There is an increasing emphasis on using technology in schools. However, this increase does not coincide with greater funding for computers, tablets, smartboards, etc. Thus, schools have had to come up with creative ways to access tech resources. One practical method is to allow students to use the devices they already own.
A "bring your own device" (BYOD) model protects school budgets while letting students use tools they are already comfortable operating. In schools where BYOD has been implemented, students bring in devices deemed appropriate by their teachers. Students without their own devices can share with their peers, and BYOD usually involves small group work. In some districts, schools may even provide a few classroom devices for students without devices to borrow.
Of course, there are limitations to the BYOD model. When students bring their own property into schools, questions about liability arise. Cell phones, tablets, etc. can be expensive devices, and parents often do not want their children bringing them to school where they could be misused or stolen. There is extra concern when devices are being shared. If a student accidentally drops a peers' device, who is responsible for fixing or replacing it? Questions like this mean that schools who want to implement BYOD need to have clear policies and explicit waivers that define what exactly a school can be held responsible for. Additionally, locked cabinets and explicit use guidelines can help minimize risks.
Although their are risks to BYOD, the benefits of thee programs have resulted in increasing implementation. BYOD allows teachers to integrate new media into their lessons. From apps to podcasts, BYOD means students have access to it all. Additionally, BYOD saves schools money, and provides motivation for students who enjoy using their phones, ipods, tablets, and more.
Resources:
Osborne, C. (2012, April 04). Bring your own device scheme launches at school. Retrieved from http://www.zdnet.com/blog/igeneration/bring-your-own-device-scheme-launches-at-school/15919
Monday, August 20, 2012
Thursday, August 16, 2012
Student Searching Tips
The internet can be an invaluable resource for students, but only if they know how to access the right information from he right places. The most common method of seeking out online information is by doing a search, but not all searches are created equal. Without the right methods and knowledge, a web search can lead to inaccurate information, sites trying to make a sale, or even questionable sites we may not want our students seeing.
If we want our students to find quality information online, then we need to teach them the best ways to search through the endless amounts of data posted on the internet. While there are a number of search engines out there, perhaps the most commonly used is Google. Here are a list of some key Google search tips (many of which work with other search engines, that we can share with our students to help them:
Use Quotes - Quotation marks "" can be used to search for a specific phrase. Without quotes, Google will search for pages with all search teams, but they may not be found next to each other. For example, "sand shark" searches for a breed of shark while sand share with no quotes includes any page with sand and shark on it.
Subtract Unwanted Terms - You can use the - sign to remove unwanted words from a search. For example, if you want to learn about Mercury the element, not the planet, you may include -planet in your search bar.
Sort by Date - The left side of Google's search now allows you to add filters to your query. This includes searching for information updated recently, in the last day, week, month, etc. This is great for finding the most current details on your topic.
Find the Right File - Sometimes, searching for a .pdf of an academic article or a PowerPoint presentation on a confusing subject can be more helpful than a traditional webpage. Google allows you to search for a specific type by adding filetype: and the file extension.
Be Advanced - Google (as well as many other search engines) offers an advanced search page. You can define where / how keywords appear on a page. You can also select specific languages, date ranges, and even domain names for the pages you are sifting through.
Resources:
Google. (2011). Google.com. Retrieved from http://support.google.com/websearch/bin/answer.py?hl=en&answer=134479
If we want our students to find quality information online, then we need to teach them the best ways to search through the endless amounts of data posted on the internet. While there are a number of search engines out there, perhaps the most commonly used is Google. Here are a list of some key Google search tips (many of which work with other search engines, that we can share with our students to help them:
Use Quotes - Quotation marks "" can be used to search for a specific phrase. Without quotes, Google will search for pages with all search teams, but they may not be found next to each other. For example, "sand shark" searches for a breed of shark while sand share with no quotes includes any page with sand and shark on it.
Subtract Unwanted Terms - You can use the - sign to remove unwanted words from a search. For example, if you want to learn about Mercury the element, not the planet, you may include -planet in your search bar.
Sort by Date - The left side of Google's search now allows you to add filters to your query. This includes searching for information updated recently, in the last day, week, month, etc. This is great for finding the most current details on your topic.
Find the Right File - Sometimes, searching for a .pdf of an academic article or a PowerPoint presentation on a confusing subject can be more helpful than a traditional webpage. Google allows you to search for a specific type by adding filetype: and the file extension.
Be Advanced - Google (as well as many other search engines) offers an advanced search page. You can define where / how keywords appear on a page. You can also select specific languages, date ranges, and even domain names for the pages you are sifting through.
Resources:
Google. (2011). Google.com. Retrieved from http://support.google.com/websearch/bin/answer.py?hl=en&answer=134479
Thursday, August 9, 2012
Digital Storytelling with PowerPoint
Digital storytelling is one of the most effective types of new media projects teachers are using. They provide students with a way to express their ideas by combining pictures, writing, audio, and more. In classrooms where multiple learning styles are present, this makes it easier for teachers to assess student learning without relying upon a single, standardized exam. Furthermore, the use of new technologies and the opportunity for creativity serves as a motivator for many students.
There exists an increasing array of tech tools that can be used for digital storytelling. From freeware like Audacity to online video editors like Animoto, teachers have many choices available. Still, one of the simplest and most commonly available tools is Microsoft PowerPoint. This is my preferred method of digital storytelling for a number of reasons. First, it allows students to work even when internet access is limited or nonexistent. Second, learning PowerPoint is a valuable skill for future career endeavors. Finally, many online tools allow PowerPoint presentations to be uploaded and easily shared, and these projects can even be converted into other formats like videos.
When it comes to creating digital stories, my students participate in a variety of different formats depending on content area and skill level. For example, my sixth grade students write and create their own short children's stories. They then use clip-art to create illustrations and add narration to their text in Powerpoint. Another project I conduct involves making "choose your own ending" style stories. By using PowerPoint's hyperlink features, students create multiple paths in their stories that readers can choose.
With both these, and other potential, digital storytelling projects, I expect my students to follow the assigned rubric and demonstrate creativity, effort, and a variety of technology / language arts skills. These are utimately very popualr projects in which students become very