My VoiceThread Experiment

I've recently learned about a great new online tool called VoiceThread.  This website is a free digital story-telling application that allows you to upload documents slideshows, images, or videos.  You can share your VoiceThread publicly or you can select a private group with which to share.  Viewers of your VoiceThread can then comment with text, audio, video, and can even highlight or doodle on the slides themselves.  One way educators are using this tool is to safely publish students' work.  There are many options for using VoiceThread in the classroom, and the website has a section specifically for educators.  Check out the links below for more information about using VoiceThread in the Classroom.

While I was researching this tool, I learned that the first step towards using VoiceThread effectively in the classroom is to become comfortable with it yourself.  Therefore, this week, I did just that!  If you're looking for an idea for dinner tonight or are just curious to learn more about VoiceThread, check out my VoiceThread experiment...

If you'd like to view the presentation in VoiceThread click here...
Easy Shrimp Tacos for Two

Check out these links for more information about VoiceThread...

Getting Started

24 Ways To Use VoiceThread in the Classroom

100 Ways To Use VoiceThread in the Classroom

VoiceThread Extends the Classroom

Diigo

I will admit that when it comes to technology, I tend to go by the “less is more” philosophy.  Though I’ve always felt comfortable using current technologies, I have never been someone to count down the days until the latest gadget debuted, create online accounts for everything, or download tons of apps onto my iPhone.  When it comes to technology, sometimes I feel like the more of it you have, the more work it is to maintain.  This is one of the main reasons that I was never a huge bookmark user.

What is Diigo?

For my grad class, we recently learned about social bookmarking.  Social bookmarking tools allow users to organize, share, manage, and search for resources online.  One major thing that separates social bookmarking from traditional bookmarking is that bookmarks saved through social bookmarking websites are available anywhere, whereas traditional bookmarks are only saved on one computer.  Also, users have the ability to join groups, allowing people with similar interests share and collaborate with others.  Diigo is one of many social bookmarking tools.

How could I use it as a teacher?

This past weekend, I signed up for a Diigo account and did my first bookmarking.  In addition to marking websites of interest, I was also able to annotate the sites, highlight important text, and mark sections of text with sticky notes.  For a first time user, I think this tool was pretty easy to use, and I can already see a lot of potential for use in the K-12 classroom.  One of the main ways I could see myself using this tool is for my own personal lesson planning and professional development.  I already use Pinterest as a way to get ideas and find resources for my lessons, but I sometimes find that I forget why I marked a website or I can’t find the particular area of the website that I wanted.  Diigo will allow me to highlight important information and make notes on how it could be used.  It also would allow me to save websites that I use often so that during my teaching, I don’t have to waste time typing in websites.

As a teacher, I find that I learn a lot through collaboration with colleagues.  I love talking through teaching ideas and planning with colleagues, and think that Diigo would make our sharing more efficient.  In addition to sharing with grade level colleagues, Diigo would be an efficient way to share resources at the school or district level.  Of course, social bookmarking is another tool with which to develop your PLN and share with peers anywhere in the world.

How could I use this with students?

While teaching third and fourth grade, I used a reader’s workshop model when teaching reading strategies.  Diigo would allow me to model reading strategies using a digital platform and allow students the chance to respond through the use of sticky notes similar to what I do during reader's workshop.  It would also give me access to a wider variety of materials that fit my students’ needs.

Another way that I might use this tool in the classroom is during research projects.  Diigo can assist with teaching many important research and literacy skills such as finding the main idea, highlighting important information, taking notes, determining the quality of resources, etc.  Students would have the opportunity to view other’s resources on a given topic and collaborate with peers.  It is also available at all times through the web and is free, so as long as students have access to the Internet, there is no need to worry about being able to find books about a specific topic.

Finally, this tool could also be used to have students demonstrate their thinking across subject areas through posting their thoughts on a sticky or to share helpful resources with parents.  For more information, check out these links…

Diigo- A Classroom Friend – describes a few ways that Diigo can be used in the classroom.

A Lesson in Social Bookmarking- a real life example of how two elementary teachers used Diigo for Social Studies research projects.

Student Learning with Diigo- includes a collection of resources and lesson plans related to Diigo.

12 Reasons Teachers Should Use Diigo

What's a PLN & Why Should I Have One?

Before beginning graduate classes this fall, I honestly had never heard of a PLN.  This week, I read an article called “Pleased to Tweet You” by Kate Messner, an author and teacher.  According to her article, a PLN is “a group of like-minded professionals with whom you can exchange ideas, advice, and resources.”  To me, a PLN is the use of social networking tools to connect with peers and colleagues in order to support and enhance an individual’s life-long learning.  This can be achieved through various technology platforms such as LinkedIn, Twitter, Facebook, Skype, to name a few.  

The biggest thing that makes PLNs so valuable is the P- it’s personal.  Each person can use a PLN to set goals, discover new resources, and connect with knowledgeable peers in their area of interest.  Also, with the variety of online networking tools, people have the ability to choose tools that match their goals, and personal preferences.  One great point made by Eric Patnoudes in this article “Why (and How) You Should Create a Personal Learning Network,” was that PLNs are “two-way streets.”  In other words, it’s important for educators to not only just “listen in” to PLNs, but to also participate.  As educators, we know how important active engagement is to learning, and being part of a PLN means offering your own contributions.  Another reason why PLNs may be so important is that they are an inexpensive way for educators to participate in professional development.

As someone who just learned about PLNs recently, I am still in the stages of exploring and learning about how I can use these tools.  However, the more I read about PLNs, the more I realize that I actually do use some already.  For example, I use Pinterest when looking for ideas for different units of study, and also visit education-related blogs.  In the past few months I have created my own blog and have learned how to use Twitter.  However, I will admit that with the majority of my networking tools, I am more of a “listener” than a participant. 

