A. Utilize Collaborative Instructions to engage one another in a global learning environment. Prezi an online site where teachers can teach student to work collaboratively and create presentations.
Monday, April 18, 2011
Collaborative Instructions
A. Utilize Collaborative Instructions to engage one another in a global learning environment. Prezi an online site where teachers can teach student to work collaboratively and create presentations.
Personal Learning Environments
D. Help a student develop their own Personal Learning Environment by utilizing Open Network Learning Applications within a global learning environment.
I can help a student develop their own Personal Learning Environment. The Personal Learning Environment consists of the tools that a learner chooses to assist in their education. These tools and resources help the learner to communicate, collaborate, and collaborate. To do this the learner can utilize Open Network Learning Applications or tools. These Web 2.0 tools are used individually or collaboratively with others that are local or distant through the internet to promote learning. An important facet of Open Network Learning Applications is social networking and the use of social interaction in learning.
Important as the PLE is it is the learner’s judgment on which tools to use to assist in their research and learning. Many of the tools available to the learner promote higher learning. As an instructor it is important to teach the learner how to select resources that are good sources of data and those that are not.
Why create PLEs? The PLE allows the learner to take ownership of their own education based on research that they conduct with the Web 2.0 tools. The break from traditional education and from LMS provides the opportunity for the learner to employ tools that promote higher learning. An important element of the PLE is publishing and sharing what is learned.
PLEs are not for all students though. Students may not have the experience and skills to interpret and evaluate a speaker comments or writers post. Teachers can help the student to learn these skills.
I created My PLE as a model for students. My PLE contains the Web 2.0 tools and resources that I use in my class work and at work in the computer commons. I designed a graphic that show the key areas of communication, collaboration, creativity, resources and tools that I use on a daily basis.
References
Unknown. (2009) 7 things you should know about...Personal Learning Environments, EDUCAUSE Learning Initiative. Web
www.educause.edu/eli
Blocher, J. Michael, PhD. (NA) Open Network Learning Environments. Web accessed 4-18-2011.
www.nau.edu/d-elearn/events/viewFile.php?ID=88
Pontydysgu, Graham Attwell. (2007) Personal Learning Environments - the future of eLearning? eLearning Papers www.elearningpapers.eu
I can help a student develop their own Personal Learning Environment. The Personal Learning Environment consists of the tools that a learner chooses to assist in their education. These tools and resources help the learner to communicate, collaborate, and collaborate. To do this the learner can utilize Open Network Learning Applications or tools. These Web 2.0 tools are used individually or collaboratively with others that are local or distant through the internet to promote learning. An important facet of Open Network Learning Applications is social networking and the use of social interaction in learning.
Important as the PLE is it is the learner’s judgment on which tools to use to assist in their research and learning. Many of the tools available to the learner promote higher learning. As an instructor it is important to teach the learner how to select resources that are good sources of data and those that are not.
Why create PLEs? The PLE allows the learner to take ownership of their own education based on research that they conduct with the Web 2.0 tools. The break from traditional education and from LMS provides the opportunity for the learner to employ tools that promote higher learning. An important element of the PLE is publishing and sharing what is learned.
PLEs are not for all students though. Students may not have the experience and skills to interpret and evaluate a speaker comments or writers post. Teachers can help the student to learn these skills.
I created My PLE as a model for students. My PLE contains the Web 2.0 tools and resources that I use in my class work and at work in the computer commons. I designed a graphic that show the key areas of communication, collaboration, creativity, resources and tools that I use on a daily basis.
References
Unknown. (2009) 7 things you should know about...Personal Learning Environments, EDUCAUSE Learning Initiative. Web
www.educause.edu/eli
Blocher, J. Michael, PhD. (NA) Open Network Learning Environments. Web accessed 4-18-2011.
www.nau.edu/d-elearn/events/viewFile.php?ID=88
Pontydysgu, Graham Attwell. (2007) Personal Learning Environments - the future of eLearning? eLearning Papers www.elearningpapers.eu
MODULE 2: BLOGGING ABOUT ENHANCING LEARNING BY INTEGRATING TECHNOLOGY TOOLS
B. Create and manage Digital Identities (text, audio, images, video, avatars, etc) to present themselves appropriately within a global learning environment.
