Seeing this Framework, really made me look more carefully at my practices and I came to realize how much more I can grow in the use of technology.  In reality I have only begun to scratch the surface of technology infusion.  This course has really helped me to grow and see room for more growth.

One area that we widely discussed that I now realize is important to fully understand is that of digital literacy.  Society is advancing at such an incredible rate.  Use of technology is becoming increasingly more important.  As such we as teachers try to incorporate technology.  Yet are we doing it adequately?  Are we truly using digital literacy in a manner that is useful to our students? Students need to be able to read information on the internet, evaluate that information, and understand what they are reading.  This skill may be on of the most important we can use to prepare our students for the 21^st century,

As we progressed in this class I continued to learn more and more about how I can use technology to support learning with my students.  Virtual learning, Web 2.0 tools, and also with the many projects created by our class.  The projects and the vast knowledge I came in contact with during this course, I believe had the most influence on me.  Not only does it help build my personal network, but fills me with hope that the education field is indeed accepting the challenges of educating our students for a society that we may not know enough about yet.  Are we all there? No, I don’t believe so.  Yet with educators like those in this class, and the many I saw through my tech blog readings I believe there is enough out there to help those who cannot help themselves.

My own experience creating my project has helped me to see that I have learned much, still have much to learn, and that I have expanded my network to help me to continue to grow.  This is evident in the feedback I received for my project.  The feedback reinforced that I have the ability to create technology infused activities that will engage my students to learn.  I saw that engagement when I let my students begin to try out my project.  The students enjoyed using the links to find information and then beginning to make their assignment.  Most seemed to choose to use PhotoStory.  Unfortunately I was unable to get anyone to finish before the Easter break.

That same feedback also showed me that I can get too wrapped up in the assignments and knowledge to be learned.  While at the same time, forgetting to make the appearance appealing to the learners as well.  The feedback let me know I can do the work, and reminds me that these are still kids.  They need visual stimulation as well.  This exercise was a good stepping stone for me in my growth towards becoming stronger with my use of technology in my classes.

This class has broadened my knowledge.  It has given me a stronger sense of my own beliefs and faith in translating those beliefs into practice.  I have also learned that there is room for more growth in what I can do for myself and others.  While this class is nearing its end, I believe it is only the beginning of my journey infusing technology in my educational practices.  I thank everyone in the class for their perspectives, insights, and sharing of their knowledge.  It serves to helps us all grow during the ongoing journey of learning.

In my scans I found a post from the Dangerously Irrelevant blog. All the post, You can’t be my teacher, contained was a YouTube video. As I watched it, it was very apparent the intention was to tell educators that if you aren’t using technology in your practices then you can’t be a teacher.  The video is done by a young child and I wasn’t sure how to take it. I understand the point, but wasn’t sure about the message. Then I began to read the comments on the post.

The message from most was clear. They found the video patronizing and, if I understand the tone of the text correctly, insulting.  Responders were clear that this was not the way to promote the use of technology. If anything it would further push away those who may not be huge supporters of technology.

While I understood the point of the video and the creator did not likely intend a negative message, I can certainly see why it would be taken this way. The message is that teachers need to use technology in their practices, but the message comes across as being talked down to. This is not the way to promote technology. One of the commentors, Ben, mentions that teachers need to be supportive of each other. I would take this a step farther and state that teachers also need to mentor each other and be collaborative with each other.  Only by working together will students benefit the most from our skills and knowledge. Not everyone will be an expert. Not everyone will be creatively gifted. By sharing with each other and working with each other will these talents and gifts branch out farther than one individual.

I’d be curious to know the reaction of others regarding this video and its message.

Our Block 6 dealt with copyright and I happened across a 15 minute video presentation by Matthew Needleman titled Steal This Preso: Copyrights, Fair Use, and Pirates in the Classroom.  This video was created by a Grade 2 teacher from the United States and what he felt was information about copyright as they relate to multimedia projects.  He talks about uploading from other sites, the Fair Use doctrine, copyright myths, ok uses of copyrighted materials, and royalty free materials. Mr. Needleman feels it is important to follow these copyright issues that we teach our students the value of intellectual property and respect of other people’s copyrights.  I found this presentation of value because it would be a good video for Arts Education teachers to watch and be aware of.  It also shows that there is likely something out there for someone.

