Click
at the computer
on the site
inside their lives
without truly knowing them
Click, click
to my favorites, sifting
through the updates
beyond the screen, reaching out
for a connection
Click, click, click
between you and me
among millions
of other people
TWEET!
Let's TWUG it out!
In the spring of 2009, I shared this poem about social networking with my students, and at the time many of the students did not know much about Twitter. What they did know was Facebook and MySpace. I overheard many conversations about who posted what on Facebook or MySpace. Several students spoke of the number of "friends" they had on Facebook, and since I had only recently joined Facebook, much of the remainder of their conversations about the social networks they used were unfamiliar to me.
Consequently, at the end of the 2009 school year, I began to ponder how I could use social media in my classroom. I created a class wiki and had big plans for it (see "to wiki or not to wiki"), but I still kept thinking about how I could incorporate Twitter with my students and parents. I could think of a myriad of ways to use it in my classroom, but how would I use it being a media specialist?
I didn't have to look very far. http://schs.stvrain.k12.co.us/imc_index.html
Phil Goerner uses Twitter to broadcast news headlines from magazines in the library and images of new book covers. He also uses Twitter for his professional growth. By joining with educational technologists, professors, and other librarians, Goerner can "tweet" about good resources, cool links, Web 2.0 tools, book references, and conference events. In doing so, Goerner is encouraging the entire school community to read, read, read! In the future, I would like to use Goerner's model as a springboard for incorporating social networks in the media center.
Monday, March 22, 2010
Saturday, March 20, 2010
In the Newsroom...
So, when I started this, I thought my school did a pretty good job of presenting “Knightly News” (We are home of the Knights). After viewing the Kids News Network and Tiger News, my school could definitely “step up” production. These two groups did phenomenal jobs incorporating commercials, accuracy, editing, sharing and professionalism.
Currently, our news program is not supervised by our media specialist. Our math coach and special education consultative are the ones who are responsible for the broadcast. Fifth grade students are selected by their teachers based on academics and behavior. Students who do not show up on time or are misbehaving during the broadcast are placed on “probation” for a month to determine their dedication to the job. Students have jobs and rotate: anchor, CD player, camera, and teacher laptop. The teacher laptop is used as a teleprompter. On the laptop is a PowerPoint that includes what the students are saying. This includes the introduction of anchors, day and date, pledge, moment of silence, mission statement, school motto, vision statement, character education word and definition, the daily weather, thought for the day, lunch menu, faculty/staff birthdays and special announcements.
While these students do a great job at what they are chosen to do, I believe there is room for our newscast to grow. I believe each grade levels gifted students could create character education “commercials” to share. We are fortunate to have a large gifted program and believe these students would maximize their learning by sharing with others. I believe that weekly each class in the school should have the opportunity to present what they have learned or are learning with the remainder of the school. Another opportunity I would like to offer is a monthly or bi-monthly guest reader, preferably community leaders, parents or teacher/administrators who are dressed as a character of a book.
While I know that these changes will not happen over night or in one school year, I do look forward to implementing these when I become a media specialist and plan on working with the team this year to add to the newscast.
Currently, our news program is not supervised by our media specialist. Our math coach and special education consultative are the ones who are responsible for the broadcast. Fifth grade students are selected by their teachers based on academics and behavior. Students who do not show up on time or are misbehaving during the broadcast are placed on “probation” for a month to determine their dedication to the job. Students have jobs and rotate: anchor, CD player, camera, and teacher laptop. The teacher laptop is used as a teleprompter. On the laptop is a PowerPoint that includes what the students are saying. This includes the introduction of anchors, day and date, pledge, moment of silence, mission statement, school motto, vision statement, character education word and definition, the daily weather, thought for the day, lunch menu, faculty/staff birthdays and special announcements.
While these students do a great job at what they are chosen to do, I believe there is room for our newscast to grow. I believe each grade levels gifted students could create character education “commercials” to share. We are fortunate to have a large gifted program and believe these students would maximize their learning by sharing with others. I believe that weekly each class in the school should have the opportunity to present what they have learned or are learning with the remainder of the school. Another opportunity I would like to offer is a monthly or bi-monthly guest reader, preferably community leaders, parents or teacher/administrators who are dressed as a character of a book.