Blabberize is a service that allows one to create a talking picture, mainly a moving mouth on a still image. This tool is very easy to use. Here are the steps:
1.The user uploads a personal picture to Blabberize.
2.Edit picture options, to crop or make changes to the picture.
3.Place the mouth on the picture.
4.Select the sound. It can be recorded from the microphone, used a recorded sound or use a phone to record.
Once the user is done a link is generated and is able to share with everyone they want to. I found very easy to use. When it came time for the recording part, I used the third option, phone recording. Blabberize generates a phone number and pin number it was the best of the three sound options for me. This tool can be used in many ways, to create a story, a presentation, to have student introduce themselves in an online environment.
Saturday, April 16, 2011
TPACK and Global Learning
What is Global Education?
Global education extends the walls of the typical classroom. It exposes children to other ideas, communities, cultures and children from around the world. Global education is a teaching tool that provides a real world, authentic, learning experience at a global level.
Global education can reinforce the learning that students have acquired about cultures and promote understanding of diversity, including other histories, other customs, and new world perspectives. Similarly, in this learning environment, students are also able to examine the commonalities that tie them to the rest of the world.
Teachers can participate in global education through the use of technology that allows their classrooms to connect to other classrooms globally through collaborative projects. What results from this process is a more well rounded, prepared and exposed citizen of the world.
Participation in a global collaboration provides an authentic and safe learning environment for culturally diverse students to learn more about themselves and others throughout the world. These opportunities provide more than just learning about specific course content; they include opportunities to instill manners, learn a different language, research a new location and its people, familiarize with another culture, understand unfamiliar barriers toward success or education, or think about the political and religious implications on communication, education, and success.
What is TPACK?
T: Technology
P: Pedagogy
A: and
CK: Content Knowledge
Basically, it is the framework for what supports global education. It is the, “understanding of the complexity of relationships among students, teachers, content, technologies, and practices” (Archambault and Crippen). Without any of these areas, the global learning environment will diminish. Technology makes knowledge available at the stroke of a key, pedagogy encourages learner collaboration, and content knowledge is shared and built upon. “As we build communities of teachers and students who collaborate globally to learn within real world contexts and issues of importance, we have the greatest hope of making this world a better and more positively sustainable place now and in the future” (Teacher's Guide to International Collaboration on the Internet).
How do Teachers Design and Develop Instructional Practices that Integrate TPACK to Engage Learners within a Global Learning Environment?
Generally speaking, student engagement is the backbone of all real learning. Generally, if teachers use collaborative pedagogy that encourages active student engagement and technology to teach content knowledge, there is an increased chance that students will want to learn and feel included in the process.
It is important to note that one of the most vital components of a teacher’s pedagogy is the ability to foresee pitfalls in the learning process and plan activities that minimize these disturbances; however, this is, at times, difficult because student’s knowledge, especially in the realm of technology, often surpasses that of the instructor. The National Technology Plan released in January, 2005, went so far as to admit that “today’s students, of almost any age, are far ahead of their teachers in computer literacy. They prefer to access subject information on the Internet, where it is more abundant, more accessible, and more up to date.” Imagine the difference now in 2011.
We can engage students in global learning through global projects.
For example:
· engage students to discuss common topics among their global peers
· write about something they know and are interested in and share via e-mail with other children
· write essays about the laws that exist in their life and respond to other’s writings from around the world
· share their favorite stories or their favorite activities to another “buddy” in another country through technology
· create a type of game and play it online with their new global friends, such as describing a picture and that the partner must draw
· read a fairy tale (ex. the American Cinderella and the Chinese Cinderella story) and then compare and contrast the stories with oral, written, or visual depictions of their findings
· let students “explore” a globe or map or watch a news story to determine which country or culture they would like to learn more about, and then participate in some of the more specific activities listed above.
