I am glad to have had the opportunity to participate in this program. With a decent amount of background on the Web 2.0 tools, I found the technical side of the course to be fairly simple. The implications their use, however, are not so simple.
The video in Thing 23 really got me thinking. All of the gadgets and tools that are available that use the XML code are still just tools. We still have to make good decisions about content, about learning styles, about assessment and evaluation, and about instruction. We still have to remember that on the other side of the code there are actual people reading (hopefully) and responding (even more hopefully) to what we put "out there." It comes with a great deal of new responsibility - we must protect students from inappropriate content, but we also have to acknowledge that we will be consumed by the technology if we don't get out in front of it. By that I mean that, while we don't necessarily have to be early adopters and "lead the charge", we have to be aware of what is going on in the Flat World and prepare our students for the challenges that await them.
My views have not changed - I entered the course because I felt that we were falling behind in our use and knowledge of these tools, and I still believe that is true. I have a better understanding of the big picture thanks to this experience, and I still have some thinking to do about what I have learned. My participation in this course has strengthened my resolve on some level to continue to fight the fight, to try to convince those in a position of leadership to support these sorts of advancements in education, to take risks, and to provide our students with the opportunities that we ought to provide them.
Friday, April 30, 2010
Thursday, April 29, 2010
Thing 22
http://23thingsartsboy.wikispaces.com/Home+Page
Wikispaces, PBWorks, or any of the collaborative spaces that are available through the Web 2.0 are powerful options for those who do not have the ability or resources to create a full-blown web-site with all of the bells and whistles. I have a great sense of the potential of their use, but also a realistic understanding of the reality - their strength lies in the level of participation of their members. For a wiki to be truly valuable as a learning or instructional tool, all of the participants must be vested in the topic or discussions that take place therein. The ramifications of this are that students must be required to participate, and teachers must somehow be compelled to "try it." I continue to be frustrated by those teachers with whom I work who aren't even willing to try. They don't even respond to e-mail - how can I expect a positive result when I spend the time creating a wikispace for their professional use? That being said, I enjoy creating and using this particular tool, and hope to see greater use in the future - maybe before I retire.
The difference between a blog and a wiki? Blog is designed to be more one-sided - author to reader, with comments. This is a simplified explanation, but I think it is accurate. Wikispaces is designed for many people to contribute content, edit, comment, revise, and move forward with whatever project they are planning.
Tuesday, April 27, 2010
Thing 21
I spent a bit of time looking at the Westwood Schools online space, managed by CoolCatTeacher (username.) There are lots of tools - calendar, personal student pages, an archive, lessons, homework, schedule, assignments, etc. - but it didn't include a great deal of collaboration. There was a discussion page - apparently there were some inappropriate posts that had to be monitored and deleted, and some of the threads made reference to sharing this wiki with the administration - most likely to get approval. The space was created in 2005, so it was truly cutting edge at that time, but I think the overall point of a collaborative space was missed. It really served as a more of a website than anything. It was surprising to find student photos and full names on the student pages - I surely would not allow that in a school wiki.
I created a wiki space this year for use by our art and music teachers - but it has been a real struggle to get people to use the tool. E-mail exchange is still the preferred method of collaboration, not to mention the fact that there are some liability concerns from the central technology office. If the teachers would contribute and make it a worthwhile use of technology and time, I'd be more than willing to fight. We'll wait and see for now.
I created a wiki space this year for use by our art and music teachers - but it has been a real struggle to get people to use the tool. E-mail exchange is still the preferred method of collaboration, not to mention the fact that there are some liability concerns from the central technology office. If the teachers would contribute and make it a worthwhile use of technology and time, I'd be more than willing to fight. We'll wait and see for now.
Thing 20
Exploration of the Educational Podcast Network was very simple. It has a clean, uncluttered interface and I was instantly able to find what I was looking for. The category box on the left-hand side showed the available podcast organized by content area, which made it very easy to find several podcasts in the area of music technology.
Conversely, I found Podcast Alley to be less user-friendly. The interface was much more cluttered, including many ads that I didn't see on EPN, and nothing really caught my eye - it was a chore to take in all that there was to see and to make sense of it all. I did like the top ten podcasts listed on the right, and I can see that there is a robust forum section that appears to be well-maintained - these sorts of features often end up being useless because no one gives them the maintenance they require.
I think the reason that I would vote for iTunes as my favorite is likely because I am already so familiar with the software. The search function is very strong, and I was able to easily sync my new subscription (The Onion - news satire - great stuff) to my iPhone. I can see getting hooked on certain podcasts and establishing a routine of listening and downloading.
