Recently I visted Joyce Valenza who is an expert on web 2.0 tools (also from my high school) and commented on her blog about a day in the life of web 2.0
http://www.schoollibraryjournal.com/blog/1340000334/post/1530049753.html
Sunday, December 13, 2009
Tuesday, December 8, 2009
Blog #3 - Safe Practices with Web 2.0
Blog #3 - Safe Practices with Web 2.0
Each time we learn / use a web 2.0 tool part of the discussion and some of my thoughts are how safe would these be to use in the classroom? How safe are they for myself and my students?
With each new web 2.0 tool there is always a risk of putting too much information out there. There is the risk that someone or something will get hacked and my own personal information will get stolen. So what can be done to protect yourself?
By reading chapter 7 in Solomon and Schrum new ways and common sense practices became obvious. A user can switch / using multiple usernames and passwords, so that there never the same and if one online site becomes unsecure all of your personal information will not be. Don’t open emails from people that you do not know as they are often spam/spyware/or worse.
The other day as a class we used 2nd Life and I wondered how secure this website was to use especially in the classroom.
It seems as though if you alternate your password and username from the norm that it could be a secure “place” to be. Also it is important that in your travels though 2nd life that you don’t give out information to strangers. It is ironic that as kids our parents told us not to talk to strangers but some people will tell you personal information and there whole life story in a web-based world. The same thing your parents told you about life applies in 2nd life, don’t talk to strangers. If your going to don’t give out personal information.
With common sense practices and doing some research on your own all of these web 2.0 tools can be effective in and out of the classroom and safe.
Monday, November 30, 2009
Blog Response #2 Research & the Reflective Practitioner
Research & the Reflective Practitioner
When I think of research and reflective practitioners I think of the ability of a professional to reflect while in action. Meaning that while a teacher (etc) was researching a topic they could stop and think about what that particular research means to them and to the topic they are searching about. More importantly the can examine how it has impacted their own life and professional experiences through reflection.
After each part of the process the person can reflect on what they have learned and what was successful about the process itself and the new information. In many ways a reflective practitioner is a person who is not afraid to use trail and error and learn from their mistakes.
As I reflected on this topic I realized that I have been a reflective practitioner many times over the past few years. When designing (and redesigning) our school’s moodle culture web page I often would look back at what worked from the previous attempts and try to figure out how to make the new design better based on prior results. I would also ask around and try to get other people reflections and input while I was in the middle of the redesign to make sure that I was able to capture what worked while fixing what did not work.
A good practitioner is able to use the things they have learned (reflections, insights) to improve how they do things in the future.
When I think of research and reflective practitioners I think of the ability of a professional to reflect while in action. Meaning that while a teacher (etc) was researching a topic they could stop and think about what that particular research means to them and to the topic they are searching about. More importantly the can examine how it has impacted their own life and professional experiences through reflection.
After each part of the process the person can reflect on what they have learned and what was successful about the process itself and the new information. In many ways a reflective practitioner is a person who is not afraid to use trail and error and learn from their mistakes.
As I reflected on this topic I realized that I have been a reflective practitioner many times over the past few years. When designing (and redesigning) our school’s moodle culture web page I often would look back at what worked from the previous attempts and try to figure out how to make the new design better based on prior results. I would also ask around and try to get other people reflections and input while I was in the middle of the redesign to make sure that I was able to capture what worked while fixing what did not work.
A good practitioner is able to use the things they have learned (reflections, insights) to improve how they do things in the future.
Friday, November 6, 2009
Response Blog #1 “Creating My Own Social Network”
The idea of creating my own social network seems like a vast and challenging task. There are so many different and new tools out there that can be used to manage and facilitate classroom content. The key is not only identifying the tools but to me the most important part is having a centralized area that will allow each web tool to work cooperatively together.
After reading about and using open source programs like “Open Office” I have realized that there are many useful and inexpensive (in this case free) tools that can be used. Open office is essentially Microsoft Office programs. All of the popular Microsoft applications (Word, Power Point, Excel, etc) are available through open office. The programs work almost identically and if you know how to use one you can certainly use the other.
Our Culture Committee has also begun using Moodle and wikis to collaborate online meetings with face to face meetings. I am currently running the Moodle page for this group and so far the inclusion of this web-based tool has been very helpful when it comes to keeping multiple tools in one location for easy use. I honestly believe that having a centralized location is the most important piece for having educators correctly use web 2.0 tools and use the efficiently.
After reading about and using open source programs like “Open Office” I have realized that there are many useful and inexpensive (in this case free) tools that can be used. Open office is essentially Microsoft Office programs. All of the popular Microsoft applications (Word, Power Point, Excel, etc) are available through open office. The programs work almost identically and if you know how to use one you can certainly use the other.
Our Culture Committee has also begun using Moodle and wikis to collaborate online meetings with face to face meetings. I am currently running the Moodle page for this group and so far the inclusion of this web-based tool has been very helpful when it comes to keeping multiple tools in one location for easy use. I honestly believe that having a centralized location is the most important piece for having educators correctly use web 2.0 tools and use the efficiently.
Friday, October 17, 2008
Project Reflection
After creating my Mindtool, I made several discoveries about the tool itself and the implementation of the Mindtool.
The Mindtool itself was the use of a student created database worksheet. Each student had to create a 4 question quiz based on the content they just mastered. Other student would then take the assessment and it would be graded. After they results were shared students would go back to the student drive (where the worksheets were stored) and make comments about the other users database. This makes the Mindtool interactive and allows for constant revision and peer sharing.
Student responded well to the worksheets. They seemed to have a good time coming up with questions based on what they just learned, and mastered. Students still have to answer the questions and comment on the corrected versions. They also have to comment on what they liked or disliked about the Mindtool.
I predict that the students would like the commenting portion best. The ability to go into the students shares portion and continuously check on the comments made by other students will fuel the original student to edit his/her work to make it better.
Overall the implementation and the response to the Mindtool is going well. Students seem to like the idea that they can make their own assessments.
The Mindtool itself was the use of a student created database worksheet. Each student had to create a 4 question quiz based on the content they just mastered. Other student would then take the assessment and it would be graded. After they results were shared students would go back to the student drive (where the worksheets were stored) and make comments about the other users database. This makes the Mindtool interactive and allows for constant revision and peer sharing.
Student responded well to the worksheets. They seemed to have a good time coming up with questions based on what they just learned, and mastered. Students still have to answer the questions and comment on the corrected versions. They also have to comment on what they liked or disliked about the Mindtool.
I predict that the students would like the commenting portion best. The ability to go into the students shares portion and continuously check on the comments made by other students will fuel the original student to edit his/her work to make it better.
Overall the implementation and the response to the Mindtool is going well. Students seem to like the idea that they can make their own assessments.
Monday, October 13, 2008
Tuesday, October 7, 2008
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