SMART Technologies is an interactive products company, best known for its interactive, touchscreen whiteboard, which can be hooked up to a computer and projector. The computer screen is projected onto the board where you can use a finger to touch menu buttons and control applications or write on the board with a finger or pen tool. Everything done on the SMART Board is digital, so it can be saved to an electronic file, modified, reused or repurposed, as needed.
Follow this link to learn about the latest version of SMART products.
http://education.smarttech.com/ste/en-US/Classroom+solutions/
I found the following quite interesting.
Cookie Greer
Principal
George Washington Elementary School
Kingsport (TN)
What they use: Smart
The problem: We started out with three SMART Boards and used them as portable systems. But due to the logistics of moving them around and sharing them throughout the building, they didn’t get the use I thought they deserved.
The response: SMART technology fit beautifully into our learning centers, which are set up as open pods of four classrooms each. Our school is very hands-on. We don’t use textbooks, so the curriculum is our guide. Students are multi-aged, too. K–2 students are together in a learning center, and third-, fourth-, and fifth-grade students are together, which makes it easy to centralize equipment. We have one SMART Board for every two teachers, and approximately 22 computers in every learning center.
The reaction: Some, like art teacher Howard Dale, use the SMART Board every day. He runs professional development for other teachers, showing them how to create their own interactive lessons. Students become a part of the lesson, and not merely observers. Teachers use SMART Notebook software to create the lessons, and that gives students numerous opportunities to use the SMART Board in class. Students want to approach the board and manipulate it. They are more attentive, and it’s amazing to see how much more they retain.
Next challenge? I don’t want to see SMART Boards used as just a lecture tool or glorified overhead projector. I’d also like to have them in every classroom, so teachers don’t have to wait their turn to use them.
Follow this link to read an interesting article on SMART technologies in India.
http://www.expressindia.com/latest-news/Future-belongs-to-truetouch-technology-SMART/535895/
http://en.wikipedia.org/wiki/SMART_Technologies
http://www2.scholastic.com/browse/article.jsp?id=3751072
Sunday, November 1, 2009
Technology in the Classroom
We are constantly trying to think of meaningful ways to integrate technology into our classrooms. We are doing some of these things in one form or another (i.e. class blogs and student wikis), but we are always trying to improve our practice.
I found the following wish list and thought I would share it with you all.
Are you doing any of the following things in your classroom? What were your experiences? Would you do it again?
1. Students use blogs to work through the writing process. They write their drafts online within a protected enviornment, peers leave comments to help them revise and edit, and when they are ready, they take the natural step of publishing content online to the real world. By publishing online, we can network with classrooms around the world.
2. I’d like to webcast and telecommunicate with a class on a different continent. Imagine the thrill of getting feedback on your story from a student half-way around the world or seeing a class from a different continent. We’re also exploring moderated marking in our literacy PLC at school. A group of teachers get together, create a common assessment tool, implement it in the classroom, and then we mark it together. Blogging provides a platform for teachers in different classrooms in different schools that are working on the same unit at the same time to allow their students to interact with each other through peer feedback in the form of comments.
3. Students apply comprehension strategies when reading texts online. Resources are always a limiting factor in the classroom. On-demand access to the internet in the classroom would open up a library of expository articles (i.e. wikipedia), graphic novels, sports facts, as well as other high-interest material. The internet offers a great hook and resource to help us close the gender gap. Students on IEP (with funding) can use tools like kurzweil to help them access texts.
4. Student collaboration through wikis. Students create KWL charts on math, science, history/geography concepts on wikipages and as their understanding evolves, so does their wiki page. Group work allows for a truly digital collaboration environment. The history feature allows a level of accountability because we can track who is contributing ideas.
5. Better communication with parents at home. Parents can have a guest account so they can log in and see what their students have been doing / learning. Both students and parents can see other examples of what excellence looks like.
6. Using laptops in class allows us to hook students with meaningful digital interactivity. Instead of using clickers to have students “vote” an answer, students could use twitter to “tweet” a text message which is displayed live on the class data projector. ELL and ELD students could use google translate to get a quick translation of class materials. (Sure machine-translation isn’t perfect, but they already use their pocket digital translators anyways. Laptops help facilitate what ELL students are doing already.)
7. A class set of laptops could be shared amongst different classrooms because they are mobile. (Unlike a desktop computer which would have to stay in the “computer lab”.) Although it would be technically challenging to have so many wireless connections in the same room, logistically, it might work better to have a class set of wireless laptops because it creates possibilities for us as a division to work as a professional learning community (PLC), collaborate, and integrate technology into our practice.
8. Connecting a flat-screen television in the classroom to a computer so it becomes a message board. You could post homework and announcements on it. (One day, I dream of buying a touch screen so that students can flip through the homework pages.) Student work can be flashed through as a presentation during nutrition breaks. Could we network the same message across all flat-screen tvs in different classrooms?
9. Using an ELMO document camera to completely eliminate the need for an overhead projector. Being able to take digital images to post homework and lessons online for students on the class homework page.
http://blog.classroomteacher.ca/247/integrating-technology-in-the-classroom-wish-list/#more-247
http://www.menc.org/v/future_teachers/technology-tops-the-wish-list
I found the following wish list and thought I would share it with you all.
Are you doing any of the following things in your classroom? What were your experiences? Would you do it again?
1. Students use blogs to work through the writing process. They write their drafts online within a protected enviornment, peers leave comments to help them revise and edit, and when they are ready, they take the natural step of publishing content online to the real world. By publishing online, we can network with classrooms around the world.
2. I’d like to webcast and telecommunicate with a class on a different continent. Imagine the thrill of getting feedback on your story from a student half-way around the world or seeing a class from a different continent. We’re also exploring moderated marking in our literacy PLC at school. A group of teachers get together, create a common assessment tool, implement it in the classroom, and then we mark it together. Blogging provides a platform for teachers in different classrooms in different schools that are working on the same unit at the same time to allow their students to interact with each other through peer feedback in the form of comments.
3. Students apply comprehension strategies when reading texts online. Resources are always a limiting factor in the classroom. On-demand access to the internet in the classroom would open up a library of expository articles (i.e. wikipedia), graphic novels, sports facts, as well as other high-interest material. The internet offers a great hook and resource to help us close the gender gap. Students on IEP (with funding) can use tools like kurzweil to help them access texts.
4. Student collaboration through wikis. Students create KWL charts on math, science, history/geography concepts on wikipages and as their understanding evolves, so does their wiki page. Group work allows for a truly digital collaboration environment. The history feature allows a level of accountability because we can track who is contributing ideas.
5. Better communication with parents at home. Parents can have a guest account so they can log in and see what their students have been doing / learning. Both students and parents can see other examples of what excellence looks like.
6. Using laptops in class allows us to hook students with meaningful digital interactivity. Instead of using clickers to have students “vote” an answer, students could use twitter to “tweet” a text message which is displayed live on the class data projector. ELL and ELD students could use google translate to get a quick translation of class materials. (Sure machine-translation isn’t perfect, but they already use their pocket digital translators anyways. Laptops help facilitate what ELL students are doing already.)
7. A class set of laptops could be shared amongst different classrooms because they are mobile. (Unlike a desktop computer which would have to stay in the “computer lab”.) Although it would be technically challenging to have so many wireless connections in the same room, logistically, it might work better to have a class set of wireless laptops because it creates possibilities for us as a division to work as a professional learning community (PLC), collaborate, and integrate technology into our practice.
8. Connecting a flat-screen television in the classroom to a computer so it becomes a message board. You could post homework and announcements on it. (One day, I dream of buying a touch screen so that students can flip through the homework pages.) Student work can be flashed through as a presentation during nutrition breaks. Could we network the same message across all flat-screen tvs in different classrooms?