Conversely, I found Podcast Alley to be less user-friendly. The interface was much more cluttered, including many ads that I didn't see on EPN, and nothing really caught my eye - it was a chore to take in all that there was to see and to make sense of it all. I did like the top ten podcasts listed on the right, and I can see that there is a robust forum section that appears to be well-maintained - these sorts of features often end up being useless because no one gives them the maintenance they require.
I think the reason that I would vote for iTunes as my favorite is likely because I am already so familiar with the software. The search function is very strong, and I was able to easily sync my new subscription (The Onion - news satire - great stuff) to my iPhone. I can see getting hooked on certain podcasts and establishing a routine of listening and downloading.
Thing 19
The most interesting podcasts I found from the given lists were those from the "Podcasts By Students" category. I'm so impressed with those teachers who make technology integration a priority in their classrooms. I'm also impressed with those who insist on a high quality production, because that invariably involves something artistic - music, images, script writing, comic bits, i.e. - to include in the final product, as well as a decent understanding of the technical aspects (sound levels, graphics, editing, etc) of creating a podcast. I love the integration of the arts and technology in the Eagan High School Honors Chemistry Podcasts - I loved the commercials for the elements ("Barnes and Noble Chemicals" - nice. . . )
I decided to do some exploring in my area of interest - music technology - and discovered Dr. James Frankel's podcasting page. I have seen him speak (Michigan Music Conference) a couple of times and knew that he recorded his sessions, but didn't realize that he was podcasting them. I now have materials that I can direct my teachers to regarding music and technology. One of the first things that I will ask them to listen to is his session on copyright - he is something of an expert on copyright as it relates to music education. He also has practical strategies that can be used to create and sustain a music technology lab - something I've long wanted to do. He has a wealth of knowledge on all things related to music education and technology, and I intend to spend some time with his podcasts, many of which are simply recordings of his presentations at state music conferences.
I decided to do some exploring in my area of interest - music technology - and discovered Dr. James Frankel's podcasting page. I have seen him speak (Michigan Music Conference) a couple of times and knew that he recorded his sessions, but didn't realize that he was podcasting them. I now have materials that I can direct my teachers to regarding music and technology. One of the first things that I will ask them to listen to is his session on copyright - he is something of an expert on copyright as it relates to music education. He also has practical strategies that can be used to create and sustain a music technology lab - something I've long wanted to do. He has a wealth of knowledge on all things related to music education and technology, and I intend to spend some time with his podcasts, many of which are simply recordings of his presentations at state music conferences.
Monday, April 26, 2010
Thing 18
Music Technology and Web 2.0
Created by Katie Wardrobe
The presentation above includes some online music resources with which I am not familiar - I was very excited to find something new that I could immediately share with my teachers, who could then apply them to the classroom as desired. Included were some performance/improv/compositional tools - this is very cool because composition and improvisation are the benchmarks that music teachers tend to pay the least attention to.
Slideshare is one of the most useful Web 2.0 tools that I can think of to introduce teachers to - they can see an immediate benefit due to the ability to use the slideshows in the classroom. The ability to search by category or topic can help the user find exactly what they need, and make use of it in any way they would like.
Created by Katie Wardrobe
Music Technology And Web2 0
View more presentations from Katie Wardrobe.
The presentation above includes some online music resources with which I am not familiar - I was very excited to find something new that I could immediately share with my teachers, who could then apply them to the classroom as desired. Included were some performance/improv/compositional tools - this is very cool because composition and improvisation are the benchmarks that music teachers tend to pay the least attention to.
Slideshare is one of the most useful Web 2.0 tools that I can think of to introduce teachers to - they can see an immediate benefit due to the ability to use the slideshows in the classroom. The ability to search by category or topic can help the user find exactly what they need, and make use of it in any way they would like.
Thing 17
Give a review of the tool you explored - what worked, what didn't work, how might it be used in your personal or professional life?
So I checked out 30 Boxes and realized that I had absolutely no intention of creating another calendar in my life - my multiple Outlook calendars would just have to be sufficient. LibraryThing sounded interesting, because I do like to read when I have the time, and I'm always interested in finding recommendations from people who have similar tastes.
What I didn't realize was that, compared to most of the people on LibraryThing, I don't read AT ALL. Nada. These people are absolutely insane about reading, and their libraries. There were people who had almost 50,000 titles in their library. 50,000 titles. Yes, I am aware that this is extreme, but 50,000?
Then I remembered the tag thing, and realized the power of the site. It could be a powerful resource for teachers, if one was able to take the time to catalog a personal/professional library, and make it available to others in the district. I different version of our existing library accessible online. It has possibilities, though I'm not sure if the time investment would pay off in the future - how is it better than what currently exists? Tags, reviews, and comments, I suppose. You would definitely have to weigh the time investment versus the rewards.
