Today was the start of several weeks at Thacher School in Ojai, California for a residential professional development program for teachers called Teach the Teachers Collaborative. As an instructor for many iterations of this program since before 2000, I have seen my share of compilation montages of each week, and have been the sole editor of a few myself. If you have been tasked with creating such a end-of-the-program presentation, then you know how much time and effort goes into developing a quality product that provides great impact and leaves participants feeling nostalgic about their learning journey.
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
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.
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.
It has become a weekend ritual this past month. I walk to the coffee table, and I see little larvae begging me for fresh food. So I go to my refrigerator and look to see what I can prepare them. Of course, on my way to the kitchen, my son asks me to get him something for him, too. I choose to take care of my little visitors first. These silkworms are with us because my wife is continuing her passion to make learning real for her kindergartners. She is having her students document the changes occurring in these critters. But I get the pleasure of seeing them Friday evening until Monday morning. I just plopped a mulberry leaf on top of them and let them do their thing. I decided to stream video of them live this weekend using Ustream.
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.
I was able to make it to EduBloggerCon “West” 08 for some timely professional enrichment and finally meeting face-to-face several people that are part of my personal learning network (via Twitter, EdTechTalk, Classroom 2.0, etc.). The informality and fluidity of the day was a nice alternative to the more structured feel of the main 2008 CUE Conference that goes into full swing today.
It was wonderful to also have others not at Palm Springs, California join through the live video stream at http://www.ustream.tv/channel/edtechlive. I find it wonderful that I can now access archived clips from one of the session rooms in EdubloggerCon “West” 08 by visiting the Edtechlive Ustream channel.
We ended the day with a discussion about the viability of holding events such as this in the future. One of the issues brought up included how it has transformed from a gathering of edubloggers (writers and readers) into more of a gathering of educators advocating for change in how we should facilitate learning. Is the EduBloggerCon name misleading? I found it interesting that one fellow colleague at this event mentioned his apprehensions of attending because he thought that much of this would be focused primarily on blogging. Others may argue that the name is already becoming familiar to those that have participated in the initial iteration of EduBloggerCon. Nevertheless, the consensus was that this was a valuable day and should be held again in the future. Of course, those going to NECC 2008 in San Antonio, Texas will have that opportunity. If anyone is heading to San Antonio, Texas early enough on Saturday, June 28, 2008 and is interested in attending EduBloggercon 2008, go to the wiki at http://www.edubloggercon.com/NECC+2008.
Yesterday, I was disturbed by both a conversation I had with a colleague as well as reading an editorial in the Washington Post. But my spirit and passion were re-energized by blog posts that further looked at the issues brought up by the dialog I engaged in as well as the editorial I am referring to.
First, one of my colleagues told me about his struggles with implementing the use of a collaborative tool in schools (I’ll be writing this in general term so I don’t out any of the people involved in this discussion). The issue involved this person’s experience with having the accounts to access this tool made available for teachers but finding it not being used once the resource was made available. So when he was given a request by the school to provide access to more accounts, he suggested that they first learn how the tool could be applied to classroom instruction with the help of his facilitation. Unfortunately, his immediate supervisor showed dismay in denying the request for more accounts. The dilemma for my colleague was that he believed they should learn how to use the tool with what they already have to encourage the rest of the faculty to see the value in its use. My own opinion regarding this would be that implementation of the tool would not succeed at the school unless it was rolled out with professional development that shows the potential value of the resource and increase the chance for the faculty to have buy-in.
At the same time, I read an editorial titled A School That’s Too High on Gizmos that was published recently in the Washington Post and written by English teacher Patrick Welsh at T.C. Williams High School, expressing his feelings toward the implementation of technology tools in his school. He blamed the wasted class time and low staff morale on the different tools that the teachers were expected to use. This has certainly caused many to criticize his writing, but it also served as an illustration of how technology tools introduced without buy-in from the faculty will certainly doom projects that were meant to help students in their learning. How timely it was that I could depend on my personal learning network on Twitter to guide me to two posts responding to the Welsh editorial that helped ease the tension regarding this issue. I first read Sylvia Martinez’s take in the Generation YES Blog post titled Oh there’s so much wrong with this story. Her examination of the editorial included pointing out that Mr. Welsh created a sense of false choices when he quoted a principal at another high school saying, “[Technology] will never replace good teaching.” Like Sylvia Martinez, I do not think anyone is claiming that technology is supposed to do that. But the use of technology in the classroom provides more ways to engage the learner, provides a venue for a variety of expression, and brings so much more to the teacher if implemented with guidance.
