth. While my final results seem to concur with this purpose, the process of getting there is time-consuming and slow.
My patience was tried and tested as I looked through the many different ways Google is trying to save me time! As it is with so much technology, there is a lot of muck out there to dig through. It's kind of a go through the storm to see the rainbow situation. But if you persevere and really take time to look through it all, to the victor goes the spoils.
I've listed some of my "spoils" below:
Lucidpress App - I need to play around with it some more, but so far I am happy. I have a mac, an iPad, an iPhone, and Chromebook and yet my heart lies in PC land. So, I have downloaded the mac version of Microsoft Word, asked to get the updated Microsoft Office on my school computer, and basically act like a toddler refusing broccoli when people ask me to create documents in Google Docs. Lucidpress helps ease my transition to Google a bit by acting just like Microsoft Publisher with the added benefit of sharing an online link. I haven't created anything yet, but I am looking forward to playing around with it.
Gmail Checker - You know those people who have like 1,456 unread emails in their inbox??? Well, they basically drive me crazy!! :) I admit it, I am compulsive about checking my email. Adding the Google Mail Checker extension to my Chromebook seemed like a no-brainer. It lists the number of unread emails I currently have, and takes me directly there when I can't keep myself away any longer! One word: LOVE
 |
| Seriously, this is like my kryptonite |
Gliffy - Honestly, I played around with titling today's post as Nifty Gliffy but the rhyme just wasn't quite there! :) I am already a fan of Gliffy, a diagram creating add-on for Google Docs. I think my feelings about google docs have been made very clear throughout this post, and Gliffy helps ease my pain (insert poignant thoughts of Field of Dreams here). I created a rough, emphasis on the rough, example of how Gliffy works. Basically you create a diagram in the add-on and then it inserts into your Google Doc as an image. Here is an example of something it can do.
So that's that, taking time to save time. It's totally worth it!
Tuesday, July 14, 2015
Activity #4: The Cloud…. for us Muggles
Confused by the term "Muggles"?
FIRST, if your confusion stems from never having heard that word before, then seriously, stop whatever you are doing and go pick up a Harry Potter book (no, the movie won't do).
IF, however, you are confused about how I plan to relate Muggles to the Cloud, just wait my friend, we will get there.
I remember the first time I ever heard someone mention the cloud. It was like a foreign language to me and I am certain the conversation went something like:
Other person: yeah, it's really awesome because I am able to store this information on the cloud
Me: …..
Now, talking about the cloud seems old hat. How quickly time and technology changes!
As far as cloud computing goes as a whole, I feel really good about it. I am annoyed at Google Docs because I think the formatting is cumbersome, and my life got a whole lot better when I learned that I could download more interesting templates for Google Slides than the 9 boring and typical ones they offer; but ultimately, I recognize the great amount of access and collaboration the Google Suite provides.
This past year, I was able to really utilize the collaborative features of Google Docs in my PLCs. I was in two different PLCs. In 6th Grade ELA, we had two new teachers. In 6th Grade Social Studies, I was new to the curriculum. The year basically involved creating multiple shared folders. In ELA, I would dump all of my documents from my computer into a shared folder and share it with the two new teachers. Then we would talk about the material, they could edit and change as they wish and others could add new documents into the folder. Social Studies was the same, except I was the one benefiting rather than uploading! :)
What I found was that things were incredibly easier when we just shared information in a place that saved the information. I mean, let's be honest, my Google folders are not nearly as neat as I would like them, but unless I develop some serious Harry Potter wizarding skills (Ex: "Accio document about Dakota War"), my desk doesn't compare to the key word search options and sharing capabilities. In addition, I love the fact that as a teacher who shared information with others, I didn't need to worry about printing off and copying packets of assignments I had given in the past with only a small fraction being used. Shared Google folders really saves time, paper, headaches, and allows for so much more collaboration.
One of the presentations that I created near the end of the year was for Minnesota's statehood day. We had a "birthday party" in my classroom to celebrate the day MN became a state and I used this presentation throughout the class period. I shared this presentation because I was able to use a downloaded template for Google Slides that I got from Slides Carnival. The process is easy and free.
