Tuesday, May 17, 2016

Tuesday, December 16, 2014

Hour of Code with Pre- K

Working with the preschool students was great fun, I used the Tynker app on the ipads in a small group of 5. Such a young group required guidance and targeted questioning techniques, especially during the repeat function. Although it was challenging, it was worth the effort when the students started to identify patterns.
We worked on one ipad as a group, then each student repeated the levels on their own ipads. For the second round, I added a few new students and had the first group assist the second group while I supervised and jumped in when necessary. Although the Tynker app only allowed us to play the Codey's Quest Game for free, it was perfect for the time period and cognitive level of the 3 and 4 year olds. By far the best app I found was The Foos. It was easier to use and provided adequate visual guidance during the learning experience. This apps needs the least amount of guidance from an adult. The challenges are stimuating and really feel like a game. The Foos app also allowed us to reset the progress of the user.
During Morning Meeting, we "Programmed a classmate" for an unplugged coding activity using the geometrical design of the rug as a "Game board." I believe it would have been better to do this with a smaller group, rather than the whole class, as some students were not as engaged in the process.

 We did attempt to use a few other apps, such as Daisy the Dinosaur, but she doesn't take recognizable steps. When we used the "One move forward" command, the dinosaur appeared to take 3 steps instead of one. Another app that caused a bit a kerfufffle was Kodable, the first challenge directed us to select moves that we did not think were correct. The app represented moves in groups of blocks instead of one block per move, it was too confusing for such a young age. 

Tuesday, August 13, 2013

Chromecast has landed

A neat little package arrived yesterday, Chromecast was on my doorstep.  The instructions for setup were very simple, though I originally thought the USB charger was optional. It does not work without that USB being plugged in, so be warned.  Luckily I did have a USB port on my tv and didn't have to mess with the power strip buried in the back of my entertainment center. Setup took all of 5 minutes, mostly finding out that the chromecast doesn't work with my 5G wifi, only the slower connection.  It could be my TV or the chromecast, who knows without me delving into the forums.  If you want decent sound, turn up TV volume  PRIOR  to casting. For some reason, this was the only way to get volume control, as my remote failed to work for me after I started casting. Netflix experienced a lot of lag, weird since I have great Internet and no trouble with iPad, surface or android tablets while streaming from that service. YouTube was better, but not by much.  Thank goodness I can get Netflix through Xbox.  I assume the limited amount of castability options will change, as more services integrate.  I do not have Apple TV, so I can only compare to Xbox at tis point. Xbox is a pain, so running chromecast from the iPad or laptop was so much easier, just wish the streaming was better. You absolutely can use other tabs and strema at the smae time, so that functionality is what they promised.  I am going to try it out in a classroom this week and update this review. Since I know I have strong Internet at home, I have no allusions that the streaming will be faster in a school, but there is always hope.  I also know that any new product has bugs that will be fixed. For the price, if it works it will be great value.  I also saw online chatter that I may be able to get netflix free for three months with the chromecast, so I will be checking into that.  I will update as I get information.

Tuesday, June 4, 2013

Reflections on MOOCs


This is a guest post from Jen Lee, an aquaintence  of mine from South Jersey who agreed to share her elearning experiences with us:

I took two MOOC courses at Coursera.org in the Fall of 2012, and am currently enrolled in another right now during Spring 2013.
I took "Learn to Program: The Fundamentals" from the University of Toronto, which offered a certificate of accomplishment for those achieving a grade of 70 or higher.
I took "An Introduction to Interactive Programming in Python" from Rice University, which did not offer a certificate at all.
Currently, I'm taking "Learn to Program: Crafting Quality Code" from the University of Toronto. This is a followup to the first Learn to Program class, with the same instructors, and also offers a certificate of accomplishment for those achieving a grade of 80 or higher.

