MoodleMoot Virtual Conference 2013 Video Presentation is Live!

Thank you so much for your patience, my video from August 25, 2013, where I presented my S.U.R.E. research for an international audience of educators, is now available for viewing! It is 35 minutes long.

Click on the following link:  Clarisa's WizIq MoodleMoot Presentation!

Despite the technological errors of the WizIq website, and the trials actually accessing and processing the video for editing, my team and I were able to bring this to you just in time for the S.U.R.E. Symposium on Thursday, September 19th. 

Please enjoy and leave your comments and feedback!
Give it a thumbs up with your support!

Upcoming S.U.R.E. Research Symposium (About the Poster and Presentation!)

I am very excited about the upcoming poster session that will highlight the research I have done for the S.U.R.E. Program, through Mount Saint Mary College!

I. About the Poster

My faculty advisors (Dr. Ludmila Smirnova and Dr. Bojan Lazarevic) and I had a feedback session about the rough draft of my poster. They gave me helpful advice for improvements that involved:

• Categorization of Headings
• Correct Sequence of Information
• Tips about making my graphs look uniform and organized
• References - APA format

I cannot thank them enough for all of their support and feedback from the start.

II. My Secret Ace for the Presentation (A Secret I'll Share With You!)

With luck, I should be able to borrow an iPad for the presentation; therefore, I will be making a visually appealing, informative PowerPoint presentation to go with my presentation of the research!
If I am able to access the iPad, I plan on using the app SlideShark so viewers may navigate the slides of Web 2.0 tools I will describe. This technology aspect would make the presentation really exciting!

III. Video Update

For those of you who have been taking the journey into teaching with Web 2.0 tools with me, you have noticed a previous blog post - I talk about accessing and "releasing" the video from the Moodle Moot Virtual Conference 2013 - and phase 1 is complete! The video has been converted to a format that is able to be edited using advanced video editing tools. Phase 2 (editing) is already underway! Thank you for your patience!

I'm very much looking forward to seeing everyone at the symposium, and for those of you in different states and countries, please check back after next Thursday for my final blog entry, where I give the after-symposium thoughts and entire reflection of the journey!

Teaching an Online Class - A Learning Experience!

MoodleMoot Virtual Conference 2013 and Technology Collaboration Project


In order to add an additional skill and educational experience to what I have already accomplished for the S.U.R.E. 2013 summer research project, I decided to take my faculty adviser's challenge and teach an online version of the project using the Wiziq website. 

All in all it was a very interesting experience and here's the journey from beginning to end!


Before the Conference: Preparation

Since the class would consist of me speaking through a headset with a PowerPoint presentation in the background, I created a PowerPoint of about 22 slides that would last approximately 45 minutes. I then uploaded it into the "content" section of Wiziq. The idea was that when I "launch" my class (international teachers would be viewing this live, recorded presentation), the downloaded PowerPoint presentation would be accessible and the audience would see it right in the viewer.

During the Conference: The Pits and the Pearls

I presented to teachers from at least 17 different countries, elaborating the aspects of my S.U.R.E. research project. I was very happy about the quality of the information I presented and with how the educators gave me positive feedback about what they liked from my presentation. This did not happen, however, without a major setback that we had to work around.

Despite a "practice session" designed for myself and another student involved in the S.U.R.E. research, where I expressed my concerns about the presentation document not loading, I was assured that it would work since there should not be a file limit. Unfortunately when the presentation gave me access to the live class (at the time of presentation, 5:00 since I was entered as a attendee instead of a presenter), it was then that I found out the PowerPoint was not able to load correctly. Apparently, through the help of someone knowledgeable with computer programs, they informed me that the cause of this was the website being "buggy". Therefore, another means of displaying the visual component of the class had to be done.

My faculty adviser, who facilitated the live class, had me upload the presentation to Google Drive Viewer and share the link with the other educators in the class. The educators were now able to view the PowerPoint in Google Drive as I took them slide by slide, and at the same time see the chat window provided by Wiziq. I must admit it was quite embarrassing for my presentation to not work immediately like I was told it would, but thanks to the help and patience of everyone, we were able to come up with an alternate method of presenting. 