I also shared with you an example of a folder that we used in Language Arts last year. I am sharing this folder because it has a combination of created documents as well as uploaded word documents. One final thing to mention about this shared folder is that some of the uploaded word documents are actually uploaded as PDFs. The reason for that is because sometimes Google Docs changes the formatting or doesn't accept a font, OR some of our PLC members created a document on a Mac and the formatting just doesn't transfer well anyway. Uploading a document as a PDF, while preventing editing, is still a nice option to maintain the use of Google collaboration without losing precious formatting! The shared folder can be accessed here.
Ultimately, I like the cloud. It's useful, it is fairly user friendly, and it helps me pass the time while I wait for my belated letter from Hogwarts! :)
FIRST, if your confusion stems from never having heard that word before, then seriously, stop whatever you are doing and go pick up a Harry Potter book (no, the movie won't do).
IF, however, you are confused about how I plan to relate Muggles to the Cloud, just wait my friend, we will get there.
I remember the first time I ever heard someone mention the cloud. It was like a foreign language to me and I am certain the conversation went something like:
Other person: yeah, it's really awesome because I am able to store this information on the cloud
Me: …..
Now, talking about the cloud seems old hat. How quickly time and technology changes!
As far as cloud computing goes as a whole, I feel really good about it. I am annoyed at Google Docs because I think the formatting is cumbersome, and my life got a whole lot better when I learned that I could download more interesting templates for Google Slides than the 9 boring and typical ones they offer; but ultimately, I recognize the great amount of access and collaboration the Google Suite provides.
This past year, I was able to really utilize the collaborative features of Google Docs in my PLCs. I was in two different PLCs. In 6th Grade ELA, we had two new teachers. In 6th Grade Social Studies, I was new to the curriculum. The year basically involved creating multiple shared folders. In ELA, I would dump all of my documents from my computer into a shared folder and share it with the two new teachers. Then we would talk about the material, they could edit and change as they wish and others could add new documents into the folder. Social Studies was the same, except I was the one benefiting rather than uploading! :)
What I found was that things were incredibly easier when we just shared information in a place that saved the information. I mean, let's be honest, my Google folders are not nearly as neat as I would like them, but unless I develop some serious Harry Potter wizarding skills (Ex: "Accio document about Dakota War"), my desk doesn't compare to the key word search options and sharing capabilities. In addition, I love the fact that as a teacher who shared information with others, I didn't need to worry about printing off and copying packets of assignments I had given in the past with only a small fraction being used. Shared Google folders really saves time, paper, headaches, and allows for so much more collaboration.
One of the presentations that I created near the end of the year was for Minnesota's statehood day. We had a "birthday party" in my classroom to celebrate the day MN became a state and I used this presentation throughout the class period. I shared this presentation because I was able to use a downloaded template for Google Slides that I got from Slides Carnival. The process is easy and free.
I also shared with you an example of a folder that we used in Language Arts last year. I am sharing this folder because it has a combination of created documents as well as uploaded word documents. One final thing to mention about this shared folder is that some of the uploaded word documents are actually uploaded as PDFs. The reason for that is because sometimes Google Docs changes the formatting or doesn't accept a font, OR some of our PLC members created a document on a Mac and the formatting just doesn't transfer well anyway. Uploading a document as a PDF, while preventing editing, is still a nice option to maintain the use of Google collaboration without losing precious formatting! The shared folder can be accessed here.
Ultimately, I like the cloud. It's useful, it is fairly user friendly, and it helps me pass the time while I wait for my belated letter from Hogwarts! :)
Tuesday, July 7, 2015
Activity #3: The Answering Machine Nightmare x1000
I have a confession to make…. I have been putting off this activity because I hate screencasting.
Now, hear me out. I actually think screencasting is one of the greatest tools ever! I screencast on a regular basis for my students. In Language Arts during our grammar unit I screencast their homework so they can check their answers each night or even do it with the video if they are stuck. I recognize the benefits of a flipped classroom model, and I have used screencasts MANY times when I have a sub. In fact, that is probably my favorite time to use screencasting, it ensures that what I need to be taught, actually gets taught.
