Bianca Bradwell's EDIM 510 Portfolio

Web 2.0 Assignment

I found the introduction to Web 2.0 video and readings a great refresher. This program has greatly enhanced my knowledge on the evolving world of Web 2.0 tools available for teachers and students; my school (Commonwealth Charter Academy) offered so many Professional Development sessions this year, training teachers on the incorporation of Web 2.0 tools and applications into instruction. What was new to me in the video was the distinction between the Bloom’s action verbs and the correlating Web. 2.0 sample tool or application. For example, the video showed Podcasting is a great tool in allowing students to tell, summarize, and explain. Some of these tools are new to me as well. As a virtual teacher, I crave the use of any new technological software, program, or application that can aid my students in becoming critical thinkers, problem solvers, and innovators. I agree that “teachers who have had the best luck with Web 2.0 are using the tools to create ongoing conversations among students and “always on” learning communities” because it is evident in my school’s LMS and virtual room; the students are always collaborating and conversing with each other (Light, 2011, p. 2) Also, learning about the TPACK framework and the SAMR model are completely new to me. I think the TPACK framework is great because it “requires the understanding of the representation of concepts using technology,” which is important if Web 2.0 technology continues to make its way in the classroom and become a constant resource for teachers and students in the future (Koehler & Mishra, 2009, p.66). For my classroom, I would love to use the SAMR model. It seems to fit the values of my school as we move away from traditional classroom practices and move towards more integration of technology in the classroom.

Works Cited

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Light, D. (2011). Do web 2.0 right [PDF file]. Learning and Leading with Technology. Retrieved from https://live.wilkes.edu/content/enforced/223601-11196.201710/web20_classroom.pdf?_&d2lSessionVal=VdWpZUzF0SrZV9jdVfwZE1VcC&ou=223601

Schrock, K. (2015).Creating with online tools. Viemo. Retrieved from https://vimeo.com/121203978

Pedagogical Model

Due to the fact that technology is at the heart of my school, I took a real interest in the SAMR model. My school still adheres to the Bloom’s Revised Taxonomy and attempt to take traditional teaching methods, perfect for brick and mortar schools, and modifies them for the virtual classroom; this is a huge challenge. I find the SAMR model intriguing because the model takes into account designing a task that has an impact on student outcome and one that targets higher-order cognitive skill. Both objectives are crucial for success in the learning environment. I find using this model along with Bloom’s Revised Taxonomy to hopefully be a much better approach. I also like how the SAMR model allows teachers to reflect on how they’re integrating technology into the classroom by examining the four facets: redefinition, modification, augmentation, and substitution.

Twitter

Bianca Bradwell

Url page:

Twitter handle: @BiancaBradwell

Completing this assignment is the first time I ever visited the Twitter website. I don’t have a twitter account, so creating the account and “following” people /places was the first task. Before I did any of that, I took my time in the early part of the week observing my friend’s twitter page and just viewing the process. My first challenge, seriously, was learning how to tweet. I was successful, but I did not know tweets had such a small limit on character usage; I can see the benefit in that ultimately. Another success of mine was searching for someone and then following them; I admire Jesse Williams, an activist, so I typed his name in the Search Twitter box, and followed his page-- quite easy. One could say a challenge was trying to compile what I wanted to say with such limited characters in my second tweet. The English teacher in me is use to writing, explaining, and then closing in detail, but you can’t do that with Twitter. My next challenge was tweeting and uploading some sort of media along with the post. I still don’t think I did it right. I wanted to link a website to the topic of my post, Yammer, but I could not. I decided instead to share the link in my post and then upload an image of Yammer; I tried embedding through Yammer’s website with no luck. I’m sure if this is an option, I’ll figure it out soon. I was not frustrated while exploring and learning about Twitter, and in fact, after reading Lee Watanabe-Crockett (2014) “60 Inspiring Examples of Twitter in the classroom,” I became eager to learn more; I’m particularly interested in Assignment coordination, Instant feedback, and the Twitter pop quiz ideas. I enjoyed this assignment this week.

Works Cited

Watanable-Crockett, Lee. (2014). 60 inspiring examples of twitter in the classroom. Global Digital Citizen Foundation. Retrieved from http://globaldigitalcitizen.org/60-inspiring-examples-of-twitter-in-the-classroom/

My Experience with Pod casting and Ipadio

Okay. So I've made several Podcasts (enhanced ones) and even i-movies before that evolved so much editing, graphics, voice-overs, and media conversions, and yet this was still difficult. My main issues were with Audacity and the ipadio website itself. I've used Audacity in the past, it was already installed on my computer, so I figured "okay let's use it again for this assignment." Well once I created my Podcast, I could not save it the usual way, instead it had to be exported. When I tried to export the audio, the requirements were that I provided a LAME, and after some searching, I finally came across the needed LAME info. for my Windows computer. After I saved my audio file to a mp3 file, it was time to upload my file to ipadio. I already registered for ipadio, and so after taking notes for the tutorial, I expected to see the same My Profile page and tabs as shown in the tutorial; that was not the case. I was so confused and did not know why mine looked so different. I did not know where to upload my work, so after viewing numerous Youtube videos on ipadio, I found the right tab to click for my upload. I'm such a visual learner it's insane :)