In all of the classes, there were video lectures with the professors explaining things in a very clear way from start to finish.  There were no books required; all the learning was done through video lectures, exercises, and assignments.  There were lots of programming tasks to complete, and quizzes to take. The students took to the forums, talked about everything, asked for help, offered help, set up google and facebook study groups, and generally posted a LOT. The forums were constantly buzzing with activity. Since there were SO many people, types of people varied drastically. There were complainers, there were people who kept asking for extensions on dates, there were people who made fun of those people, there were people who helped everyone out, there were people who asked a ton of questions, there were people who answered a ton of questions. There were people who were obviously seasoned programmers, so much that we all wondered why they would take a beginner class.  There were people who just didn't understand the material who were struggling along the whole time. There were critics and supporters. People who loved the professors and people who hated them. People who thought the course was too easy and who thought it was too hard. The forums were a great source of information, and entertainment. Socially, it was comfortable and familiar. Especially because a good portion of people were taking both classes at the same time.

In the Rice University course, the team of professors (there were 5, though only 2 main ones) encouraged students to make their own videos explaining the course material for that week and post it to the forums. The student with the videos that were the most popular at the end of the course would win an iPad.  I can see that they didn't know quite how popular that contest would be. Lots of students made videos, and a few made videos several times a week for the duration of the 7 week course. In the end, it tied... between a 19 year old girl... and a 12 year old boy. All these adults trying to learn programming... and a 12 year old boy was teaching them how. He was truly an inspiration, even to my kids, who have now taken an interest.

The professors interacted more than I would have expected. In all cases they did have community TAs to help people who needed it. But the profs monitored the forums regularly and commented a LOT. The forums helpfully marked which threads had a professor response included, so that was a nice feature. 

Personally, I learned a lot in those classes. I enjoyed programming so much that I decided to enroll in the local community college to pursue a degree in it, purely because I like it and I would love to have those skills. Currently I am enrolled full time in the community college, with mostly online classes, and I'm still taking a MOOC from Coursera because I love it, and because that programming language (Python) is not offered at ACCC.

The online classes I'm taking at an actual college are jolting, coming out of Coursera. The online classes in programming at ACCC are more like self-taught courses. Here's the book, those are your assignments, these are tests and quizzes, here are the due dates for everything, now GO. It's nothing like Coursera. At Coursera, the video lectures and programming assignments are not released all at the beginning; they are slowly released as the course progresses. So, even advanced programmers can't move ahead and finish the course in the first two weeks. They have to stick around with the rest of us and do what we're doing... which is great, because the forums wouldn't work if only the slowest students were there posting and the faster students had already moved on. The faster students are the ones who have the patience and the knowledge to help the rest of us through the problems that we don't understand.  At ACCC, you ask a question, and there's no one really checking the forums anymore to even answer.

I realize that online classes will likely never fully replace traditional classrooms. However, the model used at Coursera is very efficient, very conducive to learning, and well liked by many. The do-it-yourself model probably doesn't work well for students who are not self-motivated or who do not learn well by reading a textbook alone.

I don't have full statistics for the courses. At the end of the first Learn To Program class, though, the professors did post a summary, which gives some interesting data. Here it is:


The number of people who earned a certificate: 8243



The number of people who submitted each piece of coursework:



E1    38502

E2    25368

A1    18222

E3    17104

E4    14991

A2    13236

E5    12657

E6    10658

A3     9336

E7     9283

Exam   8938



The next two sections count the results only for people who wrote the final exam.




coursemark  how many earned that mark

[0-10)        44

[10-20)       59

[20-30)       92

[30-40)      106

[40-50)      114

[50-60)      167

[60-70)      331

[70-80)      747

[80-90)     1840

[90-100)    4592

=100:        766



exammark      #    # earned cert    # did not earn cert

(0-1)         0             0             0

[1-2)         0             0             0

[2-3)        58             7            51

[3-4)        39             3            36

[4-5)        64             8            56

[5-6)       103            15            88

[6-7)        79            29            50

[7-8)       109            49            60

[8-9)       168            98            70

[9-10)      233           180            53

[10-11)     409           357            52

[11-12)     735           661            74

[12-13)    1360          1278            82

[13-14)    2349          2247           102

14         3152          3055            97





We correlated the Week 3 Workload survey responses with course completion by category. The categories were:


   "I had never programmed before.",

   "I had written a few small programs or tried to take another programming course but didn't complete it."

