Tuesday, June 15, 2010
PSA
Today’s students are facing a challenging future. For them, the future holds a world of scientific discovery, human adaptation, and an exponential growth of technology. As our global community draws closer, today’s students must be prepared for a lifetime of new encounters, problem solving, and global communication. Not only will they need to be able to use the technology that you and I can only dream about, they must be able to do so while maintaining a level of self reflection, responsibility, and respect for other viewpoints.
The American Association of School Librarians, or the AASL, has created a document that addresses the Standards for the 21st-Century Learner. This document holds librarians and teachers accountable for not only encouraging reading and critical thinking skills among today’s students, but also addresses how students’ knowledge should be shared ethically, responsibly, and globally.
The third of four major standardized areas of student learning states that students must “Share knowledge and participate ethically and productively as members of our democratic society.” What does this mean? And what does it look like in today’s classrooms?
First, this standard emphasizes the social aspect of learning. Knowledge is not to be kept secret, internalized, and not shared. Knowledge at its best and most effective is shared, developed, and connected to other understandings. Therefore, the AASL encourages students to “participate and collaborate as members of a social and intellectual network of learners.” It also strives to “contribute to the exchange of ideas within and beyond the learning community.” In other words, students should gain knowledge, seek comprehension, develop new understandings, and share these ideas in a respectful manner with the global community.
What does this type of learning look like in today’s classroom? First, let’s consider the vast differences of the classroom learners. Not all students learn the same way, or even at the same speed. Because of this wide variety of learners, today’s classrooms must provide equal opportunities for learning through differentiated instruction. If a student is to learn how to read critically and question the material, there are a number of different tools available to assist with all types of learners.
One such tool is Voice Thread, the communication tool with which this PSA is developed. Voice Thread allows for students to reflect upon their reading, select appropriate images or photographs to accompany their ideas, and then communicate their thoughts through reading or writing. Furthermore, other students can be asked to then view the Voice Thread and comment on or question the student author. This tool can be used at a low reading level, in which students would record their voices, or at a higher reading level, in which students would record as well as write text to communicate their ideas. This tool addresses the AASL’s drive to use writing and speaking skills to communicate new understandings effectively.
Another tool that allows for differentiated learning while addressing the AASL standard of respecting the differing interests and experiences of others, is a Wiki. There are many wiki tools available, Wikispaces being just one. Creating a free, educational wiki is simple. Students in the classrooms can share their learning and understanding in a safe, online community, while discussing their opinions and insights of the assigned reading. Multiple pages can be created to allow for students reading at an advanced, proficient, or below average reading level. Each student will be a productive member of the online community, no matter what his reading ability.
Today’s opportunities for students to share knowledge and understandings are vast and varying. Everyone participating in the educational experience will certainly be able to find a selection of online tools that will encourage AASL’s ideals of global communication, respect for others, and the chance to be heard and understood.
The American Association of School Librarians, or the AASL, has created a document that addresses the Standards for the 21st-Century Learner. This document holds librarians and teachers accountable for not only encouraging reading and critical thinking skills among today’s students, but also addresses how students’ knowledge should be shared ethically, responsibly, and globally.
The third of four major standardized areas of student learning states that students must “Share knowledge and participate ethically and productively as members of our democratic society.” What does this mean? And what does it look like in today’s classrooms?
First, this standard emphasizes the social aspect of learning. Knowledge is not to be kept secret, internalized, and not shared. Knowledge at its best and most effective is shared, developed, and connected to other understandings. Therefore, the AASL encourages students to “participate and collaborate as members of a social and intellectual network of learners.” It also strives to “contribute to the exchange of ideas within and beyond the learning community.” In other words, students should gain knowledge, seek comprehension, develop new understandings, and share these ideas in a respectful manner with the global community.
What does this type of learning look like in today’s classroom? First, let’s consider the vast differences of the classroom learners. Not all students learn the same way, or even at the same speed. Because of this wide variety of learners, today’s classrooms must provide equal opportunities for learning through differentiated instruction. If a student is to learn how to read critically and question the material, there are a number of different tools available to assist with all types of learners.
One such tool is Voice Thread, the communication tool with which this PSA is developed. Voice Thread allows for students to reflect upon their reading, select appropriate images or photographs to accompany their ideas, and then communicate their thoughts through reading or writing. Furthermore, other students can be asked to then view the Voice Thread and comment on or question the student author. This tool can be used at a low reading level, in which students would record their voices, or at a higher reading level, in which students would record as well as write text to communicate their ideas. This tool addresses the AASL’s drive to use writing and speaking skills to communicate new understandings effectively.