Late last night, I also read Diane Cordells’ post in Journeys titled The Extension of a Man’s Hand. She looked at the Mr. Welsh piece and posted several questions to try and further understand the situation. For example, she asked, “What professional development was provided for staff members in preparation for moving into such a high-tech facility?” Her thought-provoking probe into T.C. Williams High School provided me with personal support in my beliefs that you cannot just offer up a tool and expect others to use it or want to use it. I like what Diane Cordell wrote in her post and provide it here:
“Tools change but the need to facilitate learning remains constant. It is possible to educate students without high-tech “gizmos” but when they are available, it is foolish and irresponsible not to utilize them.”
And so I find my task to help facilitate the learning necessary for teachers to use technology in ways that are valuable to student achievement. When I lose my heart to continue on with this personal goal, I find others who help me down the “yellow brick road” to find it. This form of collaborative learning continues to benefit me.
I was cleaning up/organizing the files on an older computer I used infrequently when I happened upon a Microsoft Word document I saved as “hidden grade level readability feature in MS Word on a document.” [I know, it is too long a title. Therefore, I must have saved it in haste.] Opening it up, I discovered it was a quick note describing how to access evaluation of the readability of written work on a document using the Fletch-Kincaid level. So I tried it out with another document floating around, which was a cut-and-paste job from an old blog post in LA Observed titled Classic Gilbert Lindsay, shown here as seen in the stray document I found:
Classic Gilbert Lindsay
Rick Orlov’s Tipoff column in today’s Daily News quotes the best line that the late city councilman from “the great Ninth District” (as Lindsay used to say) ever mangled. During a lingering debate in the council chambers, Lindsay moaned, “The problem with City Hall is that it takes too long to get nothing done.”
Here is what I had to do with the Word document in order to find the readability level (using Word 2003). First, I selected Spelling and Grammar under the Tools menu and then clicked on Options in the window that opened up. A new window with various items to check was revealed, and I chose to check “Show Readability Statistics” (different versions may use different wording for this option). After a quick check on the spelling and grammar, I was presented this window, which included information that the writing was at an 11.5 grade level of reading:
It was a very nice feature to activate if you are working on a Word document. But this can be done also with websites and blogs using online tools. For example, Juicy Studio allows you to evaluate a website for its readability using the Gunning-Fox Index and showing how to determine the Flesch-Kincaid Grade Level. And you can also use the Blog Readability Test on the Critics Rant website. Here are links to each resources:
I was trying to figure out where I originally copied the text found in this extraneous Word file that lead me to checking on readability levels. Sadly, I used poor citing judgment at the time. Therefore, I snooped around the Internet, and I feel that the original source could be Quentin D’Souza who may have mentioned this on Twitter when I was still learning how to use it in my learning. He mentions information on readability tests in the Teaching Hacks wiki page titled Differentiating Using Technology.
Whether it was him or another person that helped me uncover readability levels in Microsoft Word, I can at least say it was nice to once again discover that information. It felt like the many times I have found post-it notes deep in my laptop bag or stuck in books or binders I have collected. If I wrote it down (or copied-and-pasted), then it must have been something important or enlightening. I know there are others out there that rediscover lost learning in the form of post-its, bookmarks, files, etc. I finish this post with a plea to go back into your old files and learn again.
It is starting to become a habit. I look at all the cool new tools that I hear about through my personal learning networks (Classroom 2.0, Twitter, Google Groups, etc.) and wonder which one I’m going to try Saturday morning. Well, thanks to Webware’s post titled “…Yet Another (Good) Comic Strip Builder”, I now created my own comic strip. The online comic strip builder I used today is called Toonlet.
It was easy enough to build my own characters. I created one that looks like me and a couple of others that resemble technology I run into everyday. The Flash-based tool allows resizing, rotating, and of course dragging. You are limited to the different objects provided by the program, but I found there to be plenty to use creatively.
Once I built my characters, I was easily able to insert them into a comic strip that can be shared. More importantly, anyone could comment on my strip through the normal text method or by creating their own comic strip. You can view my own creation titled “What Were You Thinking? I only provided half of the strip below.