While I know that these changes will not happen over night or in one school year, I do look forward to implementing these when I become a media specialist and plan on working with the team this year to add to the newscast.
Video Distribution
Recently we added a new feature to our teachers' computers. Our school system purchased eyeTV which connects our cable to our teachers' desktop computers, so they can air TV programs on their Smart Boards or project the TV through their mounted projectors. This has rid our classrooms of old, clunky televisions from the 1980s which is great news to our teachers.
The actual gadget looks like a USB flash drive with a co-axle cable connector on the other end. It works well because it is so easy to use. The only "problem" that we have experienced so far is that the device is a bit bulky and bumps into other USB devices that are plugged into the computer's ports. Also, since it is a USB connection, and it remains plugged in all the time, it reduces the number of available ports for teachers to use on their computers.
This now serves as our video distribution system. Channels 3 and 4 can be utilized to show in-house productions, videos, or DVDs. This year, our book fair video will be played in a continuous loop all day, so teachers can tune in and share the promotional video with students. Teachers can use this to show student and teacher made iMovies, PowerPoint Presentations, and booktalks.
A benefit to eyeTV is the recording capability. Programs can be recorded quite simply with the software and hardware provided. The recordings are in digital format, so storage is simple. Installing the devices was almost flawless because if one can attach a USB device to a computer port, one could easily install eveTV.
Teachers are allowed a good deal of latitude in regard to what and when to use the video distribution system. Teachers can sign up in the Media Center for their team/subject/grade level to show a movie over the system. It should be planned 48 hours in advance and in lessons plans. If a motion picture, it must be approved by our principal, must be included in lesson plans, and should relate to specific standard. We only show G and PG. In 8th grade a PG-13 movie may be shown but parent permission must be obtained in writing ahead of time.
Georgia Public Broadcasting probably offers more than our teachers realize. The 8th grade social studies teachers use it often because of its standards based content contained in Georgia Stories. We use several of the teaching guides provided as well as the broadcasts that they provide. Teachers request shows to be taped and then shown when requested (within copyright guidelines). Also, teachers use the GPB website as a resource.
Video distribution has improved greatly in our middle school in the past five years. New teachers might not realize how much easier to use this system has become, but those seasoned veterans remember the nightmares that video distribution could cause back in the old days.
The actual gadget looks like a USB flash drive with a co-axle cable connector on the other end. It works well because it is so easy to use. The only "problem" that we have experienced so far is that the device is a bit bulky and bumps into other USB devices that are plugged into the computer's ports. Also, since it is a USB connection, and it remains plugged in all the time, it reduces the number of available ports for teachers to use on their computers.
This now serves as our video distribution system. Channels 3 and 4 can be utilized to show in-house productions, videos, or DVDs. This year, our book fair video will be played in a continuous loop all day, so teachers can tune in and share the promotional video with students. Teachers can use this to show student and teacher made iMovies, PowerPoint Presentations, and booktalks.
A benefit to eyeTV is the recording capability. Programs can be recorded quite simply with the software and hardware provided. The recordings are in digital format, so storage is simple. Installing the devices was almost flawless because if one can attach a USB device to a computer port, one could easily install eveTV.
Teachers are allowed a good deal of latitude in regard to what and when to use the video distribution system. Teachers can sign up in the Media Center for their team/subject/grade level to show a movie over the system. It should be planned 48 hours in advance and in lessons plans. If a motion picture, it must be approved by our principal, must be included in lesson plans, and should relate to specific standard. We only show G and PG. In 8th grade a PG-13 movie may be shown but parent permission must be obtained in writing ahead of time.
Georgia Public Broadcasting probably offers more than our teachers realize. The 8th grade social studies teachers use it often because of its standards based content contained in Georgia Stories. We use several of the teaching guides provided as well as the broadcasts that they provide. Teachers request shows to be taped and then shown when requested (within copyright guidelines). Also, teachers use the GPB website as a resource.
Video distribution has improved greatly in our middle school in the past five years. New teachers might not realize how much easier to use this system has become, but those seasoned veterans remember the nightmares that video distribution could cause back in the old days.