After the Presentation: Project

I now have a small group team (myself, my fiancé, and my best friend) who are collaborating in order to get that video to you! It will be "digitally remastered" - this means that it will be shown with the PowerPoint integrated into the video - either by superimposing it or the slides will be inserted in-between each topic transition. In addition, it will be shortened for quality so that the most important points are shown seamlessly, and that unnecessary introductory time is cut out as to transition right into the main content after an short introduction.

David's job will be to take the video download, render it, and allow it to be manipulated since it is a ".exe" file which cannot be played or make into a file that Youtube accepts. David has an Associate's degree in Computer Science and Mathematics, and graduated SUNY Orange with a 3.95 GPA.

Henry's job is to use the video editing software to insert, cut, and manage the content from beginning to end. Henry is a graduate of SUNY Purchase and his Bachelor's degree is in Media/Communications.

Clarisa (I) will be the Executive Director and Producer, overseeing all aspects of the video project from beginning to end, as well as have the final decision-making authority.

Thank you all - please look forward to it!

Moodle Moot Virtual Conference Class is Today!

"You can learn new things at any time in your life if you're willing to be a beginner. If you actually learn to like being a beginner, the whole world opens up to you."

Barbara Sher

Today, I am presenting my research findings in the Moodle Moot Virtual Conference! It is an online class where I tell other educators about my research and the various ways to implement Web 2.0 technology in the classroom.

Here is the badge I have aquired!

 

I'm so proud of my protegé, Lindsay Bordonaro, for her presentation on iPad use in the classroom!

Her picture is below.

I will be back with my thoughts and reflection on teaching my class today!



Once You Go "Wiki", You Might Not Go Back

I wonder if Ward Cunningham, creator of the "wiki" in 1995, could visualize just how many possibilities wikis would offer to teachers and students.

This picture was obtained from the Web 360 Blog - Gods of the e-World, Movers and Shakers of the Internet

Wikis in the Classroom

Wikis (in the classroom setting) are collaborative learning spaces where content (lessons, links, images, etc) posted by teachers is accessible to all students who members of the wiki.

For example, a teacher wants to manage an online classroom. S/he would 

(1) have a group of students sign up with the wiki (aka the students create an account)

(2) upload the content/documents necessary for the day's/week's/month's lessons, *note that group assignments are common as well!*

(3) when the students complete the assignment, they upload their work in the form of a Word document, PowerPoint, etc. onto the site either for the teacher's eyes only or in a classroom forum

(4) students then can perform a reflection of the lesson, working with a group, implications for learning, etc!

Examples of Classroom Wikis

 Now it may be a "no-no", but I use the terms wikis and e-portfolios *almost* interchangeably due to their similarities, but note that e-portfolios are different in the sense that they do not have to be an "online classroom", where there is a moderator and student members. An e-portfolio can just be a showcase of student work where some or no feedback is given.

PB Works Wiki Screen Shot 1 (How to Navigate)

PB Works Wiki Screen Shot 2 (Cool Features)

What are your reasons for wanting to use a wiki in your classroom?

organize          save paper

   classify          collaboration

create              reflection

 creativity        engagement

 

Web 2.0 - Apps Bring News To Your Fingertips

The Newseum, Washington, DC

Last week, I was able to tour the Newseum of Washington, DC and found some interesting information about how apps are bringing the news to us more and more, instead of the "Big Three" television stations. 

 

The following is an interesting thought: "6 in 10 Americans regularly use the Internet for news." Now that I have an iPhone, I have the BBC and NPR apps that send breaking world news to my phone, which is readily accessible to me when I am in an area with wifi.

When Did Students Become "Digital Natives"?

The research continues!

While researching articles describing the ways Web 2.0 are increasing learning, I stumbled upon the name of the man who coined the term "Digital Natives" to describe the change in our society's newer generations growing with technology. This man is Marc Prensky, and I found out he is a very successful and established speaker and educator.

Photo Credit: This photo was taken by Emile Wamsteker and was obtained from Marc's website, http://marcprensky.com/.

As described in his 2001 article, Digital Natives, Digital Immigrants, he believes that the school systems should support their teachers in the use and implementation of technology for all classrooms. It was nice to find a man from New York City who is well accomplished and an innovative mentor to teachers through his keynote speeches.

The following was my favorite quote from the above named article, because of my love of both education and the show mentioned in his article:

"In geography – which is all but ignored these days – there is no reason that a generation that can memorize over 100 Pokémon characters with all their characteristics, history and evolution can't learn the names, populations, capitals and relationships of all the 101 nations in the world."