   "I had completed an introductory programming course."

   "I have significant programming experience."



In the following table, we list:




* the category

* how many people in that category who wrote the survey

* how many people in that category still in the course

* how many people in that category still in the course (as a percentage)

* how many people in that category who earned a certificate

* how many people in that category who earned a certificate (as a percentage)





   category    survey  # done  %       cert    cert %



  beginners     4167    3596   86.3     1386   33.26

     novice     3335    3067   92.0     1666   49.96

       some     2681    2434   90.8     1431   53.38

experienced     1806    1683   93.2     1136   62.90

   everyone    11989   10780   89.9     5619   46.87



We are impressed be everyone who earned a certificate, especially the beginners and novices. You should be proud of yourselves. Well done!


Update on Blog Post


Hi!
Just wanted to update you on some MOOC info...
I finished my third MOOC this semester. Still loved it. This one was shorter (5 weeks as opposed to but it was still full of great information.
I was just browsing upcoming classes on Coursera and I discovered that they are now offering something called "Signature Track". It's a paid option for a MOOC that will run right alongside the regular MOOC offerings on Coursera, but they will be using typing patterns plus a webcam to actually determine that the person that is doing the coursework is in fact the person who has registered for the course. I'm guessing it's one step closer to actually getting MOOCs to be recognized and accepted as credit at brick and mortar institutions.
What I find strange about this much security is that the classes I'm taking online at ACCC don't require any sort of validation like that. It's pretty much "Go buy the book, here's a list of your assignments and due dates, email someone if you need any help." So, to me, the Signature Track at Coursera seems like complete overkill.
But, it is what it is. If it gets us closer to MOOCs being accepted as credit, I'm all for it.
Here's the information on the Signature Track:
https://www.coursera.org/signature/guidebook

Wednesday, January 2, 2013

STEM in Journalism

Not every student who pursues a science degree winds up as a scientist, in this lively google hangout, deSTEMber In the Field Friday Roundtable Science & Journalism, you will get a chance to meet Science majors who became Journalists. As a group they have taken an unexpected path to sharing their passion for science with others.

Watching high school students try to make decisions about their futures becomes a little easier when one realizes that even though they have to choose a major in college, they are not necessarily locked into traditional careers. 

Monday, September 10, 2012

Testing Facebook Badges

Sometimes you need a stinkin' badge

SRI & ETTC

Create Your Badge

Thursday, September 6, 2012

My Macbook Pro Was Possessed!


Today was the weirdest day. I was sitting at my desk and was working on my pc.   I also had my Macbook Pro open and about halfway through the day I noticed that strange foreign music was playing out of it.  At certain moments the screen kept changing. I almost freaked out when I saw the pink screen of death flash for a moment.   Pictures were flashing up that I had nothing to do with anything  I had on the computer and I really thought that it was possessed. I started thinking about a when I could fit a trip into the apple store, but after a few minutes the activity stopped. All was fine for a little while.   A few hours later I received a phone call from the main campus and it was a woman who told me that she could see my MacBook Pro come up on her iPhone when she tapped her home button three times from the locked position.  She said she noticed it in a meeting and that everyone in the room could see it on their phones as well.  They noticed a square with a triangle on it and when they tapped it  they could see my computer name.  

I tried it out myself with my  iPhone and realized  it was happening there too.    I immediately checked my sharing settings in system preferences and they were off.   I checked my bluetooth and shut that off.  It was still there on my phone.  I could not see anything on the phone, just the listing that my computer was there.  I closed all my programs out and restarted my computer. 

It took me an hour to figure out I left my AirServer on and anyone on the same wireless account with an ipad or iphone could start broadcasting to my Macbook Pro. The people in the meeting were broadcasting al their iphone stuff to my Macbook Pro all day.  Unbelievable. 