Let me know if you decide to create your own comic strip online. It doesn’t have to be Toonlet. There are other builders out there. But I truly wanted to let you know what I learned today.
I woke up really early this Saturday morning to try out the Internet Channel on our Nintendo Wii before my son woke up (we don’t let him play with it on weekdays because he will refuse to sleep at an acceptable time).
My first task was to see if YouTube worked, and it worked so well, that I wanted to wake my wife up to show her (of course, I know better). I was also able to access my district e-mail on Microsoft Outlookweb as well as read through several blogs. Only issues I had were with trying to access programs needing Flash Player 8 or above (Wii’s Opera Browser is currently pre-installed with Flash Player 7 with no way to upgrade as of yet). Pretty much all of the Nickelodeon and Cartoon Network games are inaccessible. And occassionally I ran out of memory when uploading media-overloaded pages. Here is a video from GameTrailers.com showing their experience surfing the Internet on the Wii.
And then my son woke up and watched me surfing the Wii Internet for a few minutes before eventually taking control of the Wiimote. So I went back to my trusty laptop to write this post. Of course, I spent a couple of hours also looking at the possibilities of seeing the educational worth of the Wii Internet Channel and have uncovered a great deal more to explore once I get my turn at the game console. So here is what I have found.
The customized Opera browser provides a window into content on the Internet specifically designed to operate on the Wii. For example, G4tv provides a special web page with content optimized for those browsing with the Wii at http://www.g4tv.com/wii/index.html. That means larger text is displayed and videos on the site look good on my television. And there are many sites highlighting online games, puzzles, and other activities designed specifically with the Wii in mind. Here is a list of them:
There are also ways to download games and software to operate from SD memory cards, but I worry about such downloads. While doing my search, I was victimized by a virus. Luckily, my anti-virus software quarantined it before any harm could be done (as you can see in the screenshot below).
I am sure I will post again about what else I have learned about the Nintendo Wii game system. There are already many others that have covered hacking into the technology of the Wii (e.g. Johnny Chung Lee and his Wiimote Project). But I kept my focus here on just the Wii Internet Channel.
I am sure there are other experiences with browsing the Internet using the Wii Internet Channel that need to be told. If you have one of those, please share by leaving a comment or posting your experience with a track-back to this post. I can’t wait to learn from you.
It is not a new topic. Plenty of people advocate for teaching in multiple modalities. And how technology continues to change our learning (really just multiply the options) is illustrated in examination of instruction such as in the example graph pictured below from enGauge in their look at the range of technology use.
Click here or the above image to go the Curriculum Barriers tutorial. Let me know what you think as it relates to how we integrate technology into our curriculum. The question I now ask myself is: Does integration of a particular technology tool add options to the learning or create even more barriers?
At the end of 2007, I received various holiday cards from family and friends summarizing their year. I found out about new family pets, acquaintances changing employers, and even growing families based on photographs sent to me. My family returned the favor with holiday cards being sent off through the U.S. Mail, featuring pictures of our Summer vacation to Alaska and a description of what we had been doing this past year. Well, I thought it fitting to review the past year for me professionally in order to illustrate how much and how little I have changed.
My network in January reflected the above diagram as I limited my use of social networks until this year. I began the year by doing the following: (1) Consulted schools on videoconferencing, (2) Began writing a Google Tools section for an Emerging Technologies Course in my district’s Moodle course management system, (3) Began mentoring two more California State University of Los Angeles graduate interns in Educational Technology Leadership, (4) Participated in initial stages of a HENAAC partnership project, (5) Went to a school to conduct an Inspiration workshop, and (6) Introduced PhotoStory at a monthly Technology Leader Meeting I organize. It was also a time when I found out I had passed my comprehensive exam, earning an administrative credential at California State University of Northridge.
With completion of my administrative credential program, I found February to be the month to begin facilitating online classes for EDC on Blackboard. In addition, I continued with these other activities: (1) Introduced social bookmarking at a Technology Leader Meeting., (2) Facilitated workshops on the technology integration of social studies to the 60+ elementary schools in my local district, (3) Gave an opportunity for others to learn about Boot Camp and Parallels on the Mac, and (4) Heard Alan November speak to myself and other colleagues here in the Los Angeles Unified School District.