For my next online session I choose to watch a keynote address that was a PD related topic.  The presentation was titled Self-driven and Classroom-based: Professional Development in the 21st Century by Konrad Glogowski.  He started by talking about the importance of personal learning networks, the value of having critical friends (hmmm, now where I have heard that phrase before J) For the rest of the presentation Glogowski spends time focusing on ways teachers can learn from within the classroom and through reflective practice.  While there were points of value I found this presentation a little long and a little dry.  It was more of an example of being lectured on theory, but not actually presenting practical examples.

Going through the rest of the site could be an unending adventure.  One way the site helps this is by listing categories of sessions available.  There are categories on new tools, personal professional development, basic training on sites like Flickr or RSS feeds, and even for administrators – Leading Change.  The vast amount of topics is impressive. Some topics of interest might be: Overcoming Obstacles “Cultivating Digital Educators”, Digital Writers’ Workshop, Leading the Change Current leadership models are inadequate for disruptive innovations, and OBSTACLES TO OPPORTUNITIES KEYNOTE  “The Why’s and Wherefores”.  I choose these titles as they are all interesting in what the messages presents, and that they all come from different years thus showing that online PD is continuous and is readily available to access.

I can see a very practical use for online professional development, especially in the day and age of budget cuts.  School divisions are looking more and more at in-school PD plans.  Well here is an excellent example of going to a conference while sitting conveniently at your own school.  Teachers could choose from sessions archived then come together as a group to discuss what they have seen and how they might implement something new in the school.  While this type of learning might be for everyone, the practicality it offers is too tempting to not consider.  The K-12 Online Conference is certainly a site I would recommend to my colleagues as a place to consider for PD. It’s affordable, practical, and brings the use of technology into your classroom.

The author focuses their argument on the idea that we must find out what works for our students and teach to them in a meaningful way.  The article goes farther suggesting that if the method we as teachers is not working, we should allow students the right to ‘veto’ the approach being taken and change how they are being taught to an approach that works better for the students. The author argues we MUST do this and somewhat chastises teachers for not being willing to change.  The argument is that teachers need to learn about their students, to find out who they are and how they learn.

I had a couple of quick reactions to this article after I read it.  First, I was annoyed. Like the author was annoyed at teachers who stick with tried and true methods, I was annoyed with the wide brush that all teachers are wiped with.  What the author of the article asks for, I believe happens in so many classrooms.  I had decided this was likely an American point of view because I think there are many things we do well here in Canada.  Then as I thought more about it, and considering a conversation I recently had, I realized that there are many teachers who are “old fashioned” and still likely work with a tried and true method. Yet how do we create change in those that refuse to change? How do we get these ‘seasoned’ teachers to find more ways to engage their students?

The second reaction I had was more of a ‘real’ world reaction.  I have been extremely busy lately with my duties at school, my extra-curricular responsibilities with my basketball team (we have been in playoffs the last 2 weeks and have earned a trip to Hoopla, the provincial championships), and barely hanging on fighting a flu and cold.  I have followed the excitement of two of my fellow classmates as they became fathers.  I am sure there are other similar ‘real’ life situations out there.  Our job is a demanding one, sometimes life can be demanding.  We can’t do everything.  While I know that teachers must be professional and work to be the best they can be for their students, I do believe that there are many teachers do work hard to do this.  Our author just might be painting a picture of the minority, and likely writing to the converted.  Only teachers who are trying to be the best they can be would take the time to read tech blog like Teach Paperless.  I am an advocate of supporting teachers and their endeavour to provide the best education they can.  We must also be understanding that teachers have lives and can’t do everything. 

So ‘real’ education and the idea of finding out who our students are and how they learn is the right path.  It is also important to remember that there are many excellent teachers out there that follow this path.  Just remember that they are ‘real’ people with ‘real’ lives and can’t be everything to everyone, try as they might.

One skill I have always taken the time to teach my students is how to be a better internet searcher.  This is an important skill to have. Just do a simple Google search for your favourite topic.  One will likely get millions of links. Does anyone have the time to weed out the unrelated ones?  Teaching students to use smarter web searcher skills, like using +, or “”, will reduce the amount of sites that will be found.  I have used a WebQuest called Search Smarts.  Though the WebQuest is old and has not been updated in some time, its purpose is still useful.  For the links that are broken I have found updated links to direct the students to.  The checklist of steps to use the students develop serve as a guide to help them when they do assignments that require web searches.  Like being able to evaluate web sites, refined web searches can save students time and frustration.