Saturday, March 13, 2010
Social Networking Creates BETTER Behavior?
Do we really need to even consider social networking sites in our classrooms and media centers when the majority of these popular sites are blocked or filtered in our schools? Facebook, MySpace, Twitter, and YouTube are all blocked from the computers at my school. However, we do have access to TeacherTube and class wikis. When approved and sanctioned by the teachers and administrators wikis can be unblocked to facilitate their use in the classroom and media center, but initially wiki sites are blocked.
Social networking is more than just Facebook, MySpace, and Twitter; it is any technology that allows for readers to comment or contribute. Think of Amazon.com. This commercial site sells and promotes a variety of books, electronics, music, movies, and more, and as part of its marketing plan, the site allows customers to write reviews and rank products. This would be considered a social networking site because it allows readers to contribute to the the web content. In our media centers, many of the cataloging programs offer students and teachers the opportunity to rank books and write reviews as well.
According to Edutopia's article "How To Use Social Networking Technology," Fran Smith explains that social networking is an avenue to teach our students how to present themselves to the world,
Social networking is more than just Facebook, MySpace, and Twitter; it is any technology that allows for readers to comment or contribute. Think of Amazon.com. This commercial site sells and promotes a variety of books, electronics, music, movies, and more, and as part of its marketing plan, the site allows customers to write reviews and rank products. This would be considered a social networking site because it allows readers to contribute to the the web content. In our media centers, many of the cataloging programs offer students and teachers the opportunity to rank books and write reviews as well.
According to Edutopia's article "How To Use Social Networking Technology," Fran Smith explains that social networking is an avenue to teach our students how to present themselves to the world,
The idea that we are the stories we tell has never been more important. Schools have always taught kids how to present themselves -- that's why we did oral presentations in the classroom. Now we need to teach them to present themselves electronically. That's why it's so scary to lock these technologies out.
This makes sense to me. Social networking is not going away, so we can help students realize that they are always on stage, especially when they are posting on websites. We should teach students that social networking is a powerful medium for learning and sharing information, and it is quite rewarding as well.
I learned quite a bit from BJ Fogg, a professor at Stanford University, who teaches a graduate seminar on Persuasive Technology in the Learning, Design, and Technology Program. He refers to social networks as persuasive technologies. I had not really considered them persuasive in the past. I suppose that I only considered advertising media as persuasive technology, until now.
The most salient point that Dr. Fogg makes is that social networking creates better behavior in people because social networks create persistent identities that never go away and can never really be erased or deleted. In doing so, the person has a reputation to protect, so the person is more careful with his or her posts. See his "Open Office Hours" video; this link to Stanford University's Facebook page is the third in a series. The video is almost 5 minutes long, but I feel that this is a valuable and persuasive resource for all of us who worry about social networking issues in our classrooms.
From Dr. Fogg, I learned that the major impetus for teaching students how to use social networking sites is that their identities are the same as their reputations. I can almost agree with Dr. Fogg, but so many of our students are children. Although, I do see the benefit of teaching adolescents about reputations and persistent identities. Since adolescents are at a critical period in their social and emotional development, it seems that middle school and high school aged students do need specific and direct instruction about using social networking web sites in a mature manner.
Many of our most creative students are going to gravitate toward social networking sites in their personal lives because these sites are intrinsically rewarding to teens. Think of the power of using these sites in our classrooms to tap into some of that creative energy! If only I could get my students to throw themselves into their study of literature, writing, and grammar with the same fervor that they use when they post on Facebook and MySpace...Ah, yes, but I am dreaming, again.
Tuesday, March 9, 2010
Media Center Web Pages
Several things need to be considered when creating media center web page. First and foremost is the intended audience. The information needs to communicated with the audience in mind. Therefore, using “teacher jargon” would not be expected on any web page unless the page itself was for teachers. Second, the page needs to be visually appealing. The audience will be drawn to a colorful and organized page. Third, links need to be useful and easy to use. The fact is the media specialist will not be with every person to explain something if needed.
When I visit media center web pages, I look for the simplicity and usefulness of the tools located there. One of the most important links should be parent resources. I have found that many parents want to help but do not know how. If we link resources for parents we may find we have better results. The parent will then not feel inferior or “stupid” for not knowing how to help their child.