9. Using an ELMO document camera to completely eliminate the need for an overhead projector. Being able to take digital images to post homework and lessons online for students on the class homework page.
http://blog.classroomteacher.ca/247/integrating-technology-in-the-classroom-wish-list/#more-247
http://www.menc.org/v/future_teachers/technology-tops-the-wish-list
Sunday, October 18, 2009
Technology for Social Studies
After having the flu all week, I really do not feel up to posting a lot on my blog. I've decided to post some of the sites that I found this earlier this week. Hope they are helpful!
http://www.geocities.com/lorikrane/TechSS.htm Using Tech to Teach S.S. This site offers links to articles, lesson plans, online tutorials, standards, software, etc.
http://www.glencoe.com/sec/teachingtoday/subject/integrating_tech_ss.phtml Integrating Technology in the Social Studies Class Fortunately for social studies teachers, many aspects of study in the content areas lend themselves to technology integration. Whether it be researching and creating spreadsheets with data, generating graphs or charts, or creating Web scavenger hunts, ideas abound for using technology in your social studies class today. Using your standards as a guide, modify any of the following ideas to fit your curriculum goals.
http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm This is a journal article: Guidelines for Using Technology to Prepare Social Studies Teachers
http://home.att.net/~rmmwms/other/ssteachers.html This site provides numerous links for social studies teachers
http://schoolcomputing.wikia.com/wiki/Technology_in_Social_Studies This is a WIKI based on Technology in Social Studies
http://www.edutopia.org/digital-generation-social-studies-lessons Students fire off ideas for using digital tools to teach history and current events.
http://www.geocities.com/lorikrane/TechSS.htm Using Tech to Teach S.S. This site offers links to articles, lesson plans, online tutorials, standards, software, etc.
http://www.glencoe.com/sec/teachingtoday/subject/integrating_tech_ss.phtml Integrating Technology in the Social Studies Class Fortunately for social studies teachers, many aspects of study in the content areas lend themselves to technology integration. Whether it be researching and creating spreadsheets with data, generating graphs or charts, or creating Web scavenger hunts, ideas abound for using technology in your social studies class today. Using your standards as a guide, modify any of the following ideas to fit your curriculum goals.
http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm This is a journal article: Guidelines for Using Technology to Prepare Social Studies Teachers
http://home.att.net/~rmmwms/other/ssteachers.html This site provides numerous links for social studies teachers
http://schoolcomputing.wikia.com/wiki/Technology_in_Social_Studies This is a WIKI based on Technology in Social Studies
http://www.edutopia.org/digital-generation-social-studies-lessons Students fire off ideas for using digital tools to teach history and current events.
Sunday, October 11, 2009
Youtube
• What is YouTube?
• How do I use it?
• Why should I use it?
• What are other, similar resources
What is YouTube?
• A social networking site using videos
• One of the fastest growing sites on the Internet
• A place for learning, entertainment, and chaos
YouTube is organized into video categories, channels, and communities and groups.
Features: Advanced Search, Built-In Help, Quick Capture allows the user to use a webcam and
microphone connected to the computer to make movies on the fly.
• Use software to download movies such as:
TubeTV
YouTube Downloader
Apowersoft YouTube Downloader Ultimate
Jing
• Browser options
Video Download Helper for Firefox
Safari (Open in the activity monitor in Safari (3.1.2). Find the large video file in the list (can tell by the size of the file.) Double-click to download it. Rename with the .flv
extension.)
• Web-based services:
KeepVid
Zamzar
Tech Crunch
Additional Resources
YouTube Help
http://help.youtube.com/support/youtube/bin/static.py?page=start.cs
YouTube Handbook
http://www.youtube.com/t/yt_handbook_home
Advance techniques with YouTube:
http://www.youtube.com/Therapix
Embedding YouTube videos on other sites:
https://www.msu.edu/~huntley9/wa/tutorial/index.htm
Other Resources
• Google Video
• Yahoo Video
• MSN Video
• AOL Video
• Teacher’s Domain
• United Streaming
• Teacher Tube----this may be useful for those of us who cannot access YouTube at school.
What is TeacherTube?
• A social networking site using video for and by educators
• More focused than YouTube, but smaller in scope
• A place for learning, if you can find what you’re looking for....
Uses in the Classroom
• Illustrating new or hard to understand concepts
• Researching new topics
• Resources for the “teachable moment”
• Resources for other media (GoogleMaps & GoogleEarth, blogs, wikis, Moodle, etc.)
Pros
• Free resources to illustrate concepts in the classroom
• A way to share student-created content with the world
• Portal for multimedia content for other projects
Cons
• Questionable content
• High on bandwidth
• An easy venue for wasting time
Should YouTube be used in the classroom? I say yes, even though many schools (even mine) block YouTube. Though YouTube is blocked in many classrooms because of inappropriate materials on the site, there are many valuable (and downloadable) videos that do further learning. The site lists an ever-growing collection of excellent educational content, everything from President Obama's weekly addresses to algebraic demonstrations. I've read a few scholarly journal articles on YouTube and Education. Here is what I found out.
In Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs - Mullen & Wedwick (2008) wisely recommend that when using digital storytelling, it is important for students to focus on the story first and the digital medium second, otherwise the stories can be weak and overpowered by the technology” (p.68) A similar message is delivered by Jason Ohler inthe March 2009 issue of Educational Leadership in Orchestrating the Media Collage: “Focus on expression first and technology second and everything will fall into place”. He also recommends teachers “be the guide on the side rather than the technician magician” (p. 13).
What do you think of YouTube? Does your school allow YouTube? Would you consider using YouTube or even TeacherTube if it were available?
Mullen, R., & Wedwick, L. (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. Clearing House: A Journal of Educational Strategies, Issues and Ideas. 82 (2), 66-69.
Ohler, J. (2009). Orchestrating the Media Collage. Educational Leadership. 66 (6), 8-13.
• How do I use it?
• Why should I use it?
• What are other, similar resources
What is YouTube?
• A social networking site using videos
• One of the fastest growing sites on the Internet
• A place for learning, entertainment, and chaos
YouTube is organized into video categories, channels, and communities and groups.
Features: Advanced Search, Built-In Help, Quick Capture allows the user to use a webcam and
microphone connected to the computer to make movies on the fly.
• Use software to download movies such as:
TubeTV
YouTube Downloader
Apowersoft YouTube Downloader Ultimate
Jing
• Browser options
Video Download Helper for Firefox
Safari (Open in the activity monitor in Safari (3.1.2). Find the large video file in the list (can tell by the size of the file.) Double-click to download it. Rename with the .flv
extension.)
• Web-based services:
KeepVid
Zamzar
Tech Crunch
Additional Resources
YouTube Help
http://help.youtube.com/support/youtube/bin/static.py?page=start.cs
YouTube Handbook
http://www.youtube.com/t/yt_handbook_home
Advance techniques with YouTube:
http://www.youtube.com/Therapix
Embedding YouTube videos on other sites:
https://www.msu.edu/~huntley9/wa/tutorial/index.htm
Other Resources
• Google Video
• Yahoo Video
• MSN Video
• AOL Video
• Teacher’s Domain
• United Streaming
• Teacher Tube----this may be useful for those of us who cannot access YouTube at school.
What is TeacherTube?
• A social networking site using video for and by educators
• More focused than YouTube, but smaller in scope
• A place for learning, if you can find what you’re looking for....
Uses in the Classroom
• Illustrating new or hard to understand concepts
• Researching new topics
• Resources for the “teachable moment”
• Resources for other media (GoogleMaps & GoogleEarth, blogs, wikis, Moodle, etc.)
Pros
• Free resources to illustrate concepts in the classroom
• A way to share student-created content with the world
• Portal for multimedia content for other projects
Cons
• Questionable content
• High on bandwidth
• An easy venue for wasting time
Should YouTube be used in the classroom? I say yes, even though many schools (even mine) block YouTube. Though YouTube is blocked in many classrooms because of inappropriate materials on the site, there are many valuable (and downloadable) videos that do further learning. The site lists an ever-growing collection of excellent educational content, everything from President Obama's weekly addresses to algebraic demonstrations. I've read a few scholarly journal articles on YouTube and Education. Here is what I found out.
In Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs - Mullen & Wedwick (2008) wisely recommend that when using digital storytelling, it is important for students to focus on the story first and the digital medium second, otherwise the stories can be weak and overpowered by the technology” (p.68) A similar message is delivered by Jason Ohler inthe March 2009 issue of Educational Leadership in Orchestrating the Media Collage: “Focus on expression first and technology second and everything will fall into place”. He also recommends teachers “be the guide on the side rather than the technician magician” (p. 13).
What do you think of YouTube? Does your school allow YouTube? Would you consider using YouTube or even TeacherTube if it were available?
Mullen, R., & Wedwick, L. (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. Clearing House: A Journal of Educational Strategies, Issues and Ideas. 82 (2), 66-69.
Ohler, J. (2009). Orchestrating the Media Collage. Educational Leadership. 66 (6), 8-13.
Saturday, October 10, 2009
ED TECH LISTSERV
Hi Everyone,
Here is the important information regarding Educational Technology for October.
Thank you.
Technology Applications TEKS Revision
The application for writing teams for the Technology Applications TEKS will be posted soon. Join the Technology Applications listserv at http://www.tea.state.tx.us/list and get a message when it is posted. The TEA TEKS web page is found at http://www.tea.state.tx.us/index2.aspx?id=6148 . The website will have the application, instructions, and due date information. The State Board of Education’s TEKS revision process is described at this site.