The other skill I have taken the time to review with my students is being a ‘netizen’, good users of the internet.  The best tool I have found for this comes from the Media Awareness Network.  The website has lesson plans and includes documents to help teach the lesson (handouts, overheads, etc).  This page has a list of lessons related to the internet.  I believe they are a must-do for all teachers if we are truly going to teach our students to be responsible internet users.

In going through all the links provided in adventure one, I was pleasantly pleased to see all resources that will allow me to continue to provide my students with knowledge about the internet.  It always seemed I was the only one that thought these skills were important because in the schools I have been in, I was the only one who did anything. I assumed it was because of my interest in technology.  It is nice to see that there are even more resources out there than I have already accessed and that there are many others that believe in the need to teach our children ‘netizenship’.  I do wonder how we get others on board?  How do we get teachers and parents to accept the responsibility of preparing our students for the 21^st century, the digital era?

While I was impressed with what can be done on the tablet, concerns of money began jumping into my head.  My school just updated all the computers.  There isn’t any way we’d be able to get tablets for our students.  What about the cost of the ebooks or software to run on these tablets?  I’m betting they are not free.  Will all students have access to this kind of education?  Will all teachers use it appropriately?

Another thought that came to me was the entertainment aspect.  Regardless of how good it looks or how appealing it is, we seem to be going to greater lengths to make sure we interweave education with entertainment.  It’s like I have heard before: if we don’t try and meet these kids in their environment and find ways to keep them entertained, we will lose them.  Why do these kids need to be entertained?  We do need to engage them in their learning, but some of what is shown on this video goes well beyond learning engagement.

I can hear the voices.  “Wow!”  “That’s cool!” “Let me try!”  After all is said and done, will they have learned or will they have been entertained?  I’m not sure this is the best path for education.  What do others think?

Bridgett Ricketts comments on a point I have always believed.  Filtering does not resolve the issue.  Education is the best filter you can use.  Students need to know how to critically evaluate the quality of websites, a point Ricketts emphasizes.  I use the site http://www.albany.edu/~ef8043/introquest.htm as a WebQuest that my students use to learn about website evaluation.  The website guides students towards critically evaluating websites, and I use the assignment as a means to have discussion regarding websites.  I find it a valuable tool and feel it serves my students well in their pursuit to sift through the vast amount of information on the internet.

I was glad to see other examples (Web Literacy and Critical Thinking – Hoax Sites) and valuable information to present to students (Digital Literacy NOW!) on our class wiki that I can use with my students.  The more opportunities I can provide to be critical evaluators, the better off my students will be.  Having been exposed to these articles I will include them in my arsenal of tools I use to teach my students about critical website evaluation.

The article identifies a number of technologies available that can be used as assessment tools to show student understanding.  Some of these technologies are: web-based surveys, blogs, wikis, and online quizzes as just a small example of what can be used.

The article goes on further to point out that technology should be carefully chosen so that the appropriate tools are used to help meet learning goals.  That way the assessment is meaningful and it engages the students in what they are doing.

I agree with the intent that integrating technology is beneficial, but the article also notes a couple of areas of concern.  One of those areas is cost.  From the sounds of the article, some of these pieces of technology come with a price tag.  What happens to schools that just cannot afford to invest in these expensive pieces of technology, like smartboards and the ‘Clicker’ described in the article?  If technology is important in education, it shouldn’t be about whether a school can afford or not.

Another area of concern mentioned is investment of time.  Time to find what works, what a school really wants, time to learn how to use the technology, and time to learn how to integrate the technology.  Time, time, time.  Who has this kind of time?  Sure there are lots of great things out there.  How do we get people to invest in them?  I believe the answer is a in-school  specialist who can be given time to do all the above mentioned concerns, work directly with teachers in the school, and work in conjunction with a division specialist.

Integrating technology in schools shouldn’t about the haves and have nots.  Personnel and money should not be obstacles in enhancing the education of our students and in preparing them to be contributing members of society.  While the article doesn’t really address this issue, the suggestions it gives leads to the raising of issues that need to be addressed.