 In case you do not know what AirServer is, it is an affordable app ($14.99 for 5 downloads) that you download to your computer so that you can Mirror broadcast your iphone or ipad to whatever computer is on the same wireless connection.  No dongle is needed to mirror on a laptop or macbook if they have the app on them.  HOWEVER, if you fail to shut it off, other people can also broadcast on your computer.  I was a mile down the road, but sharing the same wireless connection because it was networked.  I am so relieved I do not have to contact the Vatican or the Apple store, I simply have to remember to quit when I am done mirroring. I can see how easy it is to have students share their ipads while in a classroom, but they can also take over if they like unless their teachers remember to quit AirServer.

Wednesday, August 8, 2012

The New Edmodo- EdmodoCon 2012

EdmodoCon 2012 was thrilling this morning as we watched the Keynote presentation given by Nic Borg.  I was excited to see all the new features that would be available to conference attendees before they are rolled out to everyone else, but also wished that the rollout happened earlier in the summer so all teachers could start with it in the new school year. They kept the new edmodo completely under wraps, so this first presentation was a revelation. There were no hints on the blog.
 I was thinking of the day before, when over 40 teachers walked away from my training classroom, ready to start using the current edmodo interface. I want them to have the latest and greatest version and since I invited them all to edmodocon 2012, at least some of them will know about the changes that are coming our way.  Although the calendar and Gradebook will have an updated look and functionality,  (We can soon track badges!) the most exciting features will be Apps, Discovery and Insights.  I have had Apps for a while now and can't wait to try them out with real students this fall instead of my test students, although many teachers complained about the prices associated with them.  I know that a lot of districts already pay for some of the apps that are being linked with edmodo.  The benefits are that students have one login to access both edmodo and apps. The work they complete using  the apps will be tied in with edmodo assignments and gradebook.  Discovery is a feature that will enable teachers to post their topics and search for topics in a much more user-friendly fashion. Think of google search capability within edmodo, in a visually appealing format.  Collaboration will be much easier from now on, without having to scroll through groups and communities. Insights is one of the features we have been asking for. We wanted "like" buttons, and now we will have a choice of reflection buttons that can help us know what students respond to, and what they have trouble with.  They can reflect on their assignments and I can't wait to see the output of this feature.  Valuable data about how our students learn will only help my teachers be better at what they do, and the students will have that reflective piece for themselves. Get ready for a new look, better functionality, and many of the features we have been looking for. As soon as I get my beta invitation, I will update you on how they all work.



Wednesday, August 1, 2012

I Trashed my Clicker at ISTE 2012

 I had a bit of fun trashing my clicker in San Diego this past June, I have great aim and was intriqued by the product they were offering.  Quick Question is great for classroom formative assessment - students use any web enabled device, no 'clicker' required!  iPads, smartphones, laptops, netbooks, etc - they all work.  Instantly assess your students using Yes/No, True/False, Multiple Choice, or Text (Free response) questions.  Use Quick Question as a class discussion starter, exit tag, or anytime you need to know what your class knows.  Teacher accounts are free, and students don't need an account.  Have a teacher friend or colleague that would like Quick Question?  Have them sign up at www.naiku.net/quick-question.  It's free!

Monday, July 30, 2012

SMART Response Assessment Strategies Workshop

SMART Response Assessment Strategies- DEMO ONLY
Formative assessment enables educators to adjust teaching and learning while they are happening. Use SMART Notebook software, SMART Response interactive clickers, and accompanying Teacher Tools to see how well each student has understood lesson material. Learn how to use the clickers to engage your students, create question sets that will increase their performance, set up class records, and establish effective assessment strategies to raise student achievement. Learn how to modify your lessons based on quick and easy responses from your students. Target your lessons for success while engaging students of all ages.

Audience: All Educators
Workshop Code: TIPS13009
Dates: Tuesday, July 31, 2012
From: 9:00 to: 12:00
Cost: $106 OR 4 ETTC Hour(s). For info on membership, call the ETTC.
Instructor: Michelle Wendt
Location: SRI & ETTC - Meeting Room #128


Location:
Southern Regional Institute & ETTC
Richard Stockton College of New Jersey
Parkway Building
10 West Jimmie Leeds Road
Galloway, New Jersey 08205
Directions


Here is the Registration Link.