Technology Applications Graduation Requirement
At the September 16, 2009 SBOE meeting, the board heard public testimony and discussed the minimum and distinguished graduation plans. HB 3 removed Technology Applications from the recommended plan. The board must decide if they will keep or remove the elective requirements - Tech Apps, Health, Speech, and one half credit of PE on the minimum and distinguished plans. On November 20, there will be first reading and filing authorization of 19 TAC Chapter 74, Subchapters E and F. The board has asked that TEA staff bring rule text to remove these 4 electives from the minimum and distinguished graduation plans. The board will discuss in November. The public comment period for Subchapter E and F is scheduled in December. Finally, January 15 is the second reading and final adoption of Subchapters E and F. This is when the board will give its final vote to leave rule text as it is, keeping the elective requirements in the minimum and distinguished plans, or change the rule text to remove these requirements. Fine Arts and one full credit of PE will remain in all of the plans. After final vote, the changes will go into effect for the 2010-2011 school year.
Announcing: State Funding Available for Texas Virtual School Network Courses for Students
During the initial implementation of the TxVSN in the 2008-2009 school year, districts paid for the online courses provided by TxVSN; however, as a part of House Bill (HB) 3646, the 81st Texas Legislature created an allotment to fund courses provided through the TxVSN.
If a student successfully completes an online course provided through the TxVSN, the Texas Education Agency (TEA) will provide a payment of $400 per semester course to the district providing the course and $80 to the district in which that student is enrolled.
To be eligible for funding:
The online course must be part of the student’s normal course load and meet one of the graduation requirements. While some districts may have different schedules, the agency will be proposing a rule to define a normal course load as seven credits based on a seven period day. A separate source of funds will supply the same funding for online courses provided above a student’s normal course load.
Districts will be paid half of the $400 for initial start up costs and the remainder after the TEA receives verification from Central Operations that the courses were successfully completed. TxVSN Provider Districts are not allowed to receive this dedicated funding to serve their own students.
How does registration and enrollment work?
Each district and open enrollment charter school superintendent or designee must complete an annual agreement and a needs assessment, activate participating campuses serving students in grade 9-12, and approve the registration of TxVSN site coordinators.
After the completion of the TxVSN application process, districts and open enrollment charter schools may begin registering students for courses.
The TxVSN Course Catalog will continue to expand as additional provider courses are approved by TxVSN Course Review.
Fall registration began September 8, 2009, and spring registration is right around the corner! So start planning now with your students to take advantage of this state-funded opportunity to expand course options, meet scheduling needs, complete courses for credit recovery or accelerated instruction, and/or take college credit courses.
To assist with the planning for TxVSN online courses, contact Central Operations at 1-866-93TxVSN 1-866-93TxVSN ( 1-866-938-9876 1-866-938-9876 ) or TxVSNCentral@txvsn.org. To start the registration process, go to http://www.txvsn.org/schoolDistricts/Registration.aspx.
Students must enroll in courses through TxVSN course catalog to be eligible for the allotment funding for courses. Start planning now to ensure your students receive the courses they need through this state-led initiative for online learning!
Target Tech in Texas (T3) Collaborative Grant Awards
The T3 Collaborative Grant awards have been announced. $28,000,000 is available for Target Tech in Texas (T3) Collaborative Grant. The Texas Education Agency received over 100 grant applications. After a thorough review, the grant funding awarded 33 collaboratives, influencing 132 districts and charter schools. Grant awards range from $300,000-$1,000,000 and will begin October 1.
The purpose of the Target Tech in Texas (T3) Collaborative Grant is to stimulate the use of educational technology by providing schools with the necessary funding to move toward 21st century classrooms in the state of Texas. For a complete list of grant awardees, please go to http://ritter.tea.state.tx.us/opge/disc/t3_arra_2009/overview0910.html.
Formula Funding
Planning amounts for the Title II, Part D ARRA program are available in the 2009-2010 NCLB Consolidated Federal ARRA/Stimulus Grant Application (SAS#NCLBST10) and may be viewed in the postings below.
The Title II, Part D ARRA funding is based on the relative amount an LEA receives for ARRA/Stimulus Title I, Part A—Targeted and Incentive funding.
The Applicant Designation and Certification (GS2230 ADC) form for school year 2009-2010 for the SAS#NCLBST10 has been placed in ‘Negotiating’ status on-line through eGrants for applicants to designate how they will apply for the Title II, Part D ARRA program: apply on own as an independent project; apply as the fiscal agent of a shared services arrangement; apply as a member of a shared services arrangement; or not apply at all. The deadline for submitting the ADC form and the SAS#NCLBST10 to include Title II, Part D ARRA is October 19, 2009 at 5:00 p.m. Central Time.
Local education agencies (LEAs) which have an application currently in process may budget the Title II, Part D ARRA planning amount and complete the support schedules as appropriate during the negotiation process.
LEAs which have received a Notice of Grant Award (NOGA) for program(s) in the SAS#NCLBST10 must first submit the ADC then submit an amendment to budget the Title II, Part D ARRA planning amount.
The Title I, Part A and Title I, Part D, Subpart 2 ARRA programs are disabled on the ADC form as the deadline to apply for these programs was September 8, 2009 at 5:00 p.m. Central Time.
If you have questions related to the ADC form or the planning amounts, contact the Division of Formula Funding at (512) 463-8525 (512) 463-8525 or email: formulafunds@tea.state.tx.us
If you have questions related to the 2009-2010 NCLB Consolidated Federal ARRA/Stimulus Grant Application, contact the NCLB Program Coordination Division at 512-463-9374 512-463-9374 or email: nclb@tea.state.tx.us
The National Association for State Title I Directors (NASTID) and SETDA Release Two Coordinated Reports
The National Association for State Title I Directors (NASTID) and SETDA released two coordinated reports in a resource entitled, Leveraging Title I & Title IID: Maximizing the Impact of Technology in Education: A Resource Guide Identifying Technology Tools for Schools. This resource will serve as a guide and a glossary of terms around products, models, strategies and research outlining successful technology integration efforts in schools. NASTID and SETDA developed these documents in the hopes of sparking interest among state, district and school leaders to forge partnerships that leverage Title I and Title II D funding to implement instructional technology programs that individualize instruction for all students and provide teachers with the tools, leadership and training they need to succeed. The Report: Leveraging Title I & Title IID: Maximizing the Impact of Technology in Education provides general background information on the power of technology in the classroom including research, rational and examples with data on increased student achievement levels. As an appendix, a Technology Tools Resource Guide provides definitions of key technology components and relevant examples, where appropriate as a glossary for educators. The guide also presents essential implementation and infrastructure considerations that decision makers should think about when implementing technology in schools to help close the achievement gap and best prepare our students for a 21st Century workforce. Technology enhances administrative, teacher and student capabilities and performance, especially for those students who lack access to technology outside of school.
For more information, go to http://www.setda.org/web/guest/titleI.
Department of Information Resources (DIR) Products and Services
The Department of Information Resources (DIR) has contracts in place for many products and services that are important to educators at all levels including interactive whiteboards, computers, over 1,000 software titles, networking equipment and wiring, projectors, multi-function printers/scanners, wireless phones, and media devices. Additionally, DIR can make available a wide selection of IT staffing vendors able to deploy technical staff to support/implement customized projects. For full details, visit http://www.dir.state.tx.us/store/ict/index.htm.
Get Ready for the Annual Speak Up Survey
Speak Up, a national online research project facilitated by Project Tomorrow®, gives students, educators and parents the opportunity to share their views about key educational issues. Any English-speaking district or school can participate in Speak Up free of charge. As a benefit of taking the survey, district and school personnel will have free, online access to their aggregated results with national benchmarks.
The Speak Up findings are summarized and shared with national, state and local policy makers through briefings, presentations, webinars and reports. Since 2004, over 1.5 million students, educators and parents have participated in Speak Up – representing the largest collection of authentic, unfiltered stakeholder data.
Speak Up 2009 will be open October 12 - December 18, 2009. Visit the Speak Up website to learn more.
Project Red Survey
Project RED, sponsored by Intel, Apple, the Pearson Foundation, Qwest, and eChalk and supported by such organizations as NSBA, AASA, CoSN, ISTE, and SETDA, is an ambitious research project aimed at: improving student achievement by identifying technology models that contribute to achievement gains and evaluating the total financial impact of technology on state budgets.