Touché, Mr. Prensky.

A Post Using the Blogger App!

This is my first blog post through the Blogger app on my recently purchased iPhone 4. So far, the app has been very user- friendly, the wifi connectivity works well, and I'm very satisfied with the ease of use.

I quickly acquired a number of educational apps for the phone, including Edmodo, Animoto, Skitch, Audacity, Google Drive, and ClassDojo. Can't wait to discover more!

My Edmodo "Classroom"

I recently had the chance to sample Edmodo, an online community of educators and students! (I'll describe Edmodo in more detail below.) I attempted to sign up as a teacher rather than a student because I think it would be a great idea to already have knowledge of the website and the tools available to me before I start teaching. In addition, I decided to take it all the way and make my mini-classroom! I find there are 3 layers to understanding how Edmodo works:

Educators and Educators

Edmodo serves as an educator "community" - educators from around the world are part of groups and forums that share information with each other while asking and answering each others' questions regarding educational resources. There are even folders to keep all of the resources found, a calendar to keep track of events and assignments, as well as a handy navigation tool that updates you on your group's activities.

 When you join a group, say, Professional Development, a teacher can make a post asking a question about the tools they use for assessment of a writing sample. This teacher gets answers from others in the group with links to resources or helpful ideas!

 Educators and Students

 

Next, Edmodo serves as an online hub for assigning and completing classwork, homework, and special assignments! There is a special class code that represents each teacher's classroom. Students signed up with Edmodo join using the class code, and they are able to see each post a teacher makes.
Students turn assignments into the website in the format of Word documents, pictures, posting links to websites such as blogs, and various other methods. They also earn badges from teachers that serve as encouragement and recognition for their hard work.

Students and Students

This interactive classroom can be as collaborative as the teacher wants it to be. Therefore, group assignments can be assigned to students, which can be completed by students in work spaces such as Google Drive. Additionally, the students can reply to a question or thought posed by the teacher in the same discussion.

My Edmodo "Classroom"

As part of my Edmodo experience, I joined and participated in Dr. Ludmila Smirnova's class, Pedagogy of Engagement, where the students and I immersed ourselves in different technologies and in many cases for the first time. Our last challenge was to create a classroom of our own with assignments (involving Web 2.0 technology) and tools from our folders. Here is a glimpse of what I did:

Assignment 1 - The students are to answer a survey I created with Google Forms about their English Language Arts experiences.

Assignment 2 - Anticipatory set - the students are to observe the picture (shown below), pick a plant they know, and write a 1 - 3 sentence description of it.

Assignment 3 - Text Evidence

Students read the first chapter of their assigned book The Plant Hunters by Anita Silvey and answer the questions with direct evidence from the text. The assignment has students download the Microsoft Word document I uploaded onto the website.

Assignment 4 - Follow that Time Line

Here students will use the time line in the book to keep building on a Prezi that I started about the Plant Hunters. The information is directly from the text, but one of the requirements is that students use text and a relevant picture for their part of the contribution.

www.edmodo.com

Assignment 5 - Pre-test (Science Integration)

As part of an integrated curriculum, I would now have students complete a pre-test designed to pre-assess their knowledge on the parts of a flower and the life cycle of a plant.

Apps - Doceri - Mini-Tutorial!

Doceri is copyright to Apple, and can be downloaded at http://doceri.com/download.php

 © 2013 SP Controls, Inc. All rights reserved.

I was recently able to learn how to use the iPad app Doceri, so below is a 2-minute tutorial video I made using it to show some of it's cool features. (If there is a plugin message, just click once on it and it will go away and start the video.)

Push vs Pull Models of Education - Web 2.0's Increasing Role

"Delivery of learning will not merely be in the classrooms but also via online and mobile delivery." - Doug Woods, The Push and Pull Models of Education

  Think about the picture below. What differences do you notice in the classrooms?

 

The first classroom shows a teacher standing at the blackboard calling on students to answer a pre-designed question, given the resources they used such as textbooks and in-class notes.

In the second classroom, the teacher is guiding students to find the resources they will need to answer the question posed, rather than seeking an answer that the teacher wants to hear. 

