This is happening in other areas.  Yes, I have been the victim of viral e-mail warning me not to purchase gift cards.  But such a warning feeds upon our fragile minds when we once thought our decisions were made on solid ground.

Should we “rethink” perceptions about the products that tantalize me?  It seems that way, as illustrated by Bart Simpson explained in a Mapple video.

I have had times when I almost upgraded my mobile phone again because it could do so much more.  I was tempted just this week to buy the latest holiday lights because my current set does not seem as bright as the new ones I see my neighbors displaying.

But I have been more determined not to covet (grounded in my own beliefs) and instead appreciate where I am as well as those around me.  Furthermore, I see that giving my time has been more valuable, whether I teach Sunday School at Church of the Open Door, volunteer for Computer-Using Educators of Los Angeles, or spend time with my family at home.  And much pleasure do I feel when contributing to my PLN through Twitter, Facebook, and other networks (hmmm, Yoda speak).

So what are other ways to change the way I see things?  This is my 2 minute brainstorm:

• Contibute to the Free Hugs Campaign
• Find Ways to Recognize Others (e.g. CUE Awards, Edublog Awards, mention them in my PLN)
• Poke Others in Facebook
• Thank Everyone for Being a Part of My Life
• Map My Life and My Connections using Google Maps or Google Earth
• …times up…

I’m sure I’ll think of more.  In light of our current conditions, what do you think you might do to see things differently?

It all began with a keynote presentation by Dan Schmit of Intelligenic. You can view his presentation here, which was captured through Ustream.tv (thank you Youssef Elias for setting up the recording).

Ustream.tv Video: TTTC08 – Science in Action (1 hour, 41 minutes)

Throughout the week, participants also found themselves published throughout the web. Here are some links to those areas.

• CaMSP Thacher 2008 (Cellblock photosharing/videosharing site organized by Janice Stearns)
• 2008 TTTC Interviews (YouTube video posted by Dan Schmit)
• Ojaipod (YouTube video posted by Dan Schmit)
• 2008 TTTC Podcasts (link to a sampling of participant podcast recordings)

In conclusion, the week served as an example of what can be achieved when educators not only learn the content but share the content among their colleagues and the rest of the world.

Some “pros” of using this are that (1) everyone can contribute freely to the slide show without having to track down a designated person, (2) images can be viewed in the presentation immediately after they are sent as attachments from e-mail, and (3) a cellular phone becomes an acceptable device for contributing. I was hearing about some “cons” today from several sources, though: (1) pictures uploaded cannot be downloaded as individual image files, (2) media is not automatically arranged in chronological order but is instead listed in order of Cellblock receiving the e-mail attachments, and (3) music is not integrated into the slide show.

We will see what happens on Friday, but right now we are settling for having the slide show play as participants walk into the culminating meeting with music created in GarageBand playing in the background (just as is without trying to make it a large production).

What do you think? Would you just let it play as is, or would you create that montage using a video-editor such as iMovie or a photo-show such as Photo Story 3?

With great relief that I wouldn’t have to create another of these presentations, I find comfort knowing that a colleague (John Lenhardt) this week introduced everyone, including the participants, toward being contributors to an alternative media capture of the week. We are all using Cellblock to contribute collaboratively to the media collection

Cellblock: LAUSD/TTTC Thacher 2008

This particular set of images is a continual process, allowing everyone to take control of the content to be included. Yes, there are other photosharing sites, including social networks such as CUE Community where every person can upload photos for all to look at.

Ning Photoshare: CUE Community

Find more photos like this on The CUE Community

But what makes Cellblock different is that participants can contribute images and video by cell phone Of course, this can also be done by e-mail via a computer. With a 20MB limit per e-mail submission, the program won’t take in GB-sized videos, but videos from a digital still camera are pefect to e-mail.

Check back here again to see what shows up throughout the week. I myself cannot wait for the final product to materialize.

This is just a pre-recorded clip of the live stream. To see the actual stream, go to my live Ustream channel: Learning Side by Side. In her class, they have been making comparisons of the life cycle of a silkworm moth to the life cycle of a butterfly. Third grade students have come in to help with the learning. More of the kindergarten students’ learning is documented in my wife’s classroom blog: What’s Happening in Mrs. Rivera’s Classroom? But such learning is not unique as other teachers are sharing their classroom investigations about the life cycle.

The second grade students in this class have documented the growth of their live specimens so far, and I’m sure they will documenting the transformation of the chrysalis into adult butterfly in the near future.

Yes, I only get to experience snapshots of the experience students have with such activities. Even in the summer when I work with 4th grade teachers on podcast projects to document their life science investigations, I only get to experience changes within the week I have with them at Teach the Teachers Collaborative as we look at plant and animal environments. It is in reflection of my dilemma that I understand the need to experience the whole process of learning. As i think about my work for the next school year, I charge myself with making sure I learn with the students in the various schools I support rather than to drop in for a moment in time with the hope that I understand the “life cycle” of learning.