The Project RED team, whose leadership comes from the One-to-One Institute and the technology experts who wrote the America’s Digital Schools reports, has completed the first step by creating a database of more than 6,000 U.S. public and private schools that have strong technology environments. Now they need your help.
Please spread the word to principals at all technology-rich schools in your area to go to www.ProjectRed.org today and take the survey by October 27th, 2009. Early findings will be provided to the creators of the 2010 National Education Technology Plan and America’s Digital Schools 2010 as well as other federal, state and local leaders. All participants will receive a complimentary copy of the survey findings to provide input to local technology plans and create a learning community around technology implementations.
iNACOL's Virtual School Symposium (VSS) for K-12 Educators Comes to Texas, November 15-17 Don't miss the chance to take part in the Virtual School Symposium (VSS) while it's being held in our own state. Sponsored by the International Association for K-12 Online Learning (iNACOL), the VSS will be held in Austin on November 15 - 17, 2009. More than 1,200 representatives from national, state, district, private and other virtual school programs are expected to attend this national K-12 online learning conference to learn about the latest trends, challenges, and opportunities in e-learning, to interact in session presentations, and to gain access to the latest research and best practices reports. The conference also provides e-learning program administrators and virtual school leaders with the opportunity to learn more about the latest online learning software and products for education.
More information about VSS 2009 is available at http://www.virtualschoolsymposium.org/.
30th Annual TCEA Convention and Exposition
The TCEA 30th annual Convention and Exposition “Charting New Waters” will be held at the Austin Convention Center Feb. 8-12, 2010. Nationally-known keynoters, more than 400 vendors in 900 booths, hundreds of concurrent sessions, Web 2.0 lounges, gaming playgrounds (Second Life and geocaching), Bring Your Own Laptop sessions, Model Classroom demonstrations, and so much more will be available to attendees. Early registration will open Sept. 9 on the TCEA website.
Tech Forum Southwest
Brought to you by the team behind T&L magazine and the techlearning.com web site, Tech Forum represents "Tech & Learning in action" on November 6, 2009.
Now in its seventh season, this high-powered, one-day event provides K-12 decision makers with thought-provoking content on the hottest topics of the day in education technology.
Attendees will gain a year's worth of insight and empowerment in one day, network with colleagues and peers in a productive yet casual setting, explore groundbreaking education technology solutions, and learn from renowned K-12 technology experts and innovators.
Please go to http://archive.techlearning.com/events/techforum/southwest09/index.php for more information.
Student Recognition Opportunities
The NCWIT Award for Aspirations in Computing recognizes young women at the high-school level for their computing-related achievements and interests. By generating visibility for these young women in their local communities, the NCWIT Award for Aspirations in Computing encourages their continued interest in computing, attracts the attention and support of educational and corporate institutions, and emphasizes at a personal level the importance of women's participation.
Applications open October 1, 2009 for the 2010 national award. Applicants will have until November 15, 2009 to complete their applications.
Awardees are selected for their demonstrated, outstanding aptitude and interest in information technology/computing; solid leadership ability; good academic history; and plans for post-secondary education. For more information, please visit http://www.ncwit.org/work.awards.aspiration.html.
Additionally, there will be affiliate award programs in Texas, Illinois & Florida. These local awards are possible through a generous grant from the Motorola Foundation. The application period is the same and students who apply from these states will be entered into both the local and national competitions.
Einstein Fellowship-Application Now Open
The Albert Einstein Distinguished Educator Fellowship is a paid fellowship for K-12 math, science, and technology teachers. Einstein Fellows spend a school year in Washington, DC serving in a federal agency or on Capitol Hill. To be considered for an Einstein Fellowship for the 2010-2011 school year, apply and submit three letters of recommendation online by January 13, 2010. For more information about the Einstein Fellows program visit http://www.einsteinfellows.org or contact Program Manager Kathryn Culbertson at culbertsonk@triangle-coalition.org.
PBS TeacherLine
PBS TeacherLine is a non-profit provider of Texas State Board for Educator Certification approved online professional development learning resources. Research-based, facilitated courses, course licensing, online facilitator training, and Peer and Mentor coaching tools are available. PBS TeacherLine is supported by a USDOE Ready to Teach grant. Visit www.pbs.org/teacherline for more information.
Technology Spotlight: Belton STAR Grant and TCEA Success Story
As part of staff development, twenty STAR Grant participants were sent to the Texas Computer Educator Association (TCEA) conference in February 2009. At TCEA, two STAR Grant participants, Brooke Holt and Amanda Curylo, presented techniques for enhancing literacy skills for kindergarteners using iPods. Brooke credited the STAR Grant with encouraging her in this effort. The well-received presentation inspired more educators from across the state as well as in Belton ISD and Rosebud-Lott ISD to use podcasting as a valid form of technology integration. Her success with this project has prompted two news stories, one of which aired during this grant period. (See news story: http://www.news8austin.com/content/your_news/?SecID=278&ArID=233388 ). The high need district, Rosebud-Lott ISD, held a Technology Open House at Rosebud Primary School showcasing the skills and new equipment received through the grant. Parents and community members had an opportunity to view student work, navigate the district's website, see how United Streaming video content engages students in lessons, and experience a 21st Century classroom. A video conference with Educational Adventures in Alaska rounded out a full evening of technology experiences.
Electronic Field Trip
The National Park Foundation and Great Smoky Mountains National Park cordially invite you to join a live Electronic Field Trip “Searching for Life in Great Smoky Mountain National Park” on Tuesday, November 3, 2009. The program has been developed for Grades 5-8 and highlights the topic of biodiversity.
The one-hour program will air two times on November 3, 2009 and will be available for viewing via Webcast, Cable or Satellite: 10 am – 11 am EST and 1 pm – 2 pm EST
Schools and Broadcasters please register via:
https://www.grantrequest.com/SID_328/Default.asp?CT=CT&SA=SNA&FID=35000
National Educational Technology Plan
The U.S. Department of Education is developing a new National Educational Technology Plan to provide a vision for the use of information and communication technologies in transforming American education with technical support from SRI International and a Technical Working Group. We are seeking public participation in the development of the Plan to ensure that it reflects the experience and expertise of the educational community. With this goal in mind, you and your organization are cordially invited to share your input through the new National Educational Technology Plan development website at www.edtechfuture.org < http://www.edtechfuture.org/>. The site is designed to collect public contributions that will be used by a Technical Working Group of education and technology scholars, researchers, policymakers, and practitioners from the field that has been organized to support plan development. In particular, the Working Group is seeking written resources, technology tool recommendations, short videos and exemplary cases related to four focus areas in which technology has the potential to transform education:* Learning: Enabling unprecedented access to high-quality learning experiences. * Teaching: Implementing new ways to support those who support learning. * Assessment: Measuring what matters and providing the information that enables continuous improvement processes at all levels of the education system. * Productivity: Redesigning systems and processes to free up education system resources to support learning. You may share your individual input, as well as work with your community and professional networks to generate collective input for submission to the site. In addition to contributing resources ideas, you can rate and discuss others' submissions, with the goal of identifying particularly innovative and relevant resources.
Here is the important information regarding Educational Technology for October.
Thank you.
Technology Applications TEKS Revision
The application for writing teams for the Technology Applications TEKS will be posted soon. Join the Technology Applications listserv at http://www.tea.state.tx.us/list and get a message when it is posted. The TEA TEKS web page is found at http://www.tea.state.tx.us/index2.aspx?id=6148 . The website will have the application, instructions, and due date information. The State Board of Education’s TEKS revision process is described at this site.
Technology Applications Graduation Requirement
At the September 16, 2009 SBOE meeting, the board heard public testimony and discussed the minimum and distinguished graduation plans. HB 3 removed Technology Applications from the recommended plan. The board must decide if they will keep or remove the elective requirements - Tech Apps, Health, Speech, and one half credit of PE on the minimum and distinguished plans. On November 20, there will be first reading and filing authorization of 19 TAC Chapter 74, Subchapters E and F. The board has asked that TEA staff bring rule text to remove these 4 electives from the minimum and distinguished graduation plans. The board will discuss in November. The public comment period for Subchapter E and F is scheduled in December. Finally, January 15 is the second reading and final adoption of Subchapters E and F. This is when the board will give its final vote to leave rule text as it is, keeping the elective requirements in the minimum and distinguished plans, or change the rule text to remove these requirements. Fine Arts and one full credit of PE will remain in all of the plans. After final vote, the changes will go into effect for the 2010-2011 school year.