While reading a journal article about Web 2.0 use in the classroom, I stumbled upon terms I have not yet encountered which described the transition that's happening in classrooms:

The "push" education model refers to teaching in which educators give students resources and then have them complete tasks with a concentration on a certain purpose. For example, a math teacher tells the class, 'Today we will learn about multiplication because you will need to use it in the future.'

In contrast, the "pull" education model shows the teacher acting as the facilitator of the learning, while it is the students that find the necessary resources and actively engage in their own learning.  In my analogy above, the same teacher would pose a question to his/her math students, and have students use their classroom content and technology resources to explore, research, and create a possible answer or explanation to a phenomenon.

Web 2.0 technologies are at the forefront of the "pull" model of education because they are the vehicles that teachers will use to employ collaborative, reflective, and social practices. 

Stacks of paper that show student work will be a thing of the past - teachers will be utilizing wikis and e-portfolios that show the content online. The benefits include cloud storage which can be derived from any computer, organized and accessible documents, and the ability for students to comment and reflect on each others' works.

Post-Project Research Begins!

Microsoft Word ClipArt

The Research Continues

Now that I am more knowledgeable in different forms of Web 2.0 and how much teachers know about them, it is time for me to continue learning about how to implement Web 2.0 technologies in the classroom. 

There are research articles based on the use of Web 2.0 tools and iPads in the classroom that I will be reading and reporting on in our Fall Symposium at Mount Saint Mary College.

 

The articles I am looking for are to have evidence of Web 2.0 technology being used in the classroom. I'd like to find out more about the effectiveness of Web 2.0 in elementary and middle school if possible, and learn more about the specific strategies teachers can use to implement it.

 

Presenting the S.U.R.E. Research, or "Web-2.0-ception!

Research Presentation - The (Web 2.0) Tools I Used and the Overall Experience

Recently, I created and presented a 15-minute summary of the S.U.R.E. Research - Facilitating Active Learning With Web 2.0 Technology. 

Now that's a long name - although as I showed this to my friends before presenting, and we decided to nickname it Web-2.0-ception (taking a tip from the movie Inception). We realized that there were so many uses of Web 2.0 within the Prezi visual that I had made, so the name was only fitting. You can access it below. Clicking the title will open it in another window so you can look back here as I explain the major ideas. Use Google Chrome and Internet Explorer for best viewing.

 Engaging Students in the Classroom With Web 2.0

I. Introduction/Definition
The first part of this presentation is an introduction to the S.U.R.E. team, a short description of the research highlights, and letting the audience know what Web 2.0 technology is with a Wordle.

II.  Rationale
We performed this research because there are teachers not familiar with what Web 2.0 really means. In addition, they do not have access to the technology in schools even though they agree that technology in the classroom is beneficial to students. I inserted the graphs created with Google Forms and edited them with Microsoft Paint.

III.  Origin of Web 2.0
 This section is a timeline that highlights a few major developments in Web 2.0's history, beginning with cloud computing and ending with the release of the iPad.

IV. Types and Uses
Here I discuss Edmodo, Content Acquisition Podcasts, efolios, and wikis. I also show the implementation of a Web 2.0 tool, Microsoft Photo Story 3. The reason for this is to show that even though I had never heard of it before, I taught myself to use it, and it was relatively easy to use. I briefly discuss an infographic that I found about flipped learning, then include teacher testimonials from our survey to show the audience that teachers are engaging their audience with these tools.

V. Interview With An Elementary Teacher
An elementary school teacher was gracious enough to provide me with an interview. I discuss with pictures what kinds of Web 2.0 are in her classroom, such as the Elmo document projector and the SMART Board. I learned that she uses BrainPop videos to engage the class, Google Drive to create documents and spreadsheets, and SMART Exchange to see what valuable resources she can implement in her lesson plans from other teachers. (A video statement from the teacher is provided that I edited in Windows Live Movie Maker.)

VI. Future Expectations for Web 2.0 in the Classroom
By discussing what training teachers would like and how many hours they would prefer to spend on Web 2.0, I conclude by letting everyone know how much teachers support technology in the classroom. I show the types of Web 2.0 teachers would like with a word cloud from ABCya! and wrap up the major points in our research.

VII. Resources
Here I simply list all of the resources I used or mentioned in the presentation. There are a lot. I also make sure to thank all of my collaborators for their help with all aspects of my research.