Tools and Websites for Educators:
Video and voice communication tools:
www.skype.com
Educator ideas, lessons, and strategies:
http://www.globaleducation.edna.edu.au/globaled/page1.html
Global projects to join:
http://www.globaleducation.edna.edu.au/globaled/go/pid/3533
Citations:
Archambault, L., & Crippen, K. (2009). Examining T
Cooney, et. al. (2011) Wiki Page: Retrieved from https://etcgroup2.wikispaces.com/Global+Learning
National Educational Technology Plan 2004: Toward a new golden age in american education--how the internet, the law and today's students are revolutionizing
expectations. (January 2005). Ed.gov. U.S. Department of Education website.
Retrieved from
http://www2.ed.gov/about/offices/list/os/technology/plan/2004/index.html
United States Department of Education (2009). Teacher's Guide to International Collaboration on the Internet. Retrieved from http://www2.ed.gov/teachers/how/tech/international/index.html
Friday, April 15, 2011
Web 2.0 Technology: Communities of Practice
Web 2.0 Technologies for Communities of Practice primarily focus on Wikis, Blogs, and Podcasts, which shouldn't be surprising if you think about it. Students and teachers can participate and learn from each other in these global technologies, connecting with peers and peoples with whom they would never have met, without Web 2.0. Assignments can be created by multiple parties, allowing for collaboration, edited by a group of peers, and presented with multiple presentation tools. Wikis, Blogs, and Podcasts are perfect examples of Communities of Practice.
As with any Web 2.0 Tool, Wiki's, Blogs, and Podcasts are best utilized when other tools are incorporated into the format of presentation. Online videos, such as youtube.com, graphic organizers, like prezi presentations and slideshows (see above), and community journals can add to the global experience as each member of the community provides their impute and ideas. This collaboration is quite possible the most important aspect of Web 2.0, allowing people to share ideas and work together in timely, effective manner, held at their own pace. Furthermore, we know it works as this blog has brought our group closer together through collaboration, multiple Web 2.0 tools, and shared discussion and assignments. We are living proof of Web 2.0 Tools insuring Communities of Practice.
The information listed below are links to my resources, found in a brief description of each article.
Slideshare presentation on web 2.0 and communities of practice
Examples of social web 2.0 tools; youtube.com, gallery.microsoft.com, myspace.come, sourceforge.net, gliffy.com, upcoming.com odeo.com, delicious bookmarking applications, wikis, blogs, and podcasts
Community Flowchart/Charts
Wikis, Blogs, and Podcasts in the medical/educational world
Wikis, Blogs, and Podcasts
As with any Web 2.0 Tool, Wiki's, Blogs, and Podcasts are best utilized when other tools are incorporated into the format of presentation. Online videos, such as youtube.com, graphic organizers, like prezi presentations and slideshows (see above), and community journals can add to the global experience as each member of the community provides their impute and ideas. This collaboration is quite possible the most important aspect of Web 2.0, allowing people to share ideas and work together in timely, effective manner, held at their own pace. Furthermore, we know it works as this blog has brought our group closer together through collaboration, multiple Web 2.0 tools, and shared discussion and assignments. We are living proof of Web 2.0 Tools insuring Communities of Practice.
The information listed below are links to my resources, found in a brief description of each article.
Slideshare presentation on web 2.0 and communities of practice
Examples of social web 2.0 tools; youtube.com, gallery.microsoft.com, myspace.come, sourceforge.net, gliffy.com, upcoming.com odeo.com, delicious bookmarking applications, wikis, blogs, and podcasts
Community Flowchart/Charts
Wikis, Blogs, and Podcasts in the medical/educational world
Wikis, Blogs, and Podcasts
Global Learning Constructs: C
C. Use Social Networking Technology to appropriately communicate, interact, and collaborate with others in a global learning environment.