Announcing: State Funding Available for Texas Virtual School Network Courses for Students
During the initial implementation of the TxVSN in the 2008-2009 school year, districts paid for the online courses provided by TxVSN; however, as a part of House Bill (HB) 3646, the 81st Texas Legislature created an allotment to fund courses provided through the TxVSN.
If a student successfully completes an online course provided through the TxVSN, the Texas Education Agency (TEA) will provide a payment of $400 per semester course to the district providing the course and $80 to the district in which that student is enrolled.
To be eligible for funding:
The online course must be part of the student’s normal course load and meet one of the graduation requirements. While some districts may have different schedules, the agency will be proposing a rule to define a normal course load as seven credits based on a seven period day. A separate source of funds will supply the same funding for online courses provided above a student’s normal course load.
Districts will be paid half of the $400 for initial start up costs and the remainder after the TEA receives verification from Central Operations that the courses were successfully completed. TxVSN Provider Districts are not allowed to receive this dedicated funding to serve their own students.
How does registration and enrollment work?
Each district and open enrollment charter school superintendent or designee must complete an annual agreement and a needs assessment, activate participating campuses serving students in grade 9-12, and approve the registration of TxVSN site coordinators.
After the completion of the TxVSN application process, districts and open enrollment charter schools may begin registering students for courses.
The TxVSN Course Catalog will continue to expand as additional provider courses are approved by TxVSN Course Review.
Fall registration began September 8, 2009, and spring registration is right around the corner! So start planning now with your students to take advantage of this state-funded opportunity to expand course options, meet scheduling needs, complete courses for credit recovery or accelerated instruction, and/or take college credit courses.
To assist with the planning for TxVSN online courses, contact Central Operations at 1-866-93TxVSN 1-866-93TxVSN ( 1-866-938-9876 1-866-938-9876 ) or TxVSNCentral@txvsn.org. To start the registration process, go to http://www.txvsn.org/schoolDistricts/Registration.aspx.
Students must enroll in courses through TxVSN course catalog to be eligible for the allotment funding for courses. Start planning now to ensure your students receive the courses they need through this state-led initiative for online learning!
Target Tech in Texas (T3) Collaborative Grant Awards
The T3 Collaborative Grant awards have been announced. $28,000,000 is available for Target Tech in Texas (T3) Collaborative Grant. The Texas Education Agency received over 100 grant applications. After a thorough review, the grant funding awarded 33 collaboratives, influencing 132 districts and charter schools. Grant awards range from $300,000-$1,000,000 and will begin October 1.
The purpose of the Target Tech in Texas (T3) Collaborative Grant is to stimulate the use of educational technology by providing schools with the necessary funding to move toward 21st century classrooms in the state of Texas. For a complete list of grant awardees, please go to http://ritter.tea.state.tx.us/opge/disc/t3_arra_2009/overview0910.html.
Formula Funding
Planning amounts for the Title II, Part D ARRA program are available in the 2009-2010 NCLB Consolidated Federal ARRA/Stimulus Grant Application (SAS#NCLBST10) and may be viewed in the postings below.
The Title II, Part D ARRA funding is based on the relative amount an LEA receives for ARRA/Stimulus Title I, Part A—Targeted and Incentive funding.
The Applicant Designation and Certification (GS2230 ADC) form for school year 2009-2010 for the SAS#NCLBST10 has been placed in ‘Negotiating’ status on-line through eGrants for applicants to designate how they will apply for the Title II, Part D ARRA program: apply on own as an independent project; apply as the fiscal agent of a shared services arrangement; apply as a member of a shared services arrangement; or not apply at all. The deadline for submitting the ADC form and the SAS#NCLBST10 to include Title II, Part D ARRA is October 19, 2009 at 5:00 p.m. Central Time.
Local education agencies (LEAs) which have an application currently in process may budget the Title II, Part D ARRA planning amount and complete the support schedules as appropriate during the negotiation process.
LEAs which have received a Notice of Grant Award (NOGA) for program(s) in the SAS#NCLBST10 must first submit the ADC then submit an amendment to budget the Title II, Part D ARRA planning amount.
The Title I, Part A and Title I, Part D, Subpart 2 ARRA programs are disabled on the ADC form as the deadline to apply for these programs was September 8, 2009 at 5:00 p.m. Central Time.
If you have questions related to the ADC form or the planning amounts, contact the Division of Formula Funding at (512) 463-8525 (512) 463-8525 or email: formulafunds@tea.state.tx.us
If you have questions related to the 2009-2010 NCLB Consolidated Federal ARRA/Stimulus Grant Application, contact the NCLB Program Coordination Division at 512-463-9374 512-463-9374 or email: nclb@tea.state.tx.us
The National Association for State Title I Directors (NASTID) and SETDA Release Two Coordinated Reports
The National Association for State Title I Directors (NASTID) and SETDA released two coordinated reports in a resource entitled, Leveraging Title I & Title IID: Maximizing the Impact of Technology in Education: A Resource Guide Identifying Technology Tools for Schools. This resource will serve as a guide and a glossary of terms around products, models, strategies and research outlining successful technology integration efforts in schools. NASTID and SETDA developed these documents in the hopes of sparking interest among state, district and school leaders to forge partnerships that leverage Title I and Title II D funding to implement instructional technology programs that individualize instruction for all students and provide teachers with the tools, leadership and training they need to succeed. The Report: Leveraging Title I & Title IID: Maximizing the Impact of Technology in Education provides general background information on the power of technology in the classroom including research, rational and examples with data on increased student achievement levels. As an appendix, a Technology Tools Resource Guide provides definitions of key technology components and relevant examples, where appropriate as a glossary for educators. The guide also presents essential implementation and infrastructure considerations that decision makers should think about when implementing technology in schools to help close the achievement gap and best prepare our students for a 21st Century workforce. Technology enhances administrative, teacher and student capabilities and performance, especially for those students who lack access to technology outside of school.
For more information, go to http://www.setda.org/web/guest/titleI.
Department of Information Resources (DIR) Products and Services
The Department of Information Resources (DIR) has contracts in place for many products and services that are important to educators at all levels including interactive whiteboards, computers, over 1,000 software titles, networking equipment and wiring, projectors, multi-function printers/scanners, wireless phones, and media devices. Additionally, DIR can make available a wide selection of IT staffing vendors able to deploy technical staff to support/implement customized projects. For full details, visit http://www.dir.state.tx.us/store/ict/index.htm.
Get Ready for the Annual Speak Up Survey
Speak Up, a national online research project facilitated by Project Tomorrow®, gives students, educators and parents the opportunity to share their views about key educational issues. Any English-speaking district or school can participate in Speak Up free of charge. As a benefit of taking the survey, district and school personnel will have free, online access to their aggregated results with national benchmarks.
The Speak Up findings are summarized and shared with national, state and local policy makers through briefings, presentations, webinars and reports. Since 2004, over 1.5 million students, educators and parents have participated in Speak Up – representing the largest collection of authentic, unfiltered stakeholder data.
Speak Up 2009 will be open October 12 - December 18, 2009. Visit the Speak Up website to learn more.
Project Red Survey
Project RED, sponsored by Intel, Apple, the Pearson Foundation, Qwest, and eChalk and supported by such organizations as NSBA, AASA, CoSN, ISTE, and SETDA, is an ambitious research project aimed at: improving student achievement by identifying technology models that contribute to achievement gains and evaluating the total financial impact of technology on state budgets.
The Project RED team, whose leadership comes from the One-to-One Institute and the technology experts who wrote the America’s Digital Schools reports, has completed the first step by creating a database of more than 6,000 U.S. public and private schools that have strong technology environments. Now they need your help.
Please spread the word to principals at all technology-rich schools in your area to go to www.ProjectRed.org today and take the survey by October 27th, 2009. Early findings will be provided to the creators of the 2010 National Education Technology Plan and America’s Digital Schools 2010 as well as other federal, state and local leaders. All participants will receive a complimentary copy of the survey findings to provide input to local technology plans and create a learning community around technology implementations.
iNACOL's Virtual School Symposium (VSS) for K-12 Educators Comes to Texas, November 15-17 Don't miss the chance to take part in the Virtual School Symposium (VSS) while it's being held in our own state. Sponsored by the International Association for K-12 Online Learning (iNACOL), the VSS will be held in Austin on November 15 - 17, 2009. More than 1,200 representatives from national, state, district, private and other virtual school programs are expected to attend this national K-12 online learning conference to learn about the latest trends, challenges, and opportunities in e-learning, to interact in session presentations, and to gain access to the latest research and best practices reports. The conference also provides e-learning program administrators and virtual school leaders with the opportunity to learn more about the latest online learning software and products for education.