Let's Get Blogging - In the Classroom, That Is!

http://edublogs.org/

http://edu.glogster.com/

 

During my research, I have come across a Web 2.0 tool that I feel will become a big sensation in the near future - Classroom Blogging! 

[A blog is an online website where you can make text entries (such as a diary), but way cooler since you can modify the layout to what colors and specifications you like, add pictures, videos, link to other pages, and also have others respond to what you write (which is optional).]

Created by me with Web 2.0 tool Microsoft Paint, and font from Microsoft Word

Education is becoming exciting and engaging due to all of the new technologies available. Here are some of the benefits of and reasons to try a classroom blog (as noted by the Edublogs Challenge website):

• Blogging is a great way to get students excited about writing
• Peer feedback (aka writing responses to the blogs) can be very motivating and positive.
• You don't just have to blog! How about having a 100-word challenge by giving students a writing prompt? Sounds like fun!

 

Remember that students should know the appropriate way to behave online, and as a teacher moving into the world of technology, it wouldn't hurt to know the "Netiquette" - the etiquette of the net!

Resources for learning about netiquette and how to teach your students the proper behavior online (click the links to go there):

 

Daniel Anderson's Internet Behavior and Ethics Site

 

Edublog's Fair Use, Copyright, and Introduction to Using Images

 

 Study Guides and Strategies: Netiquette

 

 

When New Technology Arises - My Unexpected Encounter With Web 2.0

Web 2.0 Tool: Photo Story 3

The above video is short (1 min 20 sec) and did not take me long to make. I actually stumbled upon the Photo Story website through a blog during my research of Web 2.0 technologies.

Feel free to leave a response (the pencil button below this post) and let me know what you think!

Food For Thought

Making this video allowed me to reflect on how new technologies may be a little scary for teachers to learn at first. Not only that - it may take some time to learn how to use them, but once you do, the possibilities are endless - and it is your students who will gain the most from it! 

I am currently making a Prezi (which I have never done) and it took me about 3 hours to learn the basics. A video tutorial on Prezi's site was very informative - the video itself was a Prezi about how to make a Prezi! Talk about meta-cognition!

Infographics - A Visually Stunning Web 2.0 Tool

Our research continues as we are introduced to Infographics, which is a method of presenting data in a highly rich and engaging visual way. Here is one I found that directly relates to my research, since it is about the history of cloud computing (as mentioned in my previous blog post):

Image Source: http://www.infographicszone.com/wp-content/uploads/2012/11/the-history-of-cloud-computing.jpg

 In a beautiful and engaging visual timeline, we are able to follow the history of cloud computing! We can also see the icons/pictures representing the Web 2.0 technologies that are now being integrated into the classroom curriculum! This makes me very excited about Web 2.0 technologies and there are many more I am going to check out at http://www.infographicszone.com.

Sneak Peek - Analyzing the Data with Excel!

Our project leaders Dr. Lazarevic and Dr. Smirnova coached me on the difference between qualitative and quantitative data, as well as the statistical concept of central tendency. My task was to find the mean, median, and mode of the data and interpret the results in preparation for our first presentation at Mount Saint Mary College!

 

Quantitative data can be assigned numerical values. This data is measurable and includes ages, time, weight, speed, area, length, height, and others.

 

Qualitative data is descriptive and cannot be measured. Examples of questions that describe involve "colors, textures, smells, tastes, appearance, beauty, etc", as noted by Regents Prep.

We also learned about central tendency, and the three common ways to measure it: mean, median, and mode.

 

Finding central tendency means determining approximately where the center of the acquired data will fall. In a bell-shaped distribution, the center of the data should be toward the middle, as demonstrated in question 12 of our survey. I'll explain the mean, median, and mode below:

Notice that the question choices (the percentages on the left) were assigned numerical, or quantitative values (column B, numbered from 1 to 10). So what are the mean, median, and mode, and how do we obtain them?

Mean

When we take the mean of data, we take the average of the responses. For question 12 above, the responses had a total numerical value of 118. Then we divide our total response value by the number of responses (19) and get 6.21053. 

Therefore, teachers spend an average of 60% of classroom time using educational technology.

Mode

When finding the mode, we find out which of our responses was answered most often. For question 12, for our 19 respondents, since 60% was chosen most often, 60% is the mode.