What I hate about screencasting has nothing to do with the benefits of the process and has everything to do with how much I hate listening to my recorded voice. You've been there right?!?! I have recurring nightmares of standing around the answering machine as a child, "Hi, you've reached the Olinger residence, sorry we can't take your call but leave us a message and we'll get back to you as soon as possible." First, of all, it takes like 15 takes to get through that simple sentence without screwing something up. And then comes the worst part: you listen to it to make sure it sounds okay. Honestly, does anyone besides T-Swift like their recorded voice? How many times in my life have I uttered the words, "I don't sound like that"? Screencasting is the answering machine nightmare x1000.
The only thing I am grateful for is that sometimes I have students come back to me and say, "Ms. Olinger, I watched the verbs video last night, who was talking?" I always let out a big exhale there, whew, they don't think it sounds like me either.
Seriously, this is the point in which I question whether my vanity will overtake my teaching! :) Not, really… but okay, kind of. You can see now, why I love leaving screencasts for subs. I can record it, save it to my website and never have to be an ear-witness to the disaster that is my recorded voice! :)
Dramatic??? Absolutely.
Truth??? 100 Percent.
I used the screencast tool Snag-It to capture a screencast for this assignment. I really liked the fact that it is just an add-on to Google Chrome and I loved, loved, LOVED the fact that the video goes directly into your Google Drive. I disliked the time it took to sync, I thought it was a little slow. However, that could be a reflection of the fact that I am sitting on my deck doing this (notice the wind chimes in the background of my video) and the wifi speed is a little slower out here. I noticed that this tool needs written permission for students under 13, and I think that is okay because one of the things I am struggling with is why you would have kids screencast. I would love to hear some ideas about that as I have only used screencasting for myself and as a teaching aid. Any ideas?
So, without further ado, I have provided for you my most recent screencast. It is to be used during our final bike project of the year in Social Studies. The kids need to transfer an image of a map into a google presentation and then outline the route they plan to bike. It is actually a pretty challenging multi-step process that we end up re-explainaing about fifteen million times within the span of the project. I plan to teach this process, re-teach a few times, and then direct students to this video on my website when I am sick of answering the same questions. Can I get an Amen?
Also, as a forewarning, I definitely had some technical glitches in this video, but, not being able to bear to record and listen once again, I have left it in. The kids need a reminder that. despite evidence to the contrary, their Social Studies teacher is not perfect! :)
Enjoy!
Now, hear me out. I actually think screencasting is one of the greatest tools ever! I screencast on a regular basis for my students. In Language Arts during our grammar unit I screencast their homework so they can check their answers each night or even do it with the video if they are stuck. I recognize the benefits of a flipped classroom model, and I have used screencasts MANY times when I have a sub. In fact, that is probably my favorite time to use screencasting, it ensures that what I need to be taught, actually gets taught.
What I hate about screencasting has nothing to do with the benefits of the process and has everything to do with how much I hate listening to my recorded voice. You've been there right?!?! I have recurring nightmares of standing around the answering machine as a child, "Hi, you've reached the Olinger residence, sorry we can't take your call but leave us a message and we'll get back to you as soon as possible." First, of all, it takes like 15 takes to get through that simple sentence without screwing something up. And then comes the worst part: you listen to it to make sure it sounds okay. Honestly, does anyone besides T-Swift like their recorded voice? How many times in my life have I uttered the words, "I don't sound like that"? Screencasting is the answering machine nightmare x1000.
The only thing I am grateful for is that sometimes I have students come back to me and say, "Ms. Olinger, I watched the verbs video last night, who was talking?" I always let out a big exhale there, whew, they don't think it sounds like me either.
Seriously, this is the point in which I question whether my vanity will overtake my teaching! :) Not, really… but okay, kind of. You can see now, why I love leaving screencasts for subs. I can record it, save it to my website and never have to be an ear-witness to the disaster that is my recorded voice! :)
Dramatic??? Absolutely.
Truth??? 100 Percent.