More information about VSS 2009 is available at http://www.virtualschoolsymposium.org/.
30th Annual TCEA Convention and Exposition
The TCEA 30th annual Convention and Exposition “Charting New Waters” will be held at the Austin Convention Center Feb. 8-12, 2010. Nationally-known keynoters, more than 400 vendors in 900 booths, hundreds of concurrent sessions, Web 2.0 lounges, gaming playgrounds (Second Life and geocaching), Bring Your Own Laptop sessions, Model Classroom demonstrations, and so much more will be available to attendees. Early registration will open Sept. 9 on the TCEA website.
Tech Forum Southwest
Brought to you by the team behind T&L magazine and the techlearning.com web site, Tech Forum represents "Tech & Learning in action" on November 6, 2009.
Now in its seventh season, this high-powered, one-day event provides K-12 decision makers with thought-provoking content on the hottest topics of the day in education technology.
Attendees will gain a year's worth of insight and empowerment in one day, network with colleagues and peers in a productive yet casual setting, explore groundbreaking education technology solutions, and learn from renowned K-12 technology experts and innovators.
Please go to http://archive.techlearning.com/events/techforum/southwest09/index.php for more information.
Student Recognition Opportunities
The NCWIT Award for Aspirations in Computing recognizes young women at the high-school level for their computing-related achievements and interests. By generating visibility for these young women in their local communities, the NCWIT Award for Aspirations in Computing encourages their continued interest in computing, attracts the attention and support of educational and corporate institutions, and emphasizes at a personal level the importance of women's participation.
Applications open October 1, 2009 for the 2010 national award. Applicants will have until November 15, 2009 to complete their applications.
Awardees are selected for their demonstrated, outstanding aptitude and interest in information technology/computing; solid leadership ability; good academic history; and plans for post-secondary education. For more information, please visit http://www.ncwit.org/work.awards.aspiration.html.
Additionally, there will be affiliate award programs in Texas, Illinois & Florida. These local awards are possible through a generous grant from the Motorola Foundation. The application period is the same and students who apply from these states will be entered into both the local and national competitions.
Einstein Fellowship-Application Now Open
The Albert Einstein Distinguished Educator Fellowship is a paid fellowship for K-12 math, science, and technology teachers. Einstein Fellows spend a school year in Washington, DC serving in a federal agency or on Capitol Hill. To be considered for an Einstein Fellowship for the 2010-2011 school year, apply and submit three letters of recommendation online by January 13, 2010. For more information about the Einstein Fellows program visit http://www.einsteinfellows.org or contact Program Manager Kathryn Culbertson at culbertsonk@triangle-coalition.org.
PBS TeacherLine
PBS TeacherLine is a non-profit provider of Texas State Board for Educator Certification approved online professional development learning resources. Research-based, facilitated courses, course licensing, online facilitator training, and Peer and Mentor coaching tools are available. PBS TeacherLine is supported by a USDOE Ready to Teach grant. Visit www.pbs.org/teacherline for more information.
Technology Spotlight: Belton STAR Grant and TCEA Success Story
As part of staff development, twenty STAR Grant participants were sent to the Texas Computer Educator Association (TCEA) conference in February 2009. At TCEA, two STAR Grant participants, Brooke Holt and Amanda Curylo, presented techniques for enhancing literacy skills for kindergarteners using iPods. Brooke credited the STAR Grant with encouraging her in this effort. The well-received presentation inspired more educators from across the state as well as in Belton ISD and Rosebud-Lott ISD to use podcasting as a valid form of technology integration. Her success with this project has prompted two news stories, one of which aired during this grant period. (See news story: http://www.news8austin.com/content/your_news/?SecID=278&ArID=233388 ). The high need district, Rosebud-Lott ISD, held a Technology Open House at Rosebud Primary School showcasing the skills and new equipment received through the grant. Parents and community members had an opportunity to view student work, navigate the district's website, see how United Streaming video content engages students in lessons, and experience a 21st Century classroom. A video conference with Educational Adventures in Alaska rounded out a full evening of technology experiences.
Electronic Field Trip
The National Park Foundation and Great Smoky Mountains National Park cordially invite you to join a live Electronic Field Trip “Searching for Life in Great Smoky Mountain National Park” on Tuesday, November 3, 2009. The program has been developed for Grades 5-8 and highlights the topic of biodiversity.
The one-hour program will air two times on November 3, 2009 and will be available for viewing via Webcast, Cable or Satellite: 10 am – 11 am EST and 1 pm – 2 pm EST
Schools and Broadcasters please register via:
https://www.grantrequest.com/SID_328/Default.asp?CT=CT&SA=SNA&FID=35000
National Educational Technology Plan
The U.S. Department of Education is developing a new National Educational Technology Plan to provide a vision for the use of information and communication technologies in transforming American education with technical support from SRI International and a Technical Working Group. We are seeking public participation in the development of the Plan to ensure that it reflects the experience and expertise of the educational community. With this goal in mind, you and your organization are cordially invited to share your input through the new National Educational Technology Plan development website at www.edtechfuture.org < http://www.edtechfuture.org/>. The site is designed to collect public contributions that will be used by a Technical Working Group of education and technology scholars, researchers, policymakers, and practitioners from the field that has been organized to support plan development. In particular, the Working Group is seeking written resources, technology tool recommendations, short videos and exemplary cases related to four focus areas in which technology has the potential to transform education:* Learning: Enabling unprecedented access to high-quality learning experiences. * Teaching: Implementing new ways to support those who support learning. * Assessment: Measuring what matters and providing the information that enables continuous improvement processes at all levels of the education system. * Productivity: Redesigning systems and processes to free up education system resources to support learning. You may share your individual input, as well as work with your community and professional networks to generate collective input for submission to the site. In addition to contributing resources ideas, you can rate and discuss others' submissions, with the goal of identifying particularly innovative and relevant resources.
Sunday, October 4, 2009
Week 5---VoIP
If you are like me...when you see "VoIP" you are probably thinking "hmmm what does that mean?" I am going to fill you in on what VoIP stands for. At least to the best of my ability.
VoIP=Voice Over Internet Protocol...basically it is communication by text chat, voice, and video over high-speed Internet connections.
In the Hendron text, I read about 3 types of VoIP: Gizmo, Skype and iChat. I will try and give you a better understanding on all 3.
Gizmo-(http://www.gizmoproject.com/) offers free connections between computers and free calling from a computer to a phone. Gizmo works on the Jabber network...meaning that users can communicate with others who have Google Talk accounts. It is available for Macintosh, Linux, and Windows. To talk to others you need the following: high-speed Internet connection, a microphone, and speakers or headphones. You can play sound effects during your call, record conversations to a digital file, even pinpoint locations on a map. Say you are conducting an interview and decide to record your conversation. You can edit that interview and then turn it into a podcast. The biggest advantage to Gizmo is the cost--the interview taking place online is free.
Skype-(http://www.skype.com/) allows you to make free phone calls from your computer. This is probably the most popular version out right now. I have seen it used on the Today show, E!, Oprah, Millionaire, and CNN. Skype adds the ability to correspond through a live video chat. Skype has a unique feature that allows numerous online users(I believe it is 100) from very different locations join together on discussions. This feature is known as "Skypecasts." Whoever creates the skypecast is considered the moderator and is in charge of the discsussion. This would be great in jr. high and high school classes. Skype is available for Macintosh, Linux and Windows.
Check out this website for more information on Skype-http://www.amperordirect.com/pc/r-skype-voip/z-reference-skype-faq.html
iChat-(www.apple.com/macosx/features/ichat/) This is where VoIP services were first available. No wonder I had no clue! I am not a Mac person. I have always owned a PC. Every computer with Mac OS X includes iChat. iChat includes video that works with AIM (America Online Network) and Jabber network. iChat can support up to 10 voice connections at once, and 4 users in a video chat. A disadvantage to iChat is that there is not a record function within the program. You can establish a chat then switch to GargageBand (software application that allows users to create music or podcasts) to record the interview. I am not sure how to this so you can check out this website for videos on iChat: http://technorati.com/videos/tag/ichat
Another disadvantage is that iChat is not cross-platform like Skype and Gizmo.
Out of all 3, I would probably choose skype or gizmo. Not just because I am a PC person either. I would think that you could benefit more from using skype or gizmo because they both work on Macintosh, Linuxm and Windows. Which would you choose?
The following information is from http://www.fcc.gov/voip/.
