Tech. Tuesday- Sept. 25

This week, I will continue with my Mac Tips in the first part of the post and then give some commentary on an article that I read about using cell phones in the classroom.

Mac Tips:
Brian Storosko included these two tips in his weekly letter to the Junior School teachers:

1. Software Update – it is good practice to click on the Apple logo in the top left corner of your tool bar and select – Software Update – this will review your Apple software and let you know what needs to be installed.

2.  It is easy to run a slide show from a picture folder (vs using iPhoto). Just go to the folder, select all, right click on one of the photos and select quick view, by selecting full screen you get the option of running it as a slide show.

Thanks Brian!

Here are some applications that you may not have had time to explore on your Mac.  If you click on the  Launchpad (looks like the rocket ship on your dock), you will find these:

New Oxford Dictionary:  Type in any word and it will look up the definition.  It can also serve as a Thesaurus.

Solver:  This is a great app!  From this you can create calendars, pro vs. con sheets, To Do lists, calculate a loan, and print various sizes of graph paper.  There are other time management and personal/business finance tools there too.  Check it out!

Stickies:  Click on this tool to create an electronic sticky note on your desktop.

Grapher:  Click on the Utilities to get to this graphing tool.  You can create various types of graphs in 2D or 3D.

Equation Editor:  Math teachers, go into the folder entitled Microsoft Office 2011 (other) to find this pretty nifty equation editor.  Maybe this could replace the one in Word Perfect???

Outlook Signature:  I have noticed that many of you have set up your signature in Outlook the way that Natasha has asked.  This is great.  However, for many of you, your signature is crammed right up against the text of your email.  To give yourself some space (instead of having to hit enter to move the signature down in the body of the email), go back to where you set up your signature (Outlook-Preferences-Signatures) and insert some spaces before the signature.  You can also increase your font size by right clicking (two fingers) on the text of your signature and scrolling to Font-Show Fonts.

The Only Thing We Have to Fear is... 120 Characters

Kevin Thomas and Christy McGee recently published this article (see title above). It was their contention that our fears about allowing cell phone use in the classroom are keeping us from harnessing an incredible learning resource.  They explain that, "This paper explores the current research to refute the claim that cell phones are responsible for aberrant behaviours and to explore the potential instructional benefits of cell phones in the classroom."

Some of the common concerns about cell phone use in the classroom include: "textease," cheating, cyberbulling and sexting.  They address each of these by looking at the research.  Here are their findings:

Textease:  "Along with having no foundation in fact and being largely the product of the media, this fear of adulteration is nothing new.  Teachers often fear anything written or spoken that does not use standard English.  These fears were illustrated in the fight over Ebonics and Black English."  They go on to contend that,"students, like adults, are able to 'code switch' between modes of communication."  The authors also quoted a research study conducted in 2008 that found that  not only did textease  not have a negative impact on students' abilities in terms of writing and spelling, but that those students actually wrote better.  I would love to see that research.

Cheating:  The authors quoted a 2010 study that found that one-third of high school students reported using their cell phones to cheat.  However, they remind us that cheating is not a new phenomenon.  In 1980 (pre-cell phone), they say, 75% of students reported cheating at school.  In 2006, still 74% of students admitted to cheating in school.  Therefore, their contention is that,"Students cheat due to an 'erosion of ethics, self-centredness, not being held responsible for their actions, and pressure from high-stakes testing and parents- none of which have to do with technology or mobile phones."

Cyberbullying:  The American Life Project found that 26% of teenagers have been bullied via mobile phone by calls or text messages.  However, the authors remind us that bullying definitely pre-dates mobile phones.  They say, "Cyberbulling is the latest technological incarnation of this harmful behaviour."  However, "Banning cell phones is not going to make students stop bullying."

Sexting:  As you probably imagine, their research found no evidence to support the claims that cell phones increase student's discussions about sex or participation in sexual misconduct.  The authors state, "Inappropriate behaviour is the result of the lack of guidance and mentoring on the part of adults."  Furthermore, they argue that, "An alarming number of students are injured or killed in traffic accidents each year, but no one blames the car for these tragedies.  It is accepted that driver error and the the car itself is at fault.  The same is true of cell phones used for inappropriate activity."

Thomas and McGee then went on to describe various ways that cell phones can be excellent learning tools.  Their focus is on using cell phones for creation, collaboration, differentiation, assessment and reflection.