I used the screencast tool Snag-It to capture a screencast for this assignment. I really liked the fact that it is just an add-on to Google Chrome and I loved, loved, LOVED the fact that the video goes directly into your Google Drive. I disliked the time it took to sync, I thought it was a little slow. However, that could be a reflection of the fact that I am sitting on my deck doing this (notice the wind chimes in the background of my video) and the wifi speed is a little slower out here. I noticed that this tool needs written permission for students under 13, and I think that is okay because one of the things I am struggling with is why you would have kids screencast. I would love to hear some ideas about that as I have only used screencasting for myself and as a teaching aid. Any ideas?
So, without further ado, I have provided for you my most recent screencast. It is to be used during our final bike project of the year in Social Studies. The kids need to transfer an image of a map into a google presentation and then outline the route they plan to bike. It is actually a pretty challenging multi-step process that we end up re-explainaing about fifteen million times within the span of the project. I plan to teach this process, re-teach a few times, and then direct students to this video on my website when I am sick of answering the same questions. Can I get an Amen?
Also, as a forewarning, I definitely had some technical glitches in this video, but, not being able to bear to record and listen once again, I have left it in. The kids need a reminder that. despite evidence to the contrary, their Social Studies teacher is not perfect! :)
Enjoy!
Monday, June 22, 2015
Activity #2: Engaging Pears and Movenote
First of all, anyone have any great ideas about how the Pear Deck people came up with that name? I mean, I like it, and let's be honest, the icon is super cute, but why Pear Deck? All I can think of when I hear the name is this:
One of our activities in Minnesota History pretty early on in the school year is a wild rice celebration. After studying Minnesota's Early People as well as the importance of wild rice to the Ojibwe we have a Wild Rice Celebration. We like to have students learn a little more about the process of harvesting wild rice as well as taste it.
This past school year, I took a previously used presentation and created a Pear Deck. You can access the link here. I like Pear Deck in that you can encourage engagement while teaching. This is different than something like kahoot which demonstrates recall rather than new learning. I also like that you can stop responses so that students have a window to respond but aren't distracted by changing their responses throughout your teaching! Honestly, I think this feature is key!
I checked out Movenote as well. I like the concept of it, but it feels very much like screen casting which we are able to do without any extra steps. Is there something you have found to push Movenote beyond just basic screen-casting?
As with any interactive technology tool, I think that moderation actually ends up being super important. Our students are always needing new ways to engage, but if every presentation becomes a Pear Deck and every class period is followed by a Kahoot, I feel we run the risk of demonstrating to our students that the only way to stay mentally engaged is to have a screen in front of them. In my teaching, I prefer to have these interactive presentations be kick-offs or wrap-ups to units, mid-unit check-ins, etc. That balance is something I struggle with and I think is such a new frontier in world of teaching. I would love to hear your thoughts on this!
That's all for now, I am off to enjoy a juicy pear and sit on my deck! :)
I suppose it will become another one of life's mysteries! :)
This past school year, I took a previously used presentation and created a Pear Deck. You can access the link here. I like Pear Deck in that you can encourage engagement while teaching. This is different than something like kahoot which demonstrates recall rather than new learning. I also like that you can stop responses so that students have a window to respond but aren't distracted by changing their responses throughout your teaching! Honestly, I think this feature is key!
I checked out Movenote as well. I like the concept of it, but it feels very much like screen casting which we are able to do without any extra steps. Is there something you have found to push Movenote beyond just basic screen-casting?
As with any interactive technology tool, I think that moderation actually ends up being super important. Our students are always needing new ways to engage, but if every presentation becomes a Pear Deck and every class period is followed by a Kahoot, I feel we run the risk of demonstrating to our students that the only way to stay mentally engaged is to have a screen in front of them. In my teaching, I prefer to have these interactive presentations be kick-offs or wrap-ups to units, mid-unit check-ins, etc. That balance is something I struggle with and I think is such a new frontier in world of teaching. I would love to hear your thoughts on this!
That's all for now, I am off to enjoy a juicy pear and sit on my deck! :)
Activity #1: Gadgets, Novels, and Orphans
I feel it a great success that it only took me two weeks into the summer to get back into "work-mode" enough to complete this first activity. Already, I have made great use of my summer, taking a cruise out of LA to Ensenada, Mexico and then celebrating my grandmother's 85th birthday.