"Voice over Internet Protocol (VoIP), is a technology that allows you to make voice calls using a broadband Internet connection instead of a regular (or analog) phone line. Some VoIP services may only allow you to call other people using the same service, but others may allow you to call anyone who has a telephone number - including local, long distance, mobile, and international numbers. Also, while some VoIP services only work over your computer or a special VoIP phone, other services allow you to use a traditional phone connected to a VoIP adapter."
Hendron, J. G. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Washington, DC: International Society for Technology in Education.
VoIP=Voice Over Internet Protocol...basically it is communication by text chat, voice, and video over high-speed Internet connections.
In the Hendron text, I read about 3 types of VoIP: Gizmo, Skype and iChat. I will try and give you a better understanding on all 3.
Gizmo-(http://www.gizmoproject.com/) offers free connections between computers and free calling from a computer to a phone. Gizmo works on the Jabber network...meaning that users can communicate with others who have Google Talk accounts. It is available for Macintosh, Linux, and Windows. To talk to others you need the following: high-speed Internet connection, a microphone, and speakers or headphones. You can play sound effects during your call, record conversations to a digital file, even pinpoint locations on a map. Say you are conducting an interview and decide to record your conversation. You can edit that interview and then turn it into a podcast. The biggest advantage to Gizmo is the cost--the interview taking place online is free.
Skype-(http://www.skype.com/) allows you to make free phone calls from your computer. This is probably the most popular version out right now. I have seen it used on the Today show, E!, Oprah, Millionaire, and CNN. Skype adds the ability to correspond through a live video chat. Skype has a unique feature that allows numerous online users(I believe it is 100) from very different locations join together on discussions. This feature is known as "Skypecasts." Whoever creates the skypecast is considered the moderator and is in charge of the discsussion. This would be great in jr. high and high school classes. Skype is available for Macintosh, Linux and Windows.
Check out this website for more information on Skype-http://www.amperordirect.com/pc/r-skype-voip/z-reference-skype-faq.html
iChat-(www.apple.com/macosx/features/ichat/) This is where VoIP services were first available. No wonder I had no clue! I am not a Mac person. I have always owned a PC. Every computer with Mac OS X includes iChat. iChat includes video that works with AIM (America Online Network) and Jabber network. iChat can support up to 10 voice connections at once, and 4 users in a video chat. A disadvantage to iChat is that there is not a record function within the program. You can establish a chat then switch to GargageBand (software application that allows users to create music or podcasts) to record the interview. I am not sure how to this so you can check out this website for videos on iChat: http://technorati.com/videos/tag/ichat
Another disadvantage is that iChat is not cross-platform like Skype and Gizmo.
Out of all 3, I would probably choose skype or gizmo. Not just because I am a PC person either. I would think that you could benefit more from using skype or gizmo because they both work on Macintosh, Linuxm and Windows. Which would you choose?
The following information is from http://www.fcc.gov/voip/.
"Voice over Internet Protocol (VoIP), is a technology that allows you to make voice calls using a broadband Internet connection instead of a regular (or analog) phone line. Some VoIP services may only allow you to call other people using the same service, but others may allow you to call anyone who has a telephone number - including local, long distance, mobile, and international numbers. Also, while some VoIP services only work over your computer or a special VoIP phone, other services allow you to use a traditional phone connected to a VoIP adapter."
Hendron, J. G. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Washington, DC: International Society for Technology in Education.
Saturday, September 26, 2009
Week 4---Podcast
"One of the Web's most powerful features is its ability to connect people and provide them with a virtual space for the sharing of ideas and content." (Hendron 67) Podcasting is one way to connect people. I have heard of podcasts. Have I ever used or made a podcast? No. After reading Chapter 3 of the Hendron text I learned a great deal about podcasts. A podcast is simply a series of digital media files (audio or video) that is released and downloaded through the Web. Podcasts can refer to an ongoing series or episodes of a particular program. Someone who creates a podcast is known as a podcaster. Podcasting started out in universities. Professors created podcasts to share lectures. This is a great idea that even teachers can use. Say a student is out of school due to an illness or surgery, they can simply download the lectures and stay in-sync with the class. It can even be used by students who leave school early for sporting events.
I always assumed that you could only use podcasts if you had an ipod. Well, you know what they say about people who assume! Once you subscribe to a podcast, it can be downloaded to your computer or your MP3 player. Subscriptions do not cost money, at least not as of right now. You can preview podcasts online and download individual episodes if you like from an online directory such as: Yahoo! Podcasts or iTunes Podcasts. Once you officially subscribe to a podcast the real magic occurs. An aggregator manages the podcasts that you subscribe to and organizes the media files on your device (MP3 player, iPhone). Everytime the podcaster creates and publishes a new podcast you receive it. The aggregator connects and continually checks with an RSS (Really Simple Syndication) file. When there is something new---BAM---you get it!
Creating podcasts has many educational benefits. Students are able to create a product to share with a potentially world-wide audience. Their podcast can be listed in iTunes, right along with podcasts from The Discovery Channel and Disney. Knowing that there is a real-world audience gives students purpose and motivation to create a spectacular product. The process of putting together an audio recording is extremely valuable and is certainly a cross-curricular experience.
I found the following ideas at a wonderful site: www.macinstruct.com/node/43
I always assumed that you could only use podcasts if you had an ipod. Well, you know what they say about people who assume! Once you subscribe to a podcast, it can be downloaded to your computer or your MP3 player. Subscriptions do not cost money, at least not as of right now. You can preview podcasts online and download individual episodes if you like from an online directory such as: Yahoo! Podcasts or iTunes Podcasts. Once you officially subscribe to a podcast the real magic occurs. An aggregator manages the podcasts that you subscribe to and organizes the media files on your device (MP3 player, iPhone). Everytime the podcaster creates and publishes a new podcast you receive it. The aggregator connects and continually checks with an RSS (Really Simple Syndication) file. When there is something new---BAM---you get it!
Creating podcasts has many educational benefits. Students are able to create a product to share with a potentially world-wide audience. Their podcast can be listed in iTunes, right along with podcasts from The Discovery Channel and Disney. Knowing that there is a real-world audience gives students purpose and motivation to create a spectacular product. The process of putting together an audio recording is extremely valuable and is certainly a cross-curricular experience.
I found the following ideas at a wonderful site: www.macinstruct.com/node/43
In a classroom where students have access to computers (a computer lab or in a 1-1 environment), students complete work in class and participate in instructor lead activities followed by independent work with a Podcast as resource material. Students can go through the Podcast at their own pace -working through the assignment at their own pace, backing up and reviewing material from the Podcast as needed without slowing down the class as a whole.
Podcasts that support the curriculum are identified and linked to by the instructor. As students require extra assistance on specific topics or concepts, they are directed to the Podcast resources by the instructor for additional help outside of class or during independent work in class. This is in conjunction with one-on-one assistance by the instructor with the student, but also allows the student to work on difficult concepts with extra help from other resources when the instructor is unavailable.
Students participating in English as a Second Language courses are provided with iPods containing spoken material of existing written content to allow them to listen to the material while reading. This can be done in the classroom, on the way to and from school, and at home. Improvements in reading, comprehension and verbal skills are gained through a tool that is cool to have. It’s not a dream, it’s a reality.
Students in one school create content for their own class, but also provide that content to the world so that any other school can participate in their learning process, as an observer or a learner. Comprehension of a topic grows exponentially when you are required to teach it to others. The process of creating a lesson becomes the lesson. The learners are the educators, and the educators learn from their students. This is why TIME Magazine made YOU the person of the year. You are the creator, the publisher, the subscriber, and the consumer. You control the demand and the supply. This is also a reality at Radio Willow Web, one of the leaders in educational Podcasting by students.
Hendron, J. G. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Washington, DC: International Society for Technology in Education.
Saturday, September 19, 2009
Week 3--Wikis
"Wiki"
From an educators standpoint, I like being able to access and share information readily. However, I find some negative aspects in allowing my students to be able to update content as quickly and easily as I can. As most educators would probably agree, the need of accurate information is very important.