Social networking technology has a tremendous part to play in assisting students in becoming competent global digital citizens. Social networking technology encourages communication, interaction, and collaboration with others in a global learning environment; the classroom is an excellent place to incorporate those elements into instruction. Young adults and even kids are constantly using social networking in their daily lives outside of the classroom; therefore, it only makes sense to incorporate something so engaging and meaningful to those students into their everyday learning at school. It is becoming a norm for kids to be use social networking. They are using cell phones with interactive apps to communicate with others, and using social networking sites such as Facebook, Myspace, or Twitter on a regular basis. For teachers, using social networking in the classroom must become a reality. In fact, “The most effective pedagogical approach using new technology is social constructivism, as it builds on social interaction and engagement, which is at the heart of Web 2.0 technology” (Reynard, Beyond Social Networking: Building Toward Learning Communities,2009). Educators can plan for social networking in the classroom by creating a Delicious account and bookmarking sites that students will need to use. This is an easy way to store, organize, and share links with the students. The links can even be accessed from home for students to use on their personal computers. Teachers can integrate social networking technology into the classroom by using Web 2. Tools such as:
• Wallwisher.com
• Blogger.com
• Edmodo.com
• Wikis
Integrating these Web 2.0 tools for social networking technology into the classroom is an effective way to enhance student learning and create engaging, meaningful lessons that students will want to learn from. This kind of technology will craft students who will be excited to design and create and share their ideas and their achievements. Students using these kinds of social networking technology tools will be prepared to enter the real world as competent global digital citizens and will be more successful because of it.
Reynard, 2009. Beyond Social Networking: Building Toward Learning Communities. http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx
Social networking technology has a tremendous part to play in assisting students in becoming competent global digital citizens. Social networking technology encourages communication, interaction, and collaboration with others in a global learning environment; the classroom is an excellent place to incorporate those elements into instruction. Young adults and even kids are constantly using social networking in their daily lives outside of the classroom; therefore, it only makes sense to incorporate something so engaging and meaningful to those students into their everyday learning at school. It is becoming a norm for kids to be use social networking. They are using cell phones with interactive apps to communicate with others, and using social networking sites such as Facebook, Myspace, or Twitter on a regular basis. For teachers, using social networking in the classroom must become a reality. In fact, “The most effective pedagogical approach using new technology is social constructivism, as it builds on social interaction and engagement, which is at the heart of Web 2.0 technology” (Reynard, Beyond Social Networking: Building Toward Learning Communities,2009). Educators can plan for social networking in the classroom by creating a Delicious account and bookmarking sites that students will need to use. This is an easy way to store, organize, and share links with the students. The links can even be accessed from home for students to use on their personal computers. Teachers can integrate social networking technology into the classroom by using Web 2. Tools such as:
• Wallwisher.com
• Blogger.com
• Edmodo.com
• Wikis
Integrating these Web 2.0 tools for social networking technology into the classroom is an effective way to enhance student learning and create engaging, meaningful lessons that students will want to learn from. This kind of technology will craft students who will be excited to design and create and share their ideas and their achievements. Students using these kinds of social networking technology tools will be prepared to enter the real world as competent global digital citizens and will be more successful because of it.
Reynard, 2009. Beyond Social Networking: Building Toward Learning Communities. http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx
Monday, March 28, 2011
Read THIS to Become and Expert Blogger....or not!
Okay, okay....so tell the truth....was anyone else a little unsure of how to write a blog? LIAR...you were too, but that's ok, you don't have to admit it to anyone except your mirror in the morning. Anyhow, I was trying to find some research surround blogging, prezi, or slidesix, but there just isn't much out there yet that ties directly to research based strategies for education. I did; however, come across this blog that sets some basic guidelines (with a little added humor) for the new blogger:
23 Rules of Thumb for Effective Blogging
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