Doesn't she look great??
Beyond videos in social studies, I am excited about using blogger in my classroom. At Highview we use blogger for our teacher webpages and I have found it to be an incredibly useful tool! I spend a fair amount of time throughout the year keeping my website up to date and I am excited that my students will be able to have computer access in my classroom throughout the entire year. I will be able to use my website to an even greater extent. In the past, I have had students create blogs for different activities, however, I find that blogs are actually a bit cumbersome for students to create for a project, there are many other interactive technologies out there that are easier for student use. For myself however, my communication with kids and parents, and the linking of assignments and resources, I LOVE blogger.
As far as my gadgets and pages go, I love the idea of a weekly poll on my website to encourage students and parents to visit my page. The page I created includes novels about Minnesota. It's a great way to keep kids thinking about Minnesota outside of my classroom. The credit for the created list goes to Tara Hupton, who spent time putting it all together!
I think that's all for now!
Doesn't she look great??
Anyway, after celebrating the first two weeks of summer like a champ, I now have my mind on technology for my classroom. Next year I will be teaching Minnesota History. This will be the first time in my 6 years of teaching that I am full-time social studies, and I am excited to focus solely on social studies. I see great opportunities in this non-standardized-tested area to really incorporate cross-curriculuar teaching and integrate technology in many ways.
Often times Social Studies gets a bad rap for showing too many movies, but I find it incredibly valuable to show short clips of videos as introductions to topics or as kick-offs to discussions. Christina Baker Kline recently released a novel called Orphan Train. Amazon says: "Moving between contemporary Maine and Depression-era Minnesota, Orphan Train is a powerful tale of upheaval and resilience, second chances, and unexpected friendship." I haven't read the novel yet, but I know that this storyline and information will be incredibly engaging for my students when we talk about the Great Depression in Minnesota. I am looking forward to learning more and found this video clip of a 98 year old woman who tells her story of riding the Orphan Train to Minnesota. Unfortunately, the CBS website doesn't link videos well to blogger so here is the link.
An additional video with history of the Orphan Trains is embedded below:
Beyond videos in social studies, I am excited about using blogger in my classroom. At Highview we use blogger for our teacher webpages and I have found it to be an incredibly useful tool! I spend a fair amount of time throughout the year keeping my website up to date and I am excited that my students will be able to have computer access in my classroom throughout the entire year. I will be able to use my website to an even greater extent. In the past, I have had students create blogs for different activities, however, I find that blogs are actually a bit cumbersome for students to create for a project, there are many other interactive technologies out there that are easier for student use. For myself however, my communication with kids and parents, and the linking of assignments and resources, I LOVE blogger.
As far as my gadgets and pages go, I love the idea of a weekly poll on my website to encourage students and parents to visit my page. The page I created includes novels about Minnesota. It's a great way to keep kids thinking about Minnesota outside of my classroom. The credit for the created list goes to Tara Hupton, who spent time putting it all together!
I think that's all for now!
Tuesday, May 26, 2015
Kickoff
Hello!
What motivated you to become a tech nerd this summer? I absolutely loved Summer Camp 2.0 when I took it a few years ago. However, while the information was fantastic, I didn't have many opportunities to use the tools on a regular basis due to computer access. I am excited to have Chrome Books next year and am looking forward to using technology on a more regular basis.
What do you hope to learn about in Tech Nerd Camp 2.0? I am looking for accessible and applicable tools to use regularly in my classroom with Chromebooks. I want to become quicker and more proficient with many of these tools so that I can effectively use them in my classroom. Too often, trying new technology ends up wasting time in class, I am hoping to avoid some of that as a result of this course.
How would you describe your current comfort level with technology? What tools do you use already in your classroom (if any)? I feel pretty comfortable with the technology that I use on a regular basis (blogger, google docs, etc). I feel okay about Google Classroom, although I know that I have a ton to learn. I am willing to try new things, but it definitely takes a while to "stick!" :)
I am looking forward to learning and growing as a teacher through this course.
Happy last 7 days of school!!!!
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