The use of Web 2.0 tools is fast approaching some schools and not thought of in others. I would like to see all media centers begin using venues of contact through social media as Creekview High School has with their “Unquiet Library” (https://sites.google.com/site/theunquietlibrary/social-media-presence). Our students are such collaborative beings these days that we need to allow them to use their collaboration to further their knowledge in and out of the school building.
Not sure if this is happening in other areas but our school system has a “pre-fab” web page already created. It is not visually appealing regardless of what you add to it. It is a dull grey background. I hope that in the near future this discarded and other options come available. This “pre-fab” web page allows for no creativity of the one creating the page. To be said nicely "I abhore our school web page for this very reason."
When I become a media specialist and am responsible for creating and maintaining a web page, there are several things I will want to include beyond the basics. Of course, a parent resource section as I have previously mentioned, special honors for students with achievements in reading, a teacher resource section for highlighting new technologies in my local building as well as new technologies being used elsewhere, Web Quests, calendar/schedule of author visits and special visitors and possibly a blog that will highlight students’ favorite books and allows them to give a response as to why it is a favorite. I am still contemplating a wiki or blog. My concern with the wiki is that others can edit the information and I want to prevent others work from being deleted or changed if even by accident. With the blog, editing cannot happen just new information posted. I look forward to the day when I am responsible for creating this.
When I visit media center web pages, I look for the simplicity and usefulness of the tools located there. One of the most important links should be parent resources. I have found that many parents want to help but do not know how. If we link resources for parents we may find we have better results. The parent will then not feel inferior or “stupid” for not knowing how to help their child.
The use of Web 2.0 tools is fast approaching some schools and not thought of in others. I would like to see all media centers begin using venues of contact through social media as Creekview High School has with their “Unquiet Library” (https://sites.google.com/site/theunquietlibrary/social-media-presence). Our students are such collaborative beings these days that we need to allow them to use their collaboration to further their knowledge in and out of the school building.
Not sure if this is happening in other areas but our school system has a “pre-fab” web page already created. It is not visually appealing regardless of what you add to it. It is a dull grey background. I hope that in the near future this discarded and other options come available. This “pre-fab” web page allows for no creativity of the one creating the page. To be said nicely "I abhore our school web page for this very reason."
When I become a media specialist and am responsible for creating and maintaining a web page, there are several things I will want to include beyond the basics. Of course, a parent resource section as I have previously mentioned, special honors for students with achievements in reading, a teacher resource section for highlighting new technologies in my local building as well as new technologies being used elsewhere, Web Quests, calendar/schedule of author visits and special visitors and possibly a blog that will highlight students’ favorite books and allows them to give a response as to why it is a favorite. I am still contemplating a wiki or blog. My concern with the wiki is that others can edit the information and I want to prevent others work from being deleted or changed if even by accident. With the blog, editing cannot happen just new information posted. I look forward to the day when I am responsible for creating this.
Friday, March 5, 2010
To Wiki or not to Wiki?
That is the question I asked myself this time last year. When I began my EDS program at the University of West Georgia in January 2009, I began to hear a lot of talk about Web 2.0 tools. I thought to myself what is Web 2.0 and why have I not heard this term before now? Needless to say, I was excited to begin learning about the great open source tools available on the Internet. Among the many Web 2.0 tools available, I have heard others refer to wikis time and time again.
The first wiki I was introduced to was Educational Wikis. http://educationalwikis.wikispaces.com/
This wiki offers educators a place to discuss the use of wikis, and it offers an index of numerous educational wikis. As I scrolled through the vast index of wikis and began to investigate how other educators were using wikis, I began to form a plan of how to use a wiki in my classroom. I knew I needed more experience with using wikis, so I continued to examine other wikis and other wiki sites in order to continue my plan. Over the summer, I investigated sites such as http://www.wetpaint.com/ and http://pbworks.com/. I decided what I liked and didn't like about the different wiki sites available. I choose wikispaces for my class wiki. http://lms8esmith.wikispaces.com/
I had big ideas for using my class wiki; I wanted not only to post homework and other class materials but I also wanted to begin a page for discussing great books. As school began and I explained the wiki to my students, I realized that all my dreaming of using the wiki might not turn out as I had hoped.