So I checked out 30 Boxes and realized that I had absolutely no intention of creating another calendar in my life - my multiple Outlook calendars would just have to be sufficient. LibraryThing sounded interesting, because I do like to read when I have the time, and I'm always interested in finding recommendations from people who have similar tastes.
What I didn't realize was that, compared to most of the people on LibraryThing, I don't read AT ALL. Nada. These people are absolutely insane about reading, and their libraries. There were people who had almost 50,000 titles in their library. 50,000 titles. Yes, I am aware that this is extreme, but 50,000?
Then I remembered the tag thing, and realized the power of the site. It could be a powerful resource for teachers, if one was able to take the time to catalog a personal/professional library, and make it available to others in the district. I different version of our existing library accessible online. It has possibilities, though I'm not sure if the time investment would pay off in the future - how is it better than what currently exists? Tags, reviews, and comments, I suppose. You would definitely have to weigh the time investment versus the rewards.
Thing 16
This is a wonderful tool that I have used in my professional life. I am currently working with the Michigan Department of Education and a handful of people from across the state. Our goal is to formally organize a group of district arts coordinators from the state of Michigan. To date we've worked on this with absolutely no face to face meetings - we've had conference calls, exchanged e-mails, and worked collaboratively on Google Docs. At one point there were four of us on a conference call talking about the organization while one person edited the document. In real time we were able to see the edits, clarify anything entered into the document, and add ideas that were triggered by what was heard, or read, or viewed. If ideas came to us at a later time, we could go back and add to the document. Even now, as I am tasked with the next step, I will revisit the document, remind myself of the next steps, and edit as necessary.
Our district presents a K-12 art show annually. Next year, I plan to minimize the face to face meetings of the steering committee and create a Google Doc which lists work that needs to be completed, assign responsibilities, deadlines, and update progress.
When incorporating this tool with students, one would obviously need to get the necessary permissions from the technology department to access Google products. The instructor would also need to be diligent about protecting the identity of student names and e-mail addresses.
Our district presents a K-12 art show annually. Next year, I plan to minimize the face to face meetings of the steering committee and create a Google Doc which lists work that needs to be completed, assign responsibilities, deadlines, and update progress.
When incorporating this tool with students, one would obviously need to get the necessary permissions from the technology department to access Google products. The instructor would also need to be diligent about protecting the identity of student names and e-mail addresses.
Thing 15
I had already achieved a certain level of comfort with RSS feeds prior to starting the 23 Things course. That being said, I am now reminded of the convenience of reading (or not reading) the news and information to which I subscribe. If my schedule is fairly consistent, I find I am able to keep up with the news feeds; however, my day is typically not as predictable as that of a teacher, and so I find myself falling behind and deleting a lot of unread news. What I keep telling myself is that anything that is of great import will get to me one way or another, and that RSS feeds, though convenient and even enjoyable, are not the only way to get the news.
In the early days of the internet I can remember checking a list of sites daily or weekly to check for updates. I am glad to have the RSS technology available, as it makes sorting through the information simpler. However, every now and then I find myself missing the old days, because I would sometimes stumble upon something interesting that I may never have seen through an RSS feed.
In the early days of the internet I can remember checking a list of sites daily or weekly to check for updates. I am glad to have the RSS technology available, as it makes sorting through the information simpler. However, every now and then I find myself missing the old days, because I would sometimes stumble upon something interesting that I may never have seen through an RSS feed.
Thing 14
Delicous username: artsboy
Social bookmarking is a terrific way to provide students with materials that often fall under the category of "Resources". It is a great alternative to the tradtional search engines like Google and Yahoo because you can refine the search in a different way. A search based on a particular tag of interest (soundeffects, audio) can yield a more focused set of results.
I can definitely see the benefit of creating a community of bookmarkers, like the K-12 music or art teachers in our district, who could easily maintain and add to a powerful resource that would be available to all teachers. Even if the teacher chose not to personally contribute, they could still take advantage of the collective contributions of the group.
Social bookmarking is a terrific way to provide students with materials that often fall under the category of "Resources". It is a great alternative to the tradtional search engines like Google and Yahoo because you can refine the search in a different way. A search based on a particular tag of interest (soundeffects, audio) can yield a more focused set of results.
I can definitely see the benefit of creating a community of bookmarkers, like the K-12 music or art teachers in our district, who could easily maintain and add to a powerful resource that would be available to all teachers. Even if the teacher chose not to personally contribute, they could still take advantage of the collective contributions of the group.