Tuesday, July 24, 2012

Music Research Project Glogster Rubric



Tuesday, July 10, 2012

Minecraft and the Common Core Standards

Here is the other topic I have begun on scoop.it.  

 There is going to be a lot of interest in this topic as teachers scramble to justify a reason to use minecraft to their administrators. We know the kids are into it, we just have to tap into the magic that is inherent in the product. After my son and his friends spent weeks building pre-history village for social studies (after- school) and making sure the details were meticulously correct for the time period, I knew that it had amazing potential.

Minecraft and Digital Storytelling

This is my first scoop.it, thought I would go with a topic that has lately been on my mind as I see more and more schools start their own minecraft servers.

If you are a scooper, please feel free to suggest items for it.

Tuesday, July 3, 2012

Top Rated Educational Apps from ISTE 2012 and "Shlogin"

After a little pre-conference sightseeing and the ISTE Unplugged'd SocialEdCon,   I attended the SocialEdCon After-Party hosted by StudyBlue at the Marriott Marquee in San Diego. What a great group of people I met!  In fact I kept running into the same faces all during the conference, which made me feel right at home.  I met the friendly Jerrilyn Jacobs, a Media Arts Educator from Encino, California and we spent quite awhile together sharing our experiences and challenges with multimedia projects. We had a chance to app-share with each other and the rest of the crowd and Zach Galin just released the list of top apps that all us educators and business people voted as the most critical to what we do.  If you don't know these, perhaps you should. At least 4 are always at the top of my own list. Here they are... don't forget to check out the honorable mentions at the bottom.  I will be looking into the apps I currently am not familiar with to see what I am missing.




Also of note was the incredible opportunity afforded us by Startup Weekend. Educators were pitching the rest of us their 1 minute appeals for products or services that they think  need developing for our market. It was truly hysterical, but most ideas were valid.  We voted on 5 teams won the opportunity to attend a StartUp Weekend to develop the ideas they came up with that we voted on.  My favorite idea did not get picked, it was for "Shlogin,"  an app that would allow at least 5 users to login on an ipad or tablet;  tell me that is not desperately needed! We have students that change the settings on each other all the time. The winners had great ideas, but that was the one I was yelling for.  I included a picture of that teacher, it is a little blurry, but I was cheering pretty hard. Next year I hope to get a chance to try my own ideas out on the crowd.  I would love to be part of another startup.  

Monday, July 2, 2012

Rock Stars of ISTE 2012

All year long I am on the computer, checking out blog posts, tweets and wiki updates from other professionals in the Technology Integration field.  Since we come from all over the world, it is rare that we get to meet one another face to face.  Luckily I had the chance to meet one of my gurus at the ISTE 2012 conference in San Diego, Lisa Johnson.  Lisa is a self  proclaimed appaholic and is the creator of techchef4u, where she shares the lastest free IOS apps for educators on a daily basis. I have been following her on Google+ since I first signed in and have no idea how I originally hooked up with her contact information in the first place.  Anyway, at the ISTE conference she was hosting a poster session a few boards down from ours and I was able to catch her in action. After battling the swarm of people around her booth, we had a chance to speak for a few minutes. She shared one of the latest tools in her arsenal,  iCardSort, and even gave some of the partcipants a redeem code.  Ask me for the code for the app and I will share it with you.
In case you have need of information on apps for educators and classrooms, be sure to get the the techchef4u app for yourself, you can also follow her on blogtalkradio.com where she has hosted over 36 episodes so far. they are archived and always ready to play, or you can participate in her next show. You can check out some of her sessions below.
Listen to internet radio with Techchef4u on Blog Talk Radio