Stupeflix Studio (negative rating)

In an attempt to find a Web 2.0 tool that is different than anything I’ve looked at, I decided to check out an online video creator.  At our school we have the programs Movie Maker and PhotoStory 3 installed.  I have used both these programs and thought using this site would make a good comparison.

The site http://www.stupeflix.com/ asks for an account to be set up (which is free).  From there you can start to make videos.  Stupeflix lets you choose from 4 themes then walks you through the process to put together a video.  You can add pictures or video clips (no bigger than 40mb). The pictures can then be arranged in groupings and text and soundtracks can be added for effect.  There is a preview button to view what you have done.  If you are satisfied with your creation, the next stage is to click on export button.  Here is where they get you.  There are a number of options available to you.  The free options include: a maximum 1 minute video that can be shared, but not downloaded and in addition the ability to upload to your Facebook or YouTube account.  Cost options are actually quite reasonable, if you were happy with what the program does.  They include: (1) $3.00 for a high quality video (2) $5.00 for a high definition video (3) an additional $5.00 to have the Stupeflix logo removed from the video.

Click this link to see an example of what you can do with Stupeflix.  I quickly took some photos from my niece’s wedding this past summer, added some text to a few of the pictures, and then added a song.  I was able to send it to YouTube then download it using a free friendly YouTube Downloader.  I wasn’t sure my niece would want me throwing these pictures up on YouTube so the download program is a nice option to have.  Still due to Stupeflix restrictions my video is only a minute long.  I find this is to a limiting feature of the website.

The ability to create videos for projects gives students another tool in which to present material for an assignment.  The ability to take pictures and put together with a reason is a good organizing skill to develop.  An assignment of this type allows students to be creative in their presentation of the material they have developed for an assignment.

Overall the Stupeflix is easy to use.  Students would have no trouble navigating through the steps to create a video.  Unfortunately there are a number of stumbling blocks in the use of this website tool.  First is the limiting of a video length to one minute. Another is the places where the video can be sent it.  It can not be downloaded, only shared.  Sites like Facebook and YouTube, while popular, are not popular with many school divisions.  Having a place to put the created videos can be an issue.  While I like the website, when free tools such as Move Maker and PhotoStory are available (without restrictions) this website and tool is just not a viable option for students.

Seavus DropMind (positive rating)

Another piece of software I use on our school computers is Inspiration.  There was a time that I did not have access to this software and could have made good use of it.  This led me to giving the website Seavus DropMind a trial run as it appears to allow students to build concept maps on the web.

Concept maps give students an opportunity to organize their ideas visually.  They can see their thoughts and ideas, help them organize ideas, and it helps them to understand and interpret ideas.  Teachers can also use concepts maps as a form of assessment, asking the students to show relationships between things with a concept map.

DropMind offers a very attractive alternative to software like Inspiration.  The ability to create a map, add text, change the shapes, change colour of text, shape, etc., insert pictures to add to the effect, and add notes to the topics are a few of the features that I tried out.  When finished, there are a number of options of a person can do with their created concept map.  The map can be exported as an image, a pdf, html, etc, and as a text outline to Microsoft Word.

My Example

I was very impressed with this website and the tool it offers.  This is an excellent option for students to create concept maps without having the actual software on their computer.  Best of all it’s free.  Like any software, it may take the students a little time to get a feel for how the website operates, I found it fairly user friendly.  This one is worth exploring.

The article What Blogging Can Teach appears to take a positive stance on blogging.  The author points out uses of blogs as a substitute for notebooks and as a personal journal.  What gets the author even more excited is that they opened their class blog to the public and the students were thrilled at the response they caught, the global response.  The teacher notes that comments on the blog have “instigated discussions about quality of sources, generation gaps, and responsibility”.  The students have found an audience that cares what they think about.

Also from the blog Teacher Paperless, is a post under the ‘favourite posts’ category entitled Why Teachers Should Blog.  This post focuses on the blogs as a means of expressing thinking and learning to be critical and take criticism.  That article is more in line with teachers themselves blogging, but the message itself is noteworthy.

When reading through these two articles, I see opportunities to using a blog in the classroom and as a forum for myself as an educator.  I think they actually do allow students to become engaged and helps develop skills that will carry them into the 21^st century.