Creating the actual Podcast was not as troublesome. Researching the Web 2.0 application Thinglink was very rewarding since it gave me the chance to refresh my mind on some of the things I forgot over the summer; I've been building myself up to introduce the app to my students. The main issue was time of course. After five attempts at recording, I was always going over 2 minutes. I remember from my Digital Storytelling course that the instructor made a big deal about going over the given time, and for some reason that stuck with me. I wanted to hit 2 minutes exactly or slightly under; I know keeping people engaged, especially without any images or interactive features, is challenging, so I hope not to bore anyone. I was really passionate about discussing this Web 2.0 app (Thinglink), especially in terms of BYOD, because it's the perfect app for students to be creative and active learners from anywhere they choose!

Ipadio URL: http://www.ipadio.com/channels/BiancaMaselko/

Ipadio RSS feed: http://www.ipadio.com/channels/syzhv6TwDonhJam1CEijBA/rss

Blog Reading

The Discovery Education Network National Blog: The Discovery Education Network Nation Blog is comprehensive blog of multiple facets in education. The content is divided by subject area, what's trending, programs, and much more. The blog is very detailed, organized, and is comprised of many bloggers nationwide.

The Principal of Change: George Couros is the author of The Principal of Change. His blogs speaks of innovation and change in education; he is an educator himself. The Principals of Change's blog feature an abundance of Couros's tweets encouraging and inspiring teachers in the classroom.

The Daring Librarian: Gwyneth Jones is the author of The Daring Librarian. Her blog is very dramatic and humorous. Gwyneth hold many titles including being a blogger and speaker. Her blog ranges on many topics in the realm of education. The Darning Librarian's blog features many visuals, colors, and interactive media--even games for her audience.

Jonathan Wylie: Jonathan Wylie is the author of Jonathan Wylie; he is also an educator. Jonathan Wylie's blog is outlined nicely, with a clear navigational path. His blog focuses on using technology in the classroom with post ranging from Ipad usage to Pod casting. Wylie's blog includes many informative videos and images.

I reviewed the following blogs: The Discovery Education Network National Blog, The Principal of Change, The Daring Librarian, and Jonathan Wylie. Each blog uses jargon indicating the intended audiences are educators (classroom, students, curriculum, etc.), however others could benefit from them as well; college students could understand the message in The Principal of Change or those interested in certain technological tasks, Jonathan Wylie’s blog would be most appropriate. All of the blogs mimic a writing style where the author is using first person voice, and is speaking directly to its audience. The content, writing styles, and navigational aspects seems to meet the needs of educators for the most part. The Daring Librarian’s blog is a bit overwhelming with navigation because the page looks very busy, and the Jonathan Wylie blog uses vocabulary that the average educator probably does not understand or use daily because they’re not tech savvy. The Discovery Education Network National Blog also differs from the others. It appears to have elevated writing styles, syntax and diction usage compared to the other blogs, and it’s also meticulously outlined.

Writing blog entries are different from other types of writing because in order for the blog to have an effective outcome, its layout, content, and writing style has to be appropriate for its target audience. Creating a strong hook, making sure the text does not take over the bulk of the post, and using a tone that keeps readers engaged are very important. Also crucial is the layout and ease of navigation. A blog that’s too cluttered, dark in contrasting colors, or has missing content (The About Page for example) may result in a negative or confused response from readers. The comments, critiques, and recommendations on a blog have an impact on the blog itself. It can make a blog post more meaningful because it could indicate someone (or people) took interest in the author’s topic. However, receiving no comments does not necessarily mean readers have not viewed the blog or learned from material featured. Readers a huge role in the effectiveness of a blog and it's continued success. Reading a blog is completely different than other types of reading because the audience feels like their included in the conversation; the tone of the piece is inviting, whether the blog is informative, educational, or entertaining. Moreover, blogs are beyond the writers and readers, sometimes it's a community.

Since the selected blogs were targeting teachers, it could be helpful noting what aspects of a blog would enhance the learning experience for students. Students love to be entertained and engaged; they also take pleasure in believing their reading informal writing pieces that's separated into paragraphs throughout the blog rather than lumped together to create an essay. Entertainment and engagement could looks like images imported throughout the piece, hyperlinks to click on as they read, and videos to watch as well. Students like colors, bigger fonts, and the ability to comments in the end; use their voice.

RSS and Aggregation

I have to admit, before this week, I was not entirely sure what RSS feeds were and of their purpose. The task this week was extremely helpful in recognizing the role RSS feeds play in following webpages and continuously being updated on new content. Once I got into the habit of subscribing to blogs through the RSS feed and then seeing the timeline of information for each Personal Feed, everything clicked; I remember years ago I wondered how people “followed” blogs and remained updated on writer’s whereabouts, life changes, and new ideas so quickly. I honestly assumed people simply visited the actual website of blog writers’ everyday to stay informed. The usefulness of aggregating large amounts of information using a tool such Feedly, is that it: saves times, can be used for educational purposes, and it serves as a base to access other daily tools (RSS for education).