April allowed me to offer a CTAP Proficiency Academy for beginning technology users as well work on the following: (1) Facilitation of another set of classroom videoconferences at an elementary school with PORTS, (2) Introduction to RSS at the Technology Leadership Meeting, (3) Presenting Web 2.0 Tools at the Infotech Conference, (4) Conducting another Inspiration workshop at a school site, and (5) Develop a Local District 5 PBwiki. Meanwhile, I submitted an application to attend the Southern California Google Teacher Academy. I almost did the same to become an Apple Distinguished Educator this month as well but found that my participation in that program could be considered a violation of the ethics policies of my district. Nevertheless, I was excited to have created and uploaded a video to the Google Video site.
I began May by facilitating several classes/workshops and then making sure the month ended with my own time to learn from others. I conducted the following events this month: (1) an online course called Learning and Teaching with the Read/Write Web, (2) a Skype demonstration at the Technology Leader Meeting, and (3) a course titled Standards-Based Virtual Fieldtrips with Videoconferencing. My own learning increased dramatically as I (1) joined the Classroom 2.0 social network, (2) absorbed inspiration from a presentation by Marcia L. Tatecalled Worksheets Don’t Grow Dendrites, (3) became a Google Certified Teacher, and (4) learned filming techniques from the American Film Institute at the Google Teacher Academy.
June was the month of culmination as I finished teaching a couple of courses for teachers as well as attended my own CSUN Commencement. But it was also the springboard for other opportunities as I helped lead presentations on Google Tools for colleagues so they could turn around and present them. And another group of teachers attended a CTAP Technology Integration Academy once their school year ended.
They filed a missing person’s report in my office during July because I was always out in the field. If it wasn’t one of two CTAP Technology Academies that kept me away, then it was the Teach the Teachers Collaborative as I conducted workshops on Google Earth as well as helped teachers develop podcasts using GarageBand and through the use of tools such as Google Docs & Spreadsheets and resources developed via Web 2.0. At this time, I fiddled around just a bit with Twitter. Somewhere during that time, I was able to also participate in the planning and facilitation of my own office’s teambuilding retreat.
I took a vacation in August, but I used that time to create an example of photosharing and geotagging. My Alaska cruisetour was perfect as I documented where my family went with images that could be viewed in Picasa or even Google Earth. Once I came back from vacation, my own Google Earth presentations I conducted later were enhanced even greater.
September marked a period when I began mentoring my wife on the use of SMART Notebook as well as conducting another Virtual Field Trips class. I also transitioned delivery of my monthly Local District 5 Instructional Technology Newsletter from its traditional e-mail distribution and PDF archive into a source that could be subscribed to with RSS and archived in Blogger. In addition, my wife and I dedicated ourselves to teaching Sunday School to 1st graders at our church.
I took time in October to provide more instructional support via (1) classroom videoconferencing at various schools, (2) a Web 2.0 presentation to library media teachers, and (3) a Technology Leader Meeting focusing on LAUSD’s version of Google Apps called My Mail. I also reintroduced myself to Twitter as a learning tool as well as a way to let others know about CUE Los Angeles. Simultaneously, I remixed my Second Life personality (I got tired of the Goth look) to something I felt more comfortable with. I also came back to blogging again as others encouraged me to provide them insight into events I attended such as the 21st Century Learning Symposium.
November began quickly with the CUELA Tech Fair as I provided an Introduction to Google Earth. I also participated in the Megaconference as well as began supporting presentations at schools by others by “tweeting” about them. I found that Twitter was a great way for me to take quick notes, allowing me to share my learning with others; this can best be seen in the graph of my use per mont below generated from Brad Kellet’s Twitter Stats (ignore the January data since it depicts my January 2008 use to date. I also began viewing more USTREAM.tv shows, learning from various presentations at other conferences.
December marked a time when I delved ever more deeply into Twitter. Coupled with my del.icio.us account, it became a resource boom for me. The graph below, generated from data entered into Google Docs & Spreadsheets, shows the spike in my bookmarking habits.
The CTAP Proficiency Academy near the end of the month, though, kept me grounded as the popularity of the program indicates that there are still so many teachers that are just learning how to operate a computer. Many of these participants were barely learning about word processing and presentation development, making me aware that I have to continue to mentor my colleagues and share my learning with them.
Nevertheless, Alec Corous’ other diagram illustrating “The Networked Teacher” (shown above) represents where I feel I am now as I begin my learning in 2008. I can truly say that I am Learning Side by Side with others.