Texting:  "Texting can be used to support three types of student interaction:  student to student; student to teacher; and student to content."  They suggest that teachers could use text messaging to remind students about homework, projects or upcoming tests.  Texting, by way of SMS messaging, can also be used by teachers to assess students in the form of pop quizzes or polls.  

I have mentioned the site called Poll Everywhere before.  Using this really easy Web 2.0 tool,  teachers can keep students engaged and attentive, while collecting valuable content data.  

Digital Photos:  Almost every cell phone has a digital camera today.  Thomas & McGee tell us that there are a number of classroom applications for digital photos:  collection of data; scientific visualization; facilitation of reading,writing and visual communication in English; mathematical analysis; providing a context for mathematical problem solving; as an inquiry tool in social studies.

Audio/Video recordings:  Cell phones can be used to create podcasts by students; record classroom lectures; record themselves speaking for oral assessment; conduct interviews for projects; and create multimedia projects- to name a few.

Internet access:  Cell phones with internet access puts the world of information in the palm of the hand of the learner.  They can also access emailed information from teachers and they can access hundreds of educational applications and websites.   

E-texts:  Students can access and read e-texts for their classes using their cell phones which do not take up as much space on their desks as do laptops or print textbooks.

In summary, Thomas and McGee think that, "Technologies, when used appropriately in the classroom, have the potential to create student-centered learning environments where the teachers have a more facilitative role."

Thomas, K.M. & McGee, C.D. (2012). The only thing we have to fear is...120 characters. TechTrends

        (56). p. 19-33.

I would love to hear what YOU think.  Please leave your comments!

Tech Tuesday- On Friday, September 21

I apologize for taking so long to get the first post up for this new school year.  Hopefully, I will be on track now.  This week's Tech. Tuesday post will be devoted to Mac tips.  This will also be a theme throughout the year, so check back often!

Mac Keyboard Shortcuts:

Here are the modifier key symbols you can see in Mac OS X menus:
(Command key) – On some Apple keyboards, this key also has an Apple logo ()
(Control key)
(Option key) – “Alt” may also appear on this key
(Shift key)
(Caps Lock) – Toggles Caps Lock on or off
fn (Function key)

Common Shortcuts:
Command- W:  Close window
Option- Command- W:  Close all windows
Command- P:  Print
Command- L:  Make alias
Command - Delete:  Move to trash
Command - X:  Cut
Command - C:  Copy
Command - V:  Paste
Command - A:  Select all
Command- Shift- 3:  Take a screen shot
Command- Shift- 4:  Take a picture of a section
Option- Command- Esc:  Force Quit
Control-Eject:  Restart
Control- Command- Eject:  Close all applications and shut down

These were obtained from the following URL:  http://3rr0rists.net/macintosh/mac-os-x-keyboard-shortcuts.html
Check it out if you want a complete list of all shortcuts.


Microsoft Word Overview:
I find this to be one of the best overview videos highlighting the key changes in Microsoft Word 2011 for Mac.  It is only about 5 minutes long.  Check it out!




Mac OSX 10.7 Tips & Tricks:
In this video, the "Top Seven Hidden Features" of our operating system are demonstrated.  Warning: The guy talks fast!  Newbies beware!

Mac Video Demos

Here are the helpful videos used in the Mac PD Session- for your convenience.












For more helpful training videos and documents, use the following URL:
http://www.apple.com/findouthowhttp://www.apple.com/findouthow

Let's Make Sure Our Students Could Earn Their MBI

I recently came across the site of self-proclaimed World's leading futurist, Jim Carroll (http://www.jimcarroll.com/category/trends/education-trends/) He contends that tomorrow's leaders will not be able to survive on today's skills. In our rapidly changing world, thanks to technology innovation, business leaders will no longer need to know how to manage, administer and/or comply. Instead, the only people who will rise to the top are those who can creatively access readily available resources and problem- solve in creative and innovative ways. This is not a new idea (ironically). However, what I found refreshing in his writing was his notion that universities should do away with degrees such as the MBA and prepare students for the future by offering an MBI- Masters of Business IMAGINATION. Clever huh? A graduate with this degree would demonstrate the ability to: 1. See things differently and come up with new ideas 2. Foster creativity in others 3. Look for the potential in change; rather than view it as a threat 4. Refuse the status quo 5. Set future-oriented goals that embrace inevitable change 6. Posess the ability to gain "just-in-time knowledge" and then unlearn it just as easily when inevitable changes dictates it 7. Despises and refuses to use or listen to the word "can't" 8. Readily and enthusiastically faces challenges 9. Embraces change 10. Listens to and surrounds him/herself with people who are different and think differently 11. Refuses to say, "It won't work" and says, "How can we make it work?" This made me pause and wonder, what needs to change in our current curricula and pedagogy if we were going to prepare our students to enter into that type of university program? Are we graduating students at Ashbury College who would be good candidates for that program? If not, what would we need to change?