Thing 13
Tagging has long puzzled me, and I found both the video and the article to be very informative. I've always wondered what the significance of the size of the tag names was in a tag cloud, for example. Pretty cool! Like most, I've organized my favorites into folders, and I will often browse through them and find many, many websites that I have now idea about - why did I tag this? With social bookmarking, I can click on the site and have at least some idea of the content because of the tags that come up when I visit.
Even better than the organization, though, is the ability to network with communities and check in on sites that have been previewed already by people who you know. This can save time in the long run because, presuming you are in a community of people who you trust, you can count on the information within the site being useful and worth further investigation.
It is important to keep in mind some common tagging standards when using tags - if you tag in a way that is only useful to you, then you are less likely to be able to communicate within a tagging community because you are using a different tagging "language" than the rest of the group.
Even better than the organization, though, is the ability to network with communities and check in on sites that have been previewed already by people who you know. This can save time in the long run because, presuming you are in a community of people who you trust, you can count on the information within the site being useful and worth further investigation.
It is important to keep in mind some common tagging standards when using tags - if you tag in a way that is only useful to you, then you are less likely to be able to communicate within a tagging community because you are using a different tagging "language" than the rest of the group.
Sunday, April 11, 2010
Thing 12, Part 2
It seems that the Simpson's Game code has some issues with the Blogger format - was unable to play on my blog site. Not sure why this is happening.
Thing 12
For all of you Simpson's fans. Enjoy!
Ah, the joy of blogging. In one post you can engage in healthy discourse, and in the very next you can take a quiz about the Simpsons. Just a little slice of heaven, I think.
I have not had any difficulty with embedding code into my blog posts (though I had to publish to actually see the widget I chose - the preview didn't show up.)
I do belong to a couple of online communities. Their success is contingent on the participation of it's members, which ebbs and flows. It can be frustrating when trying to get information about a particular topic - posting a question or comment and getting no response. I do maintain a Facebook page, but rarely for any professional reasons - it's more for my own amusement.
Students - including my own daughter (8th grade) love the online social networking sites. She could spend hours on it. there is a sense of belonging, a sense of community that they achieve through these sites. Frankly, I think it makes their face to face contact easier - they always have something in common to talk about, and it makes at least the initial conversation easier. If they find later that that's all they have in common, they typically don't maintain that friendship. Many of my former students keep in touch regularly with me, and with each other on Facebook, through their college and even early adult years. It is easy and convenient, and you can check in ( or not) whenever you want.
Ah, the joy of blogging. In one post you can engage in healthy discourse, and in the very next you can take a quiz about the Simpsons. Just a little slice of heaven, I think.
I have not had any difficulty with embedding code into my blog posts (though I had to publish to actually see the widget I chose - the preview didn't show up.)
I do belong to a couple of online communities. Their success is contingent on the participation of it's members, which ebbs and flows. It can be frustrating when trying to get information about a particular topic - posting a question or comment and getting no response. I do maintain a Facebook page, but rarely for any professional reasons - it's more for my own amusement.
Students - including my own daughter (8th grade) love the online social networking sites. She could spend hours on it. there is a sense of belonging, a sense of community that they achieve through these sites. Frankly, I think it makes their face to face contact easier - they always have something in common to talk about, and it makes at least the initial conversation easier. If they find later that that's all they have in common, they typically don't maintain that friendship. Many of my former students keep in touch regularly with me, and with each other on Facebook, through their college and even early adult years. It is easy and convenient, and you can check in ( or not) whenever you want.
Thing 11
Online Comments: What I Like
I enjoy the exchange of ideas and insight that comes with a well maintained and monitored blog. I have learned from people I don't even know in a way that would previously have been impossible. The many different perspectives that I have experienced from these people has been a valuable asset to my learning. I also enjoy the informal atmosphere of an online exchange. While good, concise writing is a key component to getting your point across, you can also do very well even if your writing skills are not your strength.
Online Comments: What I Don't Like
I despise/loathe/hate/resent the Grammar and Spelling Police who insist on correcting minor flaws in another's writing. It is simply not necessary to remind someone of the correct usage of to/too/two, or ensure that next time they will use the personal possessive form of the word properly, or that they spelled the word "salient" wrong. These people need to get over themselves and focus on the topic of the discussion. I also get frustrated with the self-promoters/spammers who try to get you to click on their links - they prey on those who are not internet savvy.
It is a nice feeling to get a comment on something you've written. It is important for people to continue to comment on topics of their choosing in order to encourage the healthy discourse I referenced in the "What I Like" portion above, and to ensure that the ideas that people are posting don't just sit there, unless that is the intent of the author.