Professional Development Activities Led and the Teachers/Students Reached 

Even before becoming a Google Certified Teacher, I was already facilitating the use of Google applications in learning in my various educational organizations.  But I found that my newly-acquired honor as a Google Certified Teacher increased the already-high demand for my time delivering professional development on the use of Google applications in education.  The development of an online Moodle Course for Los Angeles Unified School District (LAUSD) beginning in June of 2007 and targeting the use of Google tools such as Google Docs, Blogger, and Books directly affected at least 85 individuals who have in-turn shared their learning with other colleagues.  And such professional development extended beyond Moodle as I also integrated the instructional use of tools such as Blogger, Google Docs, Google Reader, Google Earth, Google Video, and YouTube into classes I have facilitated for a salary credit program for teachers called Uniting Professional Development and Technology for Education (UPDATE), essentially directly reaching 64 fellow teachers and helping them use the tools with their students.  Involved with Summer Teacher Professional Development Programs such as the California Mathematics and Science Program Summer Institute, I was charged alongside my fellow Google Certified Teacher Janice Stearns with leading 50+ other lead teachers on how to deliver instruction on the use of tools such as Google Docs, Google Groups, Google Search, and Google Reader.  Both Janice and I were also given the task of directly reaching the 500+ teachers that attended the Teach the Teachers Collaborative Summer Institutes, including more specialized tools such as Google Earth, Google Maps, Page Creator, and Picasa.  Records of my year indicate that I at least reached another 535 individual teachers through various Google Strand workshops I facilitated both as a member of Computer-Using Educators as well as a part of my position as an Instructional Technology Applications Facilitator in LAUSD; the various events in which I delivered my Google Strand of learning included the CUE Los Angeles Tech Fair, the 2008 CUE Conference Google Exhibit Booth, Teacher Librarian Professional Development Days, Tuesday Teacher Professional Development, and District Science Lead Teacher Professional Development.  In total, I have directly introduced Google applications to K-12 instruction to 1234+ teachers in face-to-face contact, while also contributing to the dissemination of learning about Google in education through my blogs and social networks reach an even larger audience for which I do not estimate the total number of people I reach at this time.

Impact on Teachers/Students 

The impact of my efforts is seen in the types of student projects and collaboration I am observing in the classrooms of those I have introduced Google applications to.  For example, I now highlight the Blogger blogs created by my colleagues in my own LAUSD Local District 5 Monthly Instructional Technology News, which is also hosted on Blogger.  I have also seen students demonstrate their work on Google Docs using my district’s Google Apps accounts.  This was documented in a presentation by teacher librarians sharing what their students developed as a result of a presentation I facilitated a few months before.  It is not a coincidence that the use of Google Groups has also proliferated among various instructional units in my district.  I have seen LAUSD courses on interactive whiteboards, digital photography, reading and writing, and many other subjects being managed through Google Groups.  For example, a Summer program I facilitate focusing on 4th Grade Life Science has been a resource for ongoing discussion on using science kits that investigate environments.  This continues on today, and many more teachers will be joining this group in the near future.

Challenges 

Of course, there have been some challenges.  For example, as with any other program involving the use of passwords, it can be somewhat difficult to have teachers create and remember them.  I recall some workshops where teacher created Google passwords but could not confirm them because they didn’t remember how to access the e-mail address they associated with the account.  And when it came to creating a Gmail account in order to access Page Creator, this was hampered by the fact that Gmail is inaccessible through my district’s firewall.  The use of Google Video and YouTube as valuable educational resources has also been reduced by the very same firewall issues.  Another challenge would be to try and keep up with all the changes that would occur to Google’s products, which sometimes led to me having to provide on-the-fly learning experiences for those I had to present to.  For instance, one day I had to explain the changes in how to share a Google Docs document.  I also have had to quickly learn about newer versions of tools like Google Earth and forms on Google Docs (sometimes only a few hours before a scheduled workshop). Probably the biggest challenge has been to negotiate greater time with the teachers I was providing professional enrichment for.  I found it most effective when I could provide sustained support in the use of Google tools in their classrooms by following up with teacher reflection after implementation with their students.

Impact on Personal Growth 

For me personally, the experience as a Google Certified Teacher has provided me the opportunity to push my learning further than I thought possible.  This is most likely due to the social networks I developed as a result of communicating with fellow Google Certified Teachers.  I recall the first time Twitter was mentioned in a discussion thread among my colleagues.  I was at first not sold on the idea of sharing at 140 characters, but the buzz from all the discussion posts fed my curiosity.  In fact, many my Google Certified Teacher colleagues have provided my small amounts of motivation in various areas to try a plethora of great tools.  My favorite tool has grown to be Picasaweb because it has inspired me to think differently about taking photographs.  Now when I take trips, I also consider the audience I am composing an image for and how to geotag it to the exact place I took the photograph at.  This is apparent with a recent trip to Alaska, but I have also gone back to previous trips and geotagged them as well (Big Island of Hawaii, Sequoia National Park, etc.).  With my influence, my wife is now also implementing use of Blogger for her kindergarten classroom (What’s Happening in Mrs. Rivera’s Classroom?), and she is finding the use of Google Docs and Picasaweb a valuable addition to making her classroom blog an effective way to share information with her school community.  Pretty much, I have learned to be a more social learner, contributing knowledge as well as absorbing knowledge from all those I come in contact with face-to-face or through the Internet.

Ideas on Keeping the Momentum Going in the Future 

I have found that sharing examples of my use of tools has been the best way to maintain momentum.  The authentic learning that occurs in informal conversations has led many of my colleagues to try many Google applications and then provide me positive feedback on their experience.  But I have also developed structures that continue to continue the use of Google tools in education.  For example, I continue to this day to support some my Google Certified Teacher colleagues that are also providing an introduction to Google applications by helping to schedule Technology Academies in my area.  I am also conducting more business with organizations I am providing leadership in such as CUE Los Angeles and Local District 5 (agendas in Google Docs, registration with forms in Google Docs, collaboration with Google Groups).  And finally, the increased demand for student use of LAUSD’s Google Apps has already provided momentum that has led to formation of a district Google focus group that I have been a part of since its inception.  With my continued work with CUE Los Angeles, LAUSD, Teach the Teachers Collaborative, and other organizations, the future seems bright for Google’s impact on education in the Greater Los Angeles area and its surrounding Southern California learning community.