My first experience at using a Wiki was during another grad class. It was a group assignment. The assignment was to create a budget for a library. As a group we were responsible to prepare a written budget which contrasts current per pupil expenditures--which we were given. The assignment had to be completed using a Wiki. At first I thought there was no way I could do this....I had no idea what a Wiki was or what to do with one! One of my group members thankfully got things started. She set up the Wiki by choosing a name and a basic layout. She then sent the rest of the group members an e-mail inviting us to join the Wiki. The link to our Wiki is/was http://threeonabudget.wetpaint.com/ (I am not sure if it is still accessible). I was amazed that it was sooo EASY to do. As we logged on and added or made changes to the budget, each of us knew who was posting. It was useful for our professor too. She was able to access our Wiki and see just how much each of us was contributing. This is a major bonus because you do not always know if everyone is contributing, or pulling their weight like they should. Hendron text states that Wikis come into play whenever people need to share access to information quickly, and to share responsibility for creating and updating that content. This is exactly what my group was doing. When you set up your Wiki you can make it so that only people you invite can add or make changes to items. In Chapter 2, I also learned that by requiring a sign-in several things happen. "It tells us who last made changes: but more importantly, it enables us to track use of the Wiki and all content by that particular author."(Hendron 41) I am happy to say that my group was fantastic and we received an "A" on our budget.
I had to partner-up for a database course last spring. We were constantly e-mailing each other back and forth back and forth...sending enormous attachments to one another that were filling up our in-boxes. It had us very frustrated! We approached the professor and asked if we could set up a Wiki for our next assignment. She was thrilled by our idea. She suggested it to the other groups in our class. I am not sure if anyone else used one or not. I am glad that we did. I am also glad that I had the budget project before that one and knew what I was doing!
I feel like a "Wiki" pro now!!
I want to say that I love Wikipedia. I know that many educators have issues with wikipedia. I think that it would be a good learning tool for students. They do not have to use the information that they find on wikipedia for term papers. Part of their assignment could be to compare the information that they find on wikipedia to other sources. Just because the information can be edited by many people does not mean that it is wrong information.
How do you feel about Wikipedia?
Have you used it?
Have you ever made changes or added to a page?
Hendron, J. G. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Washington, DC: International Society for Technology in Education.
From an educators standpoint, I like being able to access and share information readily. However, I find some negative aspects in allowing my students to be able to update content as quickly and easily as I can. As most educators would probably agree, the need of accurate information is very important.
My first experience at using a Wiki was during another grad class. It was a group assignment. The assignment was to create a budget for a library. As a group we were responsible to prepare a written budget which contrasts current per pupil expenditures--which we were given. The assignment had to be completed using a Wiki. At first I thought there was no way I could do this....I had no idea what a Wiki was or what to do with one! One of my group members thankfully got things started. She set up the Wiki by choosing a name and a basic layout. She then sent the rest of the group members an e-mail inviting us to join the Wiki. The link to our Wiki is/was http://threeonabudget.wetpaint.com/ (I am not sure if it is still accessible). I was amazed that it was sooo EASY to do. As we logged on and added or made changes to the budget, each of us knew who was posting. It was useful for our professor too. She was able to access our Wiki and see just how much each of us was contributing. This is a major bonus because you do not always know if everyone is contributing, or pulling their weight like they should. Hendron text states that Wikis come into play whenever people need to share access to information quickly, and to share responsibility for creating and updating that content. This is exactly what my group was doing. When you set up your Wiki you can make it so that only people you invite can add or make changes to items. In Chapter 2, I also learned that by requiring a sign-in several things happen. "It tells us who last made changes: but more importantly, it enables us to track use of the Wiki and all content by that particular author."(Hendron 41) I am happy to say that my group was fantastic and we received an "A" on our budget.
I had to partner-up for a database course last spring. We were constantly e-mailing each other back and forth back and forth...sending enormous attachments to one another that were filling up our in-boxes. It had us very frustrated! We approached the professor and asked if we could set up a Wiki for our next assignment. She was thrilled by our idea. She suggested it to the other groups in our class. I am not sure if anyone else used one or not. I am glad that we did. I am also glad that I had the budget project before that one and knew what I was doing!
I feel like a "Wiki" pro now!!
I want to say that I love Wikipedia. I know that many educators have issues with wikipedia. I think that it would be a good learning tool for students. They do not have to use the information that they find on wikipedia for term papers. Part of their assignment could be to compare the information that they find on wikipedia to other sources. Just because the information can be edited by many people does not mean that it is wrong information.
How do you feel about Wikipedia?
Have you used it?
Have you ever made changes or added to a page?
Hendron, J. G. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Washington, DC: International Society for Technology in Education.
Monday, September 14, 2009
RSS Feeds
Check out this site for some rss feeds to add to your blog.
http://www.schoollibraryjournal.com/learnRss
http://www.schoollibraryjournal.com/learnRss
week two--9/13
Again, I know I am late with the post. It is my goal to stay on track with my blog entries from now on. In week two I read about RSS, blog, podcasts, wikis, and how to use them with education. I actually already knew about the items I read about. It makes things so much easier when you already have a grasp on the concept! I've used wikis for past assignments. They make working in a group a lot easier.
Some things that I learned this week:
A wiki is a collaborative web page with simple online editing tools for building content. If you refer to the online encyclopeida Wikipedia, then you're using a wiki.
The term wiki comes from a Hawaiian word meaning 'quick'. Wiki software was developed to give people a quick way to collaborate on a document. Read a full history of the development at Wikipedia.
How to get started:
There are hundreds of wiki programs to choose from. Find a list of wikis here, and try them by clicking into the sandbox.
You can create a free wiki at pbwiki.com, StikiPad.com or wiki.com.
A podcast is the verbal form of blogging, and are really just audio files embedded in a weblog newsfeed.
There is free service at Odeo.com to subscribe, download and listen to podcasts.
You do not need an iPod to listen to a podcast — you can listen on your computer or many other digital music players.
A blog is a type of web page. They are frequently updated pages with the postings arranged reverse chronologically (newest at top). Blogs use lots of links to outside sites, pages and search engines. Usually written by one person, blogs often include a way for readers to leave their own comments.
How to get started:
Create a free, blog at blogger.com or Wordpress.com — it takes all of three minutes.
Once you've got your blog started, it's easy to write and publish a post.
Hello! If I can do it...you certainly can.
Subscribing to newsfeeds
Most weblogs and many news organizations automatically publish a newsfeed (known as RSS, RDF, Atom or XML, and often shown with an orange button). A newsfeed is the same content as the weblog but it can be read in many email clients or newsreader programs, such as Google Reader and Bloglines. Use a newsreader to efficiently track multiple blogs and news sites.
The orange RSS button(which I can't show a picture of--because I don't know how) on most weblog home pages is the newsfeed. Right-click and save the link to subscribe to the newsfeed in your newsreader.
I am going to add an RSS feed to my blog. Wish me luck!
Some things that I learned this week:
A wiki is a collaborative web page with simple online editing tools for building content. If you refer to the online encyclopeida Wikipedia, then you're using a wiki.
The term wiki comes from a Hawaiian word meaning 'quick'. Wiki software was developed to give people a quick way to collaborate on a document. Read a full history of the development at Wikipedia.
How to get started:
There are hundreds of wiki programs to choose from. Find a list of wikis here, and try them by clicking into the sandbox.
You can create a free wiki at pbwiki.com, StikiPad.com or wiki.com.
A podcast is the verbal form of blogging, and are really just audio files embedded in a weblog newsfeed.
There is free service at Odeo.com to subscribe, download and listen to podcasts.
You do not need an iPod to listen to a podcast — you can listen on your computer or many other digital music players.
A blog is a type of web page. They are frequently updated pages with the postings arranged reverse chronologically (newest at top). Blogs use lots of links to outside sites, pages and search engines. Usually written by one person, blogs often include a way for readers to leave their own comments.
How to get started:
Create a free, blog at blogger.com or Wordpress.com — it takes all of three minutes.
Once you've got your blog started, it's easy to write and publish a post.
Hello! If I can do it...you certainly can.
Subscribing to newsfeeds
Most weblogs and many news organizations automatically publish a newsfeed (known as RSS, RDF, Atom or XML, and often shown with an orange button). A newsfeed is the same content as the weblog but it can be read in many email clients or newsreader programs, such as Google Reader and Bloglines. Use a newsreader to efficiently track multiple blogs and news sites.
The orange RSS button(which I can't show a picture of--because I don't know how) on most weblog home pages is the newsfeed. Right-click and save the link to subscribe to the newsfeed in your newsreader.
I am going to add an RSS feed to my blog. Wish me luck!
Week one-9/6
I know this is technically the start of week 3...but I am a late beginner. In week 1, I created a Google account(which I already had--just forgot about-oops), set up this Blog, signed up for a listserv, and added new friends to Facebook! I am usually good about what is going on with technology....most of the time. It took me a while to commit to signing up for Facebook. I heard horrible things about MySpace and teachers...I just assumed Facebook would be the same way. I guess I was wrong. I am looking forward to learning more about listserv(s) and what they provide. I am also looking forward to learning more about technology and what is new and up-coming.
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