Most students are already connected in some way (Facebook, MySpace, etc.) and the commenting idea is not new to them. Indeed, it is as natural to them as writing thank-you notes is to my mother. I think that the challenge for students who post their writing publicly, or even within the confines of a classroom, is that these students need to be prepared to take criticism, develop a thicker skin, turn criticism into a positive thing, and learn how to deliver criticisms in a positive manner. That is where the teacher as facilitator comes in - we need to provide students with the skills and knowledge to successfully navigate the internet in a safe and effective way.
I enjoy the exchange of ideas and insight that comes with a well maintained and monitored blog. I have learned from people I don't even know in a way that would previously have been impossible. The many different perspectives that I have experienced from these people has been a valuable asset to my learning. I also enjoy the informal atmosphere of an online exchange. While good, concise writing is a key component to getting your point across, you can also do very well even if your writing skills are not your strength.
Online Comments: What I Don't Like
I despise/loathe/hate/resent the Grammar and Spelling Police who insist on correcting minor flaws in another's writing. It is simply not necessary to remind someone of the correct usage of to/too/two, or ensure that next time they will use the personal possessive form of the word properly, or that they spelled the word "salient" wrong. These people need to get over themselves and focus on the topic of the discussion. I also get frustrated with the self-promoters/spammers who try to get you to click on their links - they prey on those who are not internet savvy.
It is a nice feeling to get a comment on something you've written. It is important for people to continue to comment on topics of their choosing in order to encourage the healthy discourse I referenced in the "What I Like" portion above, and to ensure that the ideas that people are posting don't just sit there, unless that is the intent of the author.
Most students are already connected in some way (Facebook, MySpace, etc.) and the commenting idea is not new to them. Indeed, it is as natural to them as writing thank-you notes is to my mother. I think that the challenge for students who post their writing publicly, or even within the confines of a classroom, is that these students need to be prepared to take criticism, develop a thicker skin, turn criticism into a positive thing, and learn how to deliver criticisms in a positive manner. That is where the teacher as facilitator comes in - we need to provide students with the skills and knowledge to successfully navigate the internet in a safe and effective way.
Thing 10
Sir Ken Robinson - Do Schools Kill Creativity?
This is one of my favorite videos - was fortunate enough to hear him speak in Lansing a few years back. Very inspiring. He has been criticized as being "too witty" - really? A powerful message, delivered in an entertaining way - this is bad? I will say that his "shtick" wears thin after multiple hearings, but the message remains clear - creativity is as important as literacy and numeracy, and we are educating the creativity out of our students.
Though embedding a video is very easy to do, I am still amazed when I see it done. Copy, paste, publish. Like the first time my grandfather saw a "talky." Amazing!
The act of downloading a video posted on YouTube is new to me, and I'm very glad to have learned how to do this. When presenting to teachers or other professionals, it is impossible to predict whether the internet connectivity will be working. If something can go wrong, it will. Having a backup file on my hard drive will give me piece of mind.I was able to download easily using KeepVid, and PWNYouTube somehow connected me to Zamzar. I don't know yet if the file has been e-mailed to me, but the interface was simple to use. I added the PWN bookmarklet to my bookmarks - right next to my Bloglines bookmarklet - I'll try using that later on.
This is one of my favorite videos - was fortunate enough to hear him speak in Lansing a few years back. Very inspiring. He has been criticized as being "too witty" - really? A powerful message, delivered in an entertaining way - this is bad? I will say that his "shtick" wears thin after multiple hearings, but the message remains clear - creativity is as important as literacy and numeracy, and we are educating the creativity out of our students.
Though embedding a video is very easy to do, I am still amazed when I see it done. Copy, paste, publish. Like the first time my grandfather saw a "talky." Amazing!
The act of downloading a video posted on YouTube is new to me, and I'm very glad to have learned how to do this. When presenting to teachers or other professionals, it is impossible to predict whether the internet connectivity will be working. If something can go wrong, it will. Having a backup file on my hard drive will give me piece of mind.I was able to download easily using KeepVid, and PWNYouTube somehow connected me to Zamzar. I don't know yet if the file has been e-mailed to me, but the interface was simple to use. I added the PWN bookmarklet to my bookmarks - right next to my Bloglines bookmarklet - I'll try using that later on.
Thing 9
There is much to like about YouTube. The sheer quantity of available videos is incredible. Using the search function, I typed in "music education" and the result was around 14,400 videos. Many of the top listed videos were videos created by teachers and others who are advocating for music in the schools, the benefits of music education, etc. There are promotional videos for music groups, and even music instruction videos ("Learn to Play the Piano in Just Two Hours!") There many instances where these sorts of videos would be useful in a classroom or professional setting.