Sunday, July 1, 2012

Google and more at ISTE 2012

Google in education was all over the place at ISTE 2012 and I didn't mind making a fool of myself taking this picture.  I was lucky enough to meet some fabulous educators from Canada at the Google for Educators event at Wine Steals wine bar in the East Village.  It was a very sticky floor downstairs where all the youngkins were playing the quizzes, but upstairs on the deck was where the true action was.  As well as free eats and libations, there was lots of networking. The most fun people we met that evening were Shelagh Lim and Kevin Amboe from Surrey Schools in British Columbia. Shelagh is a STEM integrationist, who I just really needed to meet, while my friend Ann was whooping it up with Kevin, the technology integrationist. Hopefully, we can share ideas between our districts. I have never been much for networking, it takes me a while to warm up to new people, but since I traveled so far...  I decided I like it after all.  We met so many interesting people that I wouldn't want to have missed the opportunities. The view from the deck was incredible, it is a perfect place to catch the Padres playing in Petco Park. We did find a Jersey Girl at the Google event, she was from Ocean City but may never leave sunny San Diego.

Thursday, June 28, 2012

High Tech Hall- here I come

I am very excited to announce that I will be presenting in the High tech Hall at the NJEA conventionin Atlantic City on Thursday, November 8th 2012.  I hope you  get a chance to stop by and check out this free web 2.0 tool that has helped us in some of the more challenging classrooms in which we work.
Free Classroom Management with ClassDoJo
Thursday, November 8th
3:00
Table 3 in High Tech Hall

Tuesday, June 26, 2012

The Literacy Shed

This fabulous website was shared in one of my edmodo groups, just had to check it out.  Tell me what you think!
Posted from Diigo. The rest of my favorite links are here.

Wednesday, May 23, 2012

Skyping with authors

Posted from Diigo. The rest of my favorite links are here.

Thursday, March 8, 2012

Common Core Standards Resources for Edmodo Teachers

  • Example of conversation

    Mrs. Kristina Holzweiss and the link to her as a connection is http://www.edmodo.com/lieberrian

How to subscribe your edmodo group to an RSS Feed.

Unable to display content. Adobe Flash is required.

Monday, February 13, 2012

Apps for Pre-schoolers

Posted from Diigo. The rest of my favorite links are here.

Monday, December 19, 2011

Collaborative Projects using Minecraft

There are many opportunities to participate in a project while living in different locations. Recently, this group of middle schoolers' worked on a collaborative project together, each from the comfort of their own homes. They all have a Minecraft account, and they used one student's Minecraft server. This project allowed them to use their favorite online game to meet social studies and technology standards. The students communicated throughout the process with the online chat and through Skype group calling. The purpose of the project was to make a video about a pre-history village. Instead of dressing up and playing characters as the rest of the class did, they decided to BUILD an entire prehistory village using Minecraft software.
Minecraft is focused on creativity and building, allowing players to build constructions out of textured cubes in a 3D world.
Some of the challenges included getting certain students to stop goofing around and they also failed to START with a plan. As they built their village, they argued about each inclusion and whether or not it followed pre-history in terms of historical accuracy. They concentrated very heavily on only using building materials that were accessible during that time period.
What they learned by the end of the project was to set up specific times that they could all work on it together to finalize certain areas and make group decisions, to have a common plan and set zones and directives for each student to work on. They also had to learn diplomacy, they destroyed project pieces that did not meet rubric guidelines, but they had to explain/debate/support why they made that choice. It would have been more helpful to have a project manager who made final decisions like this established from the beginning. There was also a student who gave a non- participant access to the server, which was against the rules and he was temporarily turned off until the project was complete and captured on video. When it came time to shoot video of their online world, the students tried out various screencasting scenarios. They used Jing, and screencast-o-matic.com. For the narration, the students used a group call coming through Skype which they captured while they navigated through the site. This way more than one voice was represented on the video and no one had to leave their homes. This scenario works wonderfully if you have students in different countries, provided they are able to meet according to the time zones. It was also challenging because certain students failed to mention to their families that they were recording. There were background noises that interfered at times, forcing them to make many retakes of the video. Some students had microphones and others didn't. Some students had Skype accounts and others had to quickly create one. The beauty of this project is that the students chose the technology, they had to problem solve on the fly, and use multiple web 2.0 tools to assist them. The teacher simply gave them the topic of their video and the students managed the project specifics and timeline on their own.
As a teacher who now understands how this program works I would have asked for a basic master plan on paper first along with a list of team members and their roles. Although the students managed their project on their own, they could have benefited from some project management guidance and follow-up. I think I would also have mentioned that they should have scheduled times to work on it as a team for the necessary debates as well as the asynchronous work. It would have saved them some time.