Using a tool like Feedly condenses the amount of time spent visiting each individual website for updated information. This is more optimal for those who routinely visit certain websites and blog daily. As a student or educator, I think this tool is a fantastic asset. I would share this information with my students so that they have a more simplistic way of following each other’s blogs and comments; for my students it will make their Discussions Assignments much more fluid in a sense that the opportunity for a continuous dialogue is now available (Presentation on uses of rss in the classroom ). The tool could serve me best as an educator too in terms of making class announcements for my students, updating our classroom calendar, and even having our classroom To Do lists sent through a feed. Instead of relying on my students to constantly check the class website for all this information, they could visit an aggregator such a Feedly and retrieve multiple data surrounding our class from this one source.

Works Cited

Presentation on uses of rss in the classroom. (2007). Retrieved from http://vtgrrlscake.blogspot.com/2007/02/presentation-on-uses-of-rss-in.html

Stern, L. (2007, May 15). RSS for education. In SlideShare. Retrieved from http://www.slideshare.net/leonardstern/rss-in-education

Critical Evaluation

All students at CCA must take several courses on Netiquette, Plagiarism, and the proper use of Finding Credible Internet Sources online during the enrollment process. I took some of those questions and combined them with those outlined in Kathy Schrock’s Critical Evaluation of Website’s survey to create a small survey that I know my students would take. I tried to cover multiple components such as the technical and visual aspects and content. I find all of the information on these surveys relevant, and I like leaving students the task of researching their sources themselves, documenting all information for these key components themselves, and then deciding in the end whether or not it’s a credible source to use. The link is found here to the slideshow.

I think the Creative Common licensing is necessary in a world today where the laws of copyrighting are so extensive. It’s a wonderful thing for educators and students, especially at the secondary and post-secondary educational levels, because the chances of plagiarism increases with the intensity of the academic level. I find the Creative Common licensing especially wonderful for secondary education students because it’s a great tool for young students that’ll allow them to be creative and then share the opportunities with others to copy and distribute each other’s work.

Works Cited

Schrock, K. (2014). CRITICAL EVALUATION OF A WEB SITE SECONDARY SCHOOL LEVEL (PDF File). Retrieved from http://www.schrockguide.net/uploads/3/9/2/2/392267/evalhigh.pdf

Thinglink

My Thinglink is based on a project given to my students for Unit 2 Romanticism based on Descriptive Writing. This Thinglink could be used as an example.

Works Cited

Getty, . Beach. [Image]. Available from http://www.discoveryeducation.com/

Adobe Spark Video Presentation

Adobe Spark Video URL: https://spark.adobe.com/video/JXCYBLgVme6qe

Online Presentation Reflection

Here is the link to my blog! The Online Presentation Reflection is a blog post that details my experience on the process and outcome of my online presentations. I also reflected on possible uses of these tools (Thinglink and Adobe Spark Video) in the classroom.

Timeline 1: Google Photos

URL to Google Photos Timeline: https://goo.gl/photos/erBcyLbeTZKck8BW6

The Google Photos Timeline process was a great one. I found the research process most rewarding. I thought I knew a great deal about the Civil Rights Movement for starters, but I quickly learned my depth of knowledge did not nearly scratch the surface. Finding the images to go along with the data was easier this time due to the specific wording in my search; I knew exactly what I was looking for with the project. Because I felt liked I learned so much from this experience, I would want my students to complete a similar project for my class. They have an American Dream project coming up in a couple of units, and they could create a timeline on the evolution of the stereotypical ideal surrounding the American Dream over the multiple generations in time.

Statistical Infographic

Infographics Reflection

Blog URL: http://bmaselko.blogspot.com/

This blog is a reflection on the use of student-created infographics in the classroom.

Public Service Announcement Assignment: Part 1

Blog URL: http://bmaselko.blogspot.com/

Taking on the role of a teacher, I viewed three videos and answer three questions from an educator's perspective. The questions were based on the main idea, audience, and effectiveness of the second and third video. This assignment is Part 1 of the Public Service Announcement Assignment.

Public Service Announcement Assignment: Part 2

Adobe Spark Video URL: https://spark.adobe.com/video/0iljcYOKZ2IQQ

This is a Public Service Announcement on the continued support of technology in the classroom, from the perspective of a teacher. The video address the importance of technology and a call to action from viewers.

Works Cited

(Music) https://musopen.org/music/324/ludwig-van-beethoven/piano-concerto-no3-op37/

(Images) https://c1.staticflickr.com/5/4021/4633829922_0d7bd9ea70_z.jpg

https://upload.wikimedia.org/wikipedia/commons/e/ee/McClure_School_Philly.JPG

https://pixabay.com/p-254582/?no_redirect

https://www.flickr.com/photos/banoootah_qtr/3010779604

https://www.jisc.ac.uk/sites/default/files/computer-classroom-inform.jpg

https://pixabay.com/p-725141/?no_redirect

Gregory, F. (2016). Educational technology grants for teachers. Dreambox Learning. Retrieved from http://www.dreambox.com/blog/technology-grants-for-teachers-for-2016

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