Another common video I found was the student or parent who posts a video of their school performance (music, drama, etc.) This is the group that concerns me, as these videos are illegal. Their usefulness related to teaching and learning is clear - student performance improves when they are given the opportunity to hear a performance of themselves/their group - but it should be done in the classroom, using the legal, archival copy of the performance that the teacher is allowed to create. My concern expands beyond the student and parent - the district is liable for these copyright infringements, and we should be taking steps to avoid this sort of activity.
YouTube is restricted in our district - I believe that most administrators are able to use the stie, some teachers have "found a way" (I think that means you bake cookies for the building tech. . . ), but student access is definitely blocked. I understand it, but don't like it. I don't like the bubble wrap philosophy of education - the one that "protects" students from all things that are "bad." I'd rather see the schools teaching responsible internet usage and how to sift through all of the garbage that is out there.
Another common video I found was the student or parent who posts a video of their school performance (music, drama, etc.) This is the group that concerns me, as these videos are illegal. Their usefulness related to teaching and learning is clear - student performance improves when they are given the opportunity to hear a performance of themselves/their group - but it should be done in the classroom, using the legal, archival copy of the performance that the teacher is allowed to create. My concern expands beyond the student and parent - the district is liable for these copyright infringements, and we should be taking steps to avoid this sort of activity.
YouTube is restricted in our district - I believe that most administrators are able to use the stie, some teachers have "found a way" (I think that means you bake cookies for the building tech. . . ), but student access is definitely blocked. I understand it, but don't like it. I don't like the bubble wrap philosophy of education - the one that "protects" students from all things that are "bad." I'd rather see the schools teaching responsible internet usage and how to sift through all of the garbage that is out there.
Thing 8
What I learned from this exploration was that using these tools with a class would be a real challenge. The pop art image above was very easy to create, but further exploration into the other tools that are available left me frustrated. I know I could figure them out if I had more time and interest in a specific tool, but the point of the exercise was to explore and see what was available. I think it would take a great deal of preparation to ensure a smooth lesson if choosing to use any of these tools.
Another aspect of these tools was the number of ads present on what seemed like every page. I recognize that these "free" sites rely on this sort of advertising for revenue in order to keep them "free", but I was literally bombarded with sponsored pages and offers - it became a bit cumbersome, cluttered the pages, and made it difficult to navigate from one thing to the next. Again, preparation and careful instruction (if the district would allow you to use these tools) would be key here.
All of this being said, I found myself enjoying the work, and intrigued by the possibilities. I spent a good deal of time trying to put my daughter's face on Barbie's head - I wanted to surprise her when she woke up. The above example could easily be used in a unit on pop art. The tools that are available on the internet for manipulating and editing photos can and should be made available for use by students at home. It would be important to educate/remind the students about proper internet usage and copyright laws
Saturday, April 10, 2010
Thing 7
The first arena that comes to mind when thinking of how Flickr or other photo sharing sites could be used is our high school photography classes. Flickr would provide convenient way for students to not only share their work with the teacher but also their peers.
I'm imagining a course that has an online component to it - require students to post their work, respond via comments to the work of their peers, find and share samples of other similar work showing the same elements and principles of design. . .
If designed properly this course could meet the needs of certain portions of the Michigan Merit Curriculum, specifically the online learning portion and the Visual, Performing, and Applied Arts (VPAA) portion. The online learning requirement is challenging for most districts, so creative thinking will be necessary. In granting the VPAA credit to students, the district must first determine if they've met the strands of the credit - Create, Perform, and Respond. It is no stretch to see how a photo sharing site could provide yet another way for students to respond to their own work, the work of their peers, and the work of others.
A class organized in this way may present some challenges, particularly for those students who do not have convenient access to computers and the internet. Another challenge comes with the evaluation component of this exercise - how can a teacher keep up with the number of posts there are to read, and provide authentic, useful feedback to the student?
I'm imagining a course that has an online component to it - require students to post their work, respond via comments to the work of their peers, find and share samples of other similar work showing the same elements and principles of design. . .
If designed properly this course could meet the needs of certain portions of the Michigan Merit Curriculum, specifically the online learning portion and the Visual, Performing, and Applied Arts (VPAA) portion. The online learning requirement is challenging for most districts, so creative thinking will be necessary. In granting the VPAA credit to students, the district must first determine if they've met the strands of the credit - Create, Perform, and Respond. It is no stretch to see how a photo sharing site could provide yet another way for students to respond to their own work, the work of their peers, and the work of others.
A class organized in this way may present some challenges, particularly for those students who do not have convenient access to computers and the internet. Another challenge comes with the evaluation component of this exercise - how can a teacher keep up with the number of posts there are to read, and provide authentic, useful feedback to the student?