Tech. Tuesday- April 24

I enjoyed listening to your innovations and your discussions at our last faculty meeting.  I also appreciate getting your notes from your groups.  It was exciting to learn about some of the things that you are doing in your classes.  In fact, I was so pleased, that I decided to synthesize the most unique feedback and share it with everyone so that we could all benefit.  Here is what some of us are doing:

1.  A number of us are using Popplets for the purposes of cloud computing and to facilitate collaboration.  Popplets are like Wikis in that multiple people can work together on projects.  Unlike Wikis, Popplets tend to focus on primarily visual ideas, so they are great for graphic organizers, portfolios and galleries.
Check it out!



2.  Likewise, cloud computing in the form of Google Docs or Drop Box is starting to become popular here.  The benefits are that they make editing papers easier for students and teachers can give feedback electronically.  It also allows teachers and students to work on tasks from anywhere and reduces how much anyone needs to lug around in backpacks or bags or keep on USB keys that can be easily lost.  There is even a Drop Box app for the iPad!  Check out this descriptive video!

3.   For his astronomy unit, one of our colleagues had his class conduct a speed dating activity.  They each represented one planet and as they meet on the speed dating track, they "get to know each other" via questions and answers.  Very clever!

4.  Our Communications Technology teacher has been using Bamboo Tablets in his classes.  He loves it because it enables him to demonstrate, draw and communicate with a pen tool rather than a mouse.  He can also create diagrams and share on his course management system.  His students love it because they can

Create storyboards, cartoons and animation more naturally with a pen tool and manipulate and create images and art digitally more freely than with a mouse.  Here is a link to the Bamboo website:

http://www.wacom.com/en/Products/Bamboo/BambooTablets/BambooConnect.aspx

  Here is a demo video:

5.  Instead of assigning a pen and paper task, one of our Social Studies teachers allowed her students to do a physical simulation of how bills are passed in the House of Commons.

6.  One of our French teachers is having her students prepare their summatives using various methods such as poetry, music, art and creative writing.

7.  One of our Science teachers conducted her Ecology unit with the "Nature Deficit Disorder" theme.  She had a "no student left inside" policy whereby every class was conducted outside (rain or shine).  This actually took them away from the culture of technology and required them to be influenced by the "affective domain."  There job was to choose a tree and discuss the Re-Birth of a tree.  Every student presented an "exit interview" whereby they presented a "patty cake" to the teacher explaining what they learned.  I would love to know more about this and I bet you would too!

There were two requests with regards to innovations.  First, one of our teachers inquired about a way to allow students to display their poems, songs, art, etc.  I would highly recommend Voice Thread for this sort of thing.  I believe I have already blogged about Voice Thread in the past. If you have forgotten what Voice Thread is, here is a link to their demo video:
http://voicethread.com/?#q.b409.i848804

Second, one of our colleagues asked for ideas about applications that would allow for computer-based collaboration between students (i.e. building a sample essay together).  There are so many options for this.  As mentioned earlier, you could use Google Docs.  Many of you have experience the collaborative features of Google Docs as we worked on the CAIS assessment document together.  I also describe the Popplet earlier, which would work nicely.  Or, you could use one of any number of Wikis.  At this time, I tend to prefer the wikis in Wikispaces.  They offer a good product to teachers for free and it is really simple to use.  I would be happy to help you set one up!

As always, if you are interested in learning more about any of these tools to help us continue to innovate in our classrooms, please come see me.

What? You Mean That Students Should Actually USE the Feedback We Give Them?

My favorite mentor of classroom management use to say, "The only thing in learning with a 100% guarantee is forgetting."  This is pretty bad news for teachers.  Along with that, I learned long ago that it's almost as sure that students pay little heed to the incredibly insightful and wise feedback that I used to give them on their papers (picture my sideways grin).  Perhaps, I learned this by seeing so many of my painstakingly marked papers left in desks, on floors or in the garbage can.  Perhaps, I learned this by having to repeat the same feedback over and over and wondering what is wrong with "those kids?!"  Either way, I learned that kids only wanted to see the mark and that my feedback, no matter how positive its intent, was seen as criticism...and not the motivating kind.