Then came my digital photography class at UWG. This class required us to work in groups in order to comment on photos and to give feedback to everyone. Since I volunteered to be the leader, I was thrust into the wonderful world of wikis! Our group decided to use a wiki as a way of collaborating on the projects for our class. I volunteered to set up the wiki so that I could gain more insight into creating and using them. Here is the link to our photography wiki. http://thesnapshots.wikispaces.com/
I learned how to upload files and pictures, and I learned that maybe I needed to change the plan I had for my own class wiki. I tucked that information away in the back of my mind. As the end of the photography class approached, I had to decide how to publish my e-portfolio. Since I had gotten so used to using the wiki, I decided to use it as my e-portfolio. http://eportfolio-esmith.wikispaces.com/
Then I began to think about how I could incorporate something like this with my own students. I began talking with other colleagues, and the majority of them were not excited; however, I mentioned it to the media specialist, and she was all ears! She and I have had numerous conversations about how we could use wikis at our school. Along with using the wikis as class pages and portfolios, we discussed using a wiki to help the grade levels with research. This idea is still in its infant stages, but seeing the wiki from Decatur High and Apalachee High gives me hope that our work on a research wiki will come to fruition.
As I think about the plans I have for becoming a media specialist in the near future, I have big dreams of using wikis to collaborate with teachers, students, and parents. I have bookmarked several wikis of interest, and there is even a wiki dedicated to Web 2.0 tools! How cool is that! http://cooltoolsforschools.wikispaces.com/
I love the view I have from my wikis. What are you waiting for? Let's wiki this!
The first wiki I was introduced to was Educational Wikis. http://educationalwikis.wikispaces.com/
This wiki offers educators a place to discuss the use of wikis, and it offers an index of numerous educational wikis. As I scrolled through the vast index of wikis and began to investigate how other educators were using wikis, I began to form a plan of how to use a wiki in my classroom. I knew I needed more experience with using wikis, so I continued to examine other wikis and other wiki sites in order to continue my plan. Over the summer, I investigated sites such as http://www.wetpaint.com/ and http://pbworks.com/. I decided what I liked and didn't like about the different wiki sites available. I choose wikispaces for my class wiki. http://lms8esmith.wikispaces.com/
I had big ideas for using my class wiki; I wanted not only to post homework and other class materials but I also wanted to begin a page for discussing great books. As school began and I explained the wiki to my students, I realized that all my dreaming of using the wiki might not turn out as I had hoped.
Then came my digital photography class at UWG. This class required us to work in groups in order to comment on photos and to give feedback to everyone. Since I volunteered to be the leader, I was thrust into the wonderful world of wikis! Our group decided to use a wiki as a way of collaborating on the projects for our class. I volunteered to set up the wiki so that I could gain more insight into creating and using them. Here is the link to our photography wiki. http://thesnapshots.wikispaces.com/
I learned how to upload files and pictures, and I learned that maybe I needed to change the plan I had for my own class wiki. I tucked that information away in the back of my mind. As the end of the photography class approached, I had to decide how to publish my e-portfolio. Since I had gotten so used to using the wiki, I decided to use it as my e-portfolio. http://eportfolio-esmith.wikispaces.com/
Then I began to think about how I could incorporate something like this with my own students. I began talking with other colleagues, and the majority of them were not excited; however, I mentioned it to the media specialist, and she was all ears! She and I have had numerous conversations about how we could use wikis at our school. Along with using the wikis as class pages and portfolios, we discussed using a wiki to help the grade levels with research. This idea is still in its infant stages, but seeing the wiki from Decatur High and Apalachee High gives me hope that our work on a research wiki will come to fruition.
As I think about the plans I have for becoming a media specialist in the near future, I have big dreams of using wikis to collaborate with teachers, students, and parents. I have bookmarked several wikis of interest, and there is even a wiki dedicated to Web 2.0 tools! How cool is that! http://cooltoolsforschools.wikispaces.com/
I love the view I have from my wikis. What are you waiting for? Let's wiki this!
Subscribe to:
Comments (Atom)