Thing 6
I spent some time with my wife in Paris a few years back and we spent one day in Giverny at Claude Monet's home. Mr. Monet was not actually there on that day, as he suffers from a severe case of death, but his gardens are beautifully maintained. I knew that he had create his garden's expressly for the purposes of painting, but it wasn't until I saw them in person that I understood the feelings of light and color in the Impressionist period.
I chose this photo because it has a pretty good composition and evokes the memories I have of the place and the day. Additionally, it was one of few that did not have all rights reserved. It is protected under the Creative Commons license, which allows for a certain level of use. It was taken by Juergen Kurlvink, who graciously applied the CC license to his work. As a working composer I have great respect for copyright law. I was, however, surprised at the number of photos I found that were protected with the All Rights Reserved - makes me wonder if people are hoping to get "discovered" on Flickr and are protecting their work in case that happens. Either way, it was enjoyable to look at the many different images of Giverny (some of them were truly beautiful - if you have any interest just search "Giverny" in the search box on Flickr) and remember the day that I spent there with my wife and our friends.
I chose this photo because it has a pretty good composition and evokes the memories I have of the place and the day. Additionally, it was one of few that did not have all rights reserved. It is protected under the Creative Commons license, which allows for a certain level of use. It was taken by Juergen Kurlvink, who graciously applied the CC license to his work. As a working composer I have great respect for copyright law. I was, however, surprised at the number of photos I found that were protected with the All Rights Reserved - makes me wonder if people are hoping to get "discovered" on Flickr and are protecting their work in case that happens. Either way, it was enjoyable to look at the many different images of Giverny (some of them were truly beautiful - if you have any interest just search "Giverny" in the search box on Flickr) and remember the day that I spent there with my wife and our friends.
Thursday, April 8, 2010
Thing 5
The various ways to subscribe to RSS feeds were pretty straightforward. Each feedreader/news aggregator has a different look and feel to it, and since I am most comfortable with Google Reader there was a bit of a learning curve for me in getting used to Bloglines. I was most impressed with the Easy Subscribe Bookmarklet for its ease of use, though I did have to mess around with that a bit in order for it to engage properly.
After figuring out the various ways to subscribe (clicking the RSS button on the blog, copying and pasting the URL, and using the Easy Subscribe Bookmarklet), I did some exploring in my area of interest (for the purposes of this class) - music technology. I know of a few good blogs already (Joe Pisano and James Frankel for example) on this topic, and they have links to many more. I subscribed using the Easy Subscribe Bookmarklet each time, and each time it worked without a problem.
As I have stated before, I fear that I will become overwhelmed with the amount of information that is available on the web and that I will eventually stop checking in on my Bloglines account (as has happened with my Google Reader account). That being said, I think that I will separate the things that I want to read into separate accounts - professional and personal. When combining the two, I find it difficult to focus on what I should be reading, and instead focus on what I want to read. In other words, if I keep the two separate, I won't find myself reading about the the Tigers game when I should be reading Education Weekly.
After figuring out the various ways to subscribe (clicking the RSS button on the blog, copying and pasting the URL, and using the Easy Subscribe Bookmarklet), I did some exploring in my area of interest (for the purposes of this class) - music technology. I know of a few good blogs already (Joe Pisano and James Frankel for example) on this topic, and they have links to many more. I subscribed using the Easy Subscribe Bookmarklet each time, and each time it worked without a problem.
As I have stated before, I fear that I will become overwhelmed with the amount of information that is available on the web and that I will eventually stop checking in on my Bloglines account (as has happened with my Google Reader account). That being said, I think that I will separate the things that I want to read into separate accounts - professional and personal. When combining the two, I find it difficult to focus on what I should be reading, and instead focus on what I want to read. In other words, if I keep the two separate, I won't find myself reading about the the Tigers game when I should be reading Education Weekly.
Thursday, March 25, 2010
Thing 4 Reflection
Creating the account in Bloglines was as little trickier than I expected, but I suspect that my impatience had a lot to do with that. It didn't help that my kids were watching some Nickelodeon dreck on the television.
I've found Google Reader to be more user friendly, but I think Bloglines has a more robust interface. The challenge with RSS feeds is getting to everything that you want to read. It's like subscribing to too many magazines - sometimes Men's Health comes before I've had a chance to read last week's Sports Illustrated - sometimes it just gets recycled. The trick is to convince yourself to NOT feel guilty about ignoring your feeds if you don't have the time.