Tuesday, November 8, 2011

Memiary Tutorials and the Power of Edmodo

I have a teacher who needed a daily journaling program for his music students.  He wanted them to have a place to enter certain information on a daily basis about the music they heard that day in class.  Paperless was pat of the challenge.  We debated using google forms but I posted my question on edmodo and received a quick response from another teacher.  Memiary!
Here are the quick screencasts we made on using this tool.  As a teacher, I can track all my student's Memiarys and make sure they are up to date.  As a student I can see my whole calendar full of what I learned in music class during the year.

Tuesday, November 1, 2011

The Loss of Creativity

Click on the comic to get the full view, The loss of creativity stems directly from what we ask of our students. Rote memorization and drills kill creativity. I thought this was one of the best articles a professor had ever shared with me.  





































A great article to read if you are a teacher or administrator...
Click on it...

Friday, October 28, 2011

Google+ New features -ripples and Creative Kit for quick photo editing

See how a post is shared through rippples. Tracking the flow of information is a useful tool if you want to market your own posts or services. You can evaluate how information is spread, find the fastest route for the type of information you are trying to share and model your flow based on your research.


The creative kit tutorial is very easy to understand. My students are going to love this.

Now Google+ should be available on Google app accounts. I will be checking that out later today for a few of my districts.

Friday, October 21, 2011

Q-charts, Blooms Taxonomy and Edmodo

Adding questions to edmodo
See where the questions are clustered
The Q-Chart is in use in our language arts classrooms. The teacher asks students to create questions by using one word from the left hand column and one word from the top row. The farther down and to the right she asks them to go, the more complex and high-level the questions. She explained to them where they were on the Bloom's Taxonomy Chart based on where their questions fell in the Q charts. With this particular activity, she chose the columns from they could build their questions. After the students wrote the questions, they posted them in our edmodo group for other students to answer. By allowing the students to create their own questions, it becomes a peer activity, totally student-directed, instead of teacher directed.


We expect students will to improve their ability to ask higher level thinking questions on their own as they have opportunities to practice during their guided reading groups.





Thursday, October 20, 2011

Using the Smartboard for Keyboarding


Smart Notebook solves many problems. We took a picture of the onscreen keyboard using the picture tool in Smart Notebook. Then hovered our hand over the home row keys and traced the outline using the red pen. We grouped the objects. The students come up the board and and we were able to move the keyboard with the hand placement to their height and resize it for their finger size. They were able to practice on the smartboard,(which they love) then go back to their seats and practice on real keyboards. We had them press each finger down on each key and sing the letters while they were up at the board.

Earning Edmodo Badges

Here is one of our students earning her first edmodo badge for Keyboarding in Computer Class. The other students are clamoring to earn their own badges. The gamification of the classroom is underway.  We will be developing leveled edmodo badges so that students can "Level Up."




How do we Keyboard?

Monday, August 15, 2011

Inspired by Mike

Never was hosting a podcast so easy as using soundcloud.com I cannot wait until they come out with a RSS feature, for now it is perfect for me to make podcasts in audacity and edit them, then upload them right to soundcloud.  I am sure to exceed the free amount of space on my account in no time.  Thank you Mike, in honor of your share I made a quick and dirty podcast about the edmodoCon conference I attended this week. I did not bother to edit out my uuuummms and aaaahhhhhhsss because I was doing it on the fly for a last wildcard fun exercise. Normally I script out my podcasts, but this was just a quick reflection. EdmodoCon by MichelleWendt