Another tool that allows for differentiated learning while addressing the AASL standard of respecting the differing interests and experiences of others, is a Wiki. There are many wiki tools available, Wikispaces being just one. Creating a free, educational wiki is simple. Students in the classrooms can share their learning and understanding in a safe, online community, while discussing their opinions and insights of the assigned reading. Multiple pages can be created to allow for students reading at an advanced, proficient, or below average reading level. Each student will be a productive member of the online community, no matter what his reading ability.
Today’s opportunities for students to share knowledge and understandings are vast and varying. Everyone participating in the educational experience will certainly be able to find a selection of online tools that will encourage AASL’s ideals of global communication, respect for others, and the chance to be heard and understood.
Monday, June 14, 2010
Jing Project: Tell a Story in 5 Frames
This is an old screencast; I've changed my 5 Flickr images since then, but at least I have proof of my new screencasting abilities!
http://www.screencast.com/users/knottjoanna/folders/Default/media/7665e366-9274-4c73-a4e5-c61483780313
http://www.screencast.com/users/knottjoanna/folders/Default/media/7665e366-9274-4c73-a4e5-c61483780313
Tell a Story in 5 Frames with Flickr
So, I've been in Flickr for a while -- and absolutely love the creative commons search tool in it, by the way. When I’m creating my own digital stories or presentations, I often use this tool. I have had my students in it as well, but I’m very hesitant due to the nature of some of the results. I always have to be careful that we don’t get inappropriate results (even though that really comes with the territory of photo sharing).
Telling a story in 5 frames is great for supporting literacy. I think that these stories can be embedded into wikis and shared with others in order to “hook” kids into new books. Also, they can be used as a way to summarize the main ideas of a story. Often, students get hung up on too many details when trying to summarize. If they were restrained to the five most important events, it might help their editing skills.
Looking at Flickr the other way – as a creative writing prompt rather than a summarizing strategy – students could write the stories behind the images. They would have to create a beginning, middle, end, climax, etc… Teachers could use this with any subject, too. For instance, a science teacher may show the process of metamorphosis and students would have to describe each stage. Social studies teachers might show the process of legislation or recycling. Truly, there are endless possibiities.
Here’s my “Story in 5 Frames,” celebrating my sister’s surprise baby shower last fall.
http://www.flickr.com/photos/8099131@N03/sets/72157624273646118/
Telling a story in 5 frames is great for supporting literacy. I think that these stories can be embedded into wikis and shared with others in order to “hook” kids into new books. Also, they can be used as a way to summarize the main ideas of a story. Often, students get hung up on too many details when trying to summarize. If they were restrained to the five most important events, it might help their editing skills.
Looking at Flickr the other way – as a creative writing prompt rather than a summarizing strategy – students could write the stories behind the images. They would have to create a beginning, middle, end, climax, etc… Teachers could use this with any subject, too. For instance, a science teacher may show the process of metamorphosis and students would have to describe each stage. Social studies teachers might show the process of legislation or recycling. Truly, there are endless possibiities.
Here’s my “Story in 5 Frames,” celebrating my sister’s surprise baby shower last fall.
http://www.flickr.com/photos/8099131@N03/sets/72157624273646118/
Screencapture with Phoenix
Whew! That was my first attempt editing a photo with Phoenix. I have to say, it was challenging, but it reminded me of a tech course I took two summers ago. I believe we were working with digital images in Flash (I could be wrong), and most of the tools seem the same -- the layers, the magic wands, the lasso... My mouse handwriting has a lot to be desired, so I apologize for the illegible text!
sample.egg on Aviary.
http://rookery9.aviary.com.s3.amazonaws.com/4236500/4236982_2606.png
sample.egg on Aviary.http://rookery9.aviary.com.s3.amazonaws.com/4236500/4236982_2606.png
Wednesday, June 9, 2010
Flickr Pics with Notes
I think the hot spot idea is great for family photos; I never know who anyone is, and this would be a great way for family members to come together and identify the "mystery people" in old photos!
http://www.flickr.com/photos/8099131@N03/2280432062/in/set-72157619699965401?edited=1
http://www.flickr.com/photos/8099131@N03/2280432062/in/set-72157619699965401?edited=1
Monday, May 31, 2010
My Wiki
So...I'm familiar with Wikispaces and decided that this course would be a great chance to learn a new wiki writing tool. I tried to use Google Sites, but every time I tried to edit something, my computer would completely freeze and I'd need to run the series of magical Ctrl+Alt+Del keys in order to get moving again. Did anyone else notice this? Very aggravating...
Anyway! Here's a link to my Wikispaces wiki and the "Wikis Visited" page.
http://slm508jjk.wikispaces.com/
Happy Memorial Day, everyone!
Anyway! Here's a link to my Wikispaces wiki and the "Wikis Visited" page.
http://slm508jjk.wikispaces.com/
Happy Memorial Day, everyone!
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