Median

The median value is the value that occurs in the center of our data. When there are two values that occur in the center, such as in question 12 above [these values are 5 and 6], we average the two values by adding them together and dividing by 2. We obtain the value 5.5, which is rounded to 6.

Thanks to the website Descriptive Statistics for the helpful explanations!

First Responses Are In! More About The Data Collection

About Our Questions

Microsoft Word Clipart

 

Our Web 2.0 and iPad in the Classroom Survey has 10 open-ended questions and 32 closed-ended questions. According to Duke Initiative on Survey Methodology, an article about the aspects of a survey, a good survey consists of a mix of both open- and closed-ended questions. I noticed that the closed-ended questions are mutually exclusive, meaning there is no possibility of one answer "overlapping" another. This way we can obtain a clear understanding on the teacher's point of view for that particular question.

There are 18 ranking questions, which means that teachers are allowed to give their opinion on what they feel is working for them really well and what is not. The vague quantifiers (which for our survey signify how often a technology is used) are mainly used when asking about the specific Web 2.0 or iPad Applications that teachers use. The article mentions primacy and recency, which pertain to the first and last options in a set of answer choices. Being that a good portion of this survey is being conducted alone at the teachers' discretion, "respondents can see and process all of the responses before selecting one" therefore reducing the chance that teachers will opt for the first or last option only.

I am very proud of our work and would like to give a special thank-you to the principals of Valley Central School District and Yorktown School District for being so prompt in helping us achieve our academic goals!

Web 2.0-Infused Project-Based Learning

 "Web 2.0 refers to today’s internet. Its no longer just an information source, but rather a place where we all have identities." - Mister C.

Meaningful Learning Starts Here

I recently read a blog post from Mister C's Teaching with Technology for Maniahs, in which a teacher integrated multiple forms of Web 2.0 technology in order to create a PBL (project-based learning) lesson. Mister C explained the essential elements to successful project-based learning:

Significant Content >> Fiscal responsibility, addressed common core, digital literacy and citizenship and
used Edmodo, Google Drive, GlogsterEDU, and Facebook and created a website: Kidz Cool Treats.


21st Century Skills >> I had to research 21st Century Skills and learned how project-based learning is affected by:

• Life and Career skills
• Learning and Innovation skills
• Information, Media, and Technology skills
• 3 R's (reading, writing, arithmetic)

In-depth Inquiry >> Becoming knowledgeable about the background of the assignment and how things work

The Driving Question >> Asking and exploring in-depth the essential questions of the lesson

Need to Know >> The information that all students are required to know about the project; Note that Mister C. had his class create the list themselves so students could take ownership in their learning.

Voice and Choice >> Students were given a large amount of creative control!

Revision and Reflection >> Feedback was given from teacher to student, student to student, and from principal to class. Being able to take constructive criticism and make the students' work even better was a valuable process!

Public Audience >> Possibly the most rewarding and interesting part of this project was the fact that their ice cream was actually sold to the public! A website and Glog was created to get the word out, and students contacted a loan officer to help get their ice cream flavor out there. Facebook was also utilized to promote the product!

These types of meaningful, engaging, and creative lessons are the kind I look forward to teaching! They are also an example of how the Web 2.0 technologies are working for students!

Cloud Computing - What is it? Where is it?



http://www.thebeckon.com/pros-and-cons-of-cloud-computing/

Burlington Teachers Speak Out! - iPad Use

Learning in Burlington is a blog post from Burlington School District that actually surprised me. Teachers were asked about iPad use in their classrooms, and their answers were not what I expected:

• 4 out of 5 teachers said it would be beneficial if students took the iPad home
• 4 out of 5 teachers agreed that the iPad is a great addition to the classroom
• Uses for the iPad included notes, research, and the writing process

Teachers found problems with iPads to be students being distracted, iPad's inability to print, and (a surprising answer to me): Various options so therefore there is a lot to do, and not enough time to master all of the applications!

And finally, the App usage included:

• Study Blue
• Google Drive
• Evernote
• Notability
• Safari

Unfortunately, Fruit Ninja, Scrabble, and Boggle were the only additional Apps teachers would want to add - this is part of the reason why our research is so important - there are many interesting ways that applications can be used, and certainly many more to be found!