An article in the March 26 edition of ASDC's Inservice magazine addressed this issue and I thought some of the ideas were brilliant!  The teacher in this article, Melissa Poole, not only noticed that her students were not paying attention to her feedback, but she also noticed that he students really did not know how to give meaningful feedback to their peers.  She commented, "Too often, feedback is just a way to justify a grade, rather than help students improve."   As a result, Poole decided that she needed to model good feedback for them and she needed to "show" them how to use this feedback to improve their performance.  She looked to innovative technology to assist her with this new best practice.

First, she uses free screencasting applications such as Jing to record herself marking and commenting on the paper and how to make improvements.  Teachers could also use the very simple LiveScribe audio PDF application to get similar results.  Next, she uploads the videos to a private channel on YouTube for the student to view.  One could also opt to use their course management system to upload the videos or they could be emailed to the students.

Finally, she set up virtual "office hours" in Google Docs telling her students she'd be live on Google Docs during certain hours, and that they should log on at those times and share their work in progress to get live feedback.  Again, this could be accomplished using any variety of course management applications, such as Moodle.

To me, there is no better example of looking to innovative technologies to help solve an age-old issue than this.  If you would like to do something similar, please let me know!

Tech. Tuesday- April 8

Many of you already use the excellent web 2.0 tool called Turnitin.com.  One of your favorite parts of this tool is the Originality Check application that is capable of comparing uploaded student work to hundreds of thousands of websites for potential plagiarism.  I have used it myself and it is amazing.  However, some of you still feel that plagiarism remains a concern in your classes.  Let me invite you to check out this archived webinar from Turnitin.com:   Pushing Past Plagiarism with OriginalityCheck

By far, fewer of you utilize the online grading capabilities of Turnitin.com.  This application allows you to mark student work much quicker and easier without carrying around stacks of papers.  You can use the comments already included in the program or you can create your own and then place those comments on students' work with the click of the mouse.  If you are not convinced that GradeMark will make marking easier and faster for you, then check out this interactive tutorial.  https://demo-www.turnitin.com/dv?o=222980585&u=1007009245&lang=en_us&demo=1&cv=1&output=json&s=3

Using Google Docs to make Digital Kits for Projects 

While reading a March post of The Tempered Radical, I was intrigued by Mr. Ferriter's description of a way to use Google Docs to make Digital Project Kits for students.  I described Google Docs in a previous blog post (see Tech. Tuesday- December 20).  Using Google Docs to create a project kit for students, especially those in lower grades, seemed ingenious to me.  Basically, a digital kit is a collection of anything (i.e. photos, video clips, audio clips, passages of text, articles, documents, cartoons, etc.) connected to the project topic that teachers assemble for the students prior to the beginning of the project. Then, students use the content in digital kits to create their final products.  Now, before that furrowed brow that you have on your face becomes permanent, let me acknowledge that this would take some time to prepare on the part of the teacher, and explain why this would be time well spent.  First, it would speed up the process of the project.  As Mr. Ferriter describes, "Instead of spending days searching for content, students using pre-assembled digital kits are freed to think about the topic of study immediately." This would also give the teacher more control over the types of resources the students use in their projects.  Here's the best part though, if you search for images using Google Docs, Google only provides photos and images that are licensed for reuse and modification.  This means that no one has to worry about copyright infringement with these images!  Here are the steps for doing this (thanks to Mr. Ferriter):

1.  Start a new presentation in Google Docs

2.  Under Insert select Image

3.  In the Insert Image menu, select Google Image Search

4.  Type in your search term

5.  Google will only find images that are reusable without copyright infringement

6. After clicking on the image you want to use, find the link to the original image online found at the bottom of the image collection that Google has returned
7. Follow that link to find as much information about the original photographer as you can
8. Click on the Notes section of the slide to write a citation for the image.
9. When you are finished creating your digital kit, select the Share button in the top-right hand corner of your screen to make the file publicly available on the web
10. Copy the link that Google generates for your digital kit and share it with your students

 If you have a topic that you would like to see addressed in this blog, or if you would like to make a suggestion for training, please let me know!