Therefore, the way that I personally would use PLNs in the classroom right now would be to first establish my own.  That way, I can not only grow as a professional, but also become more knowledgeable for when I help my students create their own PLNs.  By becoming more aware of the tools available and beginning to try using them on my own, I am starting to think of ways that I might personally use them in the classroom.  For example, this week during a language arts lesson I thought "We could Tweet that!"  Also, I need to become more of an active participant in some of my social networking connections.  These will be important steps for me in order to be an effective model and teacher when discussing social networking and PLNs with my students.

For more info, check out…

PLN Pinterest Board- This Pinterest board includes resources for starting your own PLN, and utilizing individual social networking sites as part of a PLN.

The Educator’s PLN- This website helps educators develop their own PLNs.

Learning from Gaming

As someone who has never been into video games growing up, most of my knowledge of gaming has come from my elementary-aged students.  To be honest, most of what I heard was how OBSESSED my students were with video games, especially the particularly violent ones it seemed.  Cringe.  For some of them, games were all they wanted to do, write about, and think about.  Naturally, you can see why my view towards video games wasn’t very favorable. 

For one of my graduate classes this week, I read the Innovative Pedagogy Report 2013, which explores new forms of teaching, learning, and assessment.  While reading this, what did I come across?  A section on “Learning from Gaming.” As I read further, I saw that the video game “Minecraft” was mentioned, a favorite among my class of 3^rd graders last year.  Though I have always heard people mention the positive aspects of gaming, I decided I needed to dig further into this topic based on the fact that games are so popular among the students I work with.  Here’s a summary of what I found…

What is “Learning from Gaming?”

Learning from gaming involves using the power of digital games for learning purposes.  Games used for learning can provide engagement and motivation for learners.  They can also provide an opportunity for learners to reflect on and self-regulate behaviors.  Learning may also be achieved through gaming by allowing players to design, create, and invent things.  In education, the motivational aspect of games could be used as a vehicle to reach learning objectives.

Why might it be important in the future?

Games are naturally intrinsically motivating and video or online games can provide students with another opportunities to utilize technology in their learning.  Since we know that students learn from their interactions with others, the social aspect of some games may enhance student learning through collaboration or discussion.  Additionally, games can allow learners to experience designing, creating, and inventing things.  These learning experiences could be valuable when solving problems in the “real world.”   Finally, many gaming companies are looking to move into the educational market.  This could potentially give educators or learners a greater variety of quality games to choose from.

How might it be used in a K-12 classroom setting?

For a non-gamer, this question seemed pretty daunting to me at first, since most games I’ve heard of don’t have an obvious educational focus.  However, teachers are already using gaming in creative ways!  I found this article, Wii Love Learning, which gave me some great ideas.  For example, an elementary teacher was using data from the Wii bowling game to give his students practice with recording data and graphing.  That sounds like a lesson that I’d like to participate in!

One interesting tip from this website Join the C Team!, was to just talk to your students about the types of video games they like to play and then try out demo versions on your own.  I think this is a great idea since it allows you to see what kinds of games motivate your students and also allows you to think about if and how the game could be used in the classroom.  Another idea from this website that I could use in the classroom would be to incorporate gaming at a center.  I think this is a great idea since it would allow all students to try the activity without having to have enough equipment for all students.  As a teacher, this would also be an opportunity for me to try out different things related to gaming on a smaller scale.

Some other resources you may want to check out…

Using Games in the Classroom

This article doesn’t necessarily focus specifically on online or computer games.  However, there are some tips for making the most of games in the classroom that I thought were useful for teachers.

Use of Computer and Video Games in the Classroom

This paper reports the findings of how and why video and computer games are used in formal classroom settings.

About Me

Welcome!  My name is Kate Jones and I’m new to the world of blogging.   I am starting this blog as part of my coursework at The University of Akron where I’m working towards my Master’s in Elementary Education with a Literacy Focus.  Originally from Pennsylvania, I graduated from Penn State University with my undergraduate degree in Elementary Education.  For the past six years, I have taught grades three, four, and five.  Currently, I live in Akron, Ohio with my husband, Brandon, and our pet bunny, Macy.  We moved to Ohio this summer while Brandon completes his pediatrics residency at Akron Children’s Hospital.  This year, I am beginning a new journey co-teaching second grade where I will mainly focus on literacy and math.  In my free time, I love to read, shop, travel, go to the pool, hike with my husband, spend time with family and friends, and cheer on the Nittany Lions, of course! 

My first experience using technology as a teacher was in college during my student teaching.  During my senior year, I was part of Penn State’s Professional Development School, which provided me a full year student teaching experience and the opportunity to use technology regularly with a one-to-one laptop initiative.  I had the opportunity to learn about and use podcasting, iMovie, and SmartBoards.  In my professional teaching career, I have mainly used the Internet and PowerPoint slideshows with my students.  I have also used GoogleDocs as a way to communicate between colleagues and tried using this with students for first time last year.

As a child I loved to read, and still do to this day! Now as a literacy teacher, I strive to instill a life-long love of reading in all of my students.  I teach reading and writing using a balanced literacy approach and try to integrate reading/language arts skills across subject areas as often as possible.  I am looking forward to the new challenge of co-teaching during the literacy block this year and hope to grow as a professional as I collaborate with my colleagues and complete my graduate coursework.

As we’ve discussed in class, being transliterate in today’s society is becoming increasingly important.  During this class, I hope I increase my own transliteracy by experimenting with new technologies available.  By improving my awareness of and ability to use a wider variety of media platforms and tools, I hope to model responsible and meaningful use for my students.  After becoming more familiar with the new technologies out there, I hope to incorporate them in ways that would enhance my instruction and increase my students’ transliteracy.