I've found Google Reader to be more user friendly, but I think Bloglines has a more robust interface. The challenge with RSS feeds is getting to everything that you want to read. It's like subscribing to too many magazines - sometimes Men's Health comes before I've had a chance to read last week's Sports Illustrated - sometimes it just gets recycled. The trick is to convince yourself to NOT feel guilty about ignoring your feeds if you don't have the time.
Thing 3 Reflection
How might a blog support the work you do? How might you use a blog with students? How might they respond to a blog assignment? What concerns do you have about educational blogging?
I began a blog, hoping that it would serve as a conduit between the work I do in the district and the parents who suppor this work. Personal commentary, invitations to events, advocacy, celebrating successes, providing realistic perspective - these are the thing that I had hoped to accomplish. I think it would give parents and the community - even staff members in the district - yet another connection to the arts, and provide great PR for the student's work.
As a teacher I would consider using a blog in a variety of ways - commenting on a piece of artwork, peer review of performances and art production, reviews of other music performances, responding to the arts (part of the Michigan Merit Curriculum). Other possibilities would include a question from someone of consequence in their world (for example, have a college music professor form a local university pose a question related to their art form and require students to respond and discuss.)
I think there would be a wide variety of responses, just as there are in the classroom. The blog might give those who aren't comfortable speaking in public a safer forum for sharing. It would encourage the already talented writers, but might discourage those who struggle with the written word. I know that I would personally struggle with the informal writing that would most definitely be posted. . .
Among my concerns are access to the technology (libraries are nice, but not convenient, particularly for those who don't have access at home) and the culture shift that is required in the classroom to make blogging a successful and worthwhile assignment.
I began a blog, hoping that it would serve as a conduit between the work I do in the district and the parents who suppor this work. Personal commentary, invitations to events, advocacy, celebrating successes, providing realistic perspective - these are the thing that I had hoped to accomplish. I think it would give parents and the community - even staff members in the district - yet another connection to the arts, and provide great PR for the student's work.
As a teacher I would consider using a blog in a variety of ways - commenting on a piece of artwork, peer review of performances and art production, reviews of other music performances, responding to the arts (part of the Michigan Merit Curriculum). Other possibilities would include a question from someone of consequence in their world (for example, have a college music professor form a local university pose a question related to their art form and require students to respond and discuss.)
I think there would be a wide variety of responses, just as there are in the classroom. The blog might give those who aren't comfortable speaking in public a safer forum for sharing. It would encourage the already talented writers, but might discourage those who struggle with the written word. I know that I would personally struggle with the informal writing that would most definitely be posted. . .
Among my concerns are access to the technology (libraries are nice, but not convenient, particularly for those who don't have access at home) and the culture shift that is required in the classroom to make blogging a successful and worthwhile assignment.
Thursday, March 4, 2010
Thing 1
I was most intrigued by the "Did You Know" video. I have seen many versions of this, each time with a few different tweaks, but the message remains the same - the people charged (educators) with getting kids to where they need to be know neither where to lead them or how to get them there. It's chilling to consider that fact, really. For so many years, educators had a very clear picture of the "the end" of education, but that has changed, very quickly, and we are now left with more questions than answers.
Each time I watch the video, or come in contact with the many, many other resources on these sorts of topics, I grow more and more impatient. Short of the Catholic Church, I know of no other institution that is as slow to change as the U.S. public school system. This is a frustrating statement to make, both as a Catholic and as an educator. Indeed, the very tools that "Web 2.0" is presenting are generally blocked from the computers in school districts across the country. So, if we claim that technology is "The Answer" for all that ails education (I overstate in order to make my point), then how can we expect to prepare students if we cannot use the tools? If we are now dealing with 21st century learners, then how can we expect to reach them with our 20th (and 19th, 18th, 17th etc.) century tools?
Each time I watch the video, or come in contact with the many, many other resources on these sorts of topics, I grow more and more impatient. Short of the Catholic Church, I know of no other institution that is as slow to change as the U.S. public school system. This is a frustrating statement to make, both as a Catholic and as an educator. Indeed, the very tools that "Web 2.0" is presenting are generally blocked from the computers in school districts across the country. So, if we claim that technology is "The Answer" for all that ails education (I overstate in order to make my point), then how can we expect to prepare students if we cannot use the tools? If we are now dealing with 21st century learners, then how can we expect to reach them with our 20th (and 19th, 18th, 17th etc.) century tools?
Friday, February 19, 2010
Reflection forthcoming. . .
Just wanted to give a shout out to my fellow "Thingers" - hope you don't mind that I've given us a nickname. I will reflect on Thing 2 and Thing 1 (anyone else having Dr. Seuss flashbacks?) at a later time - but I am looking forward to learning more about the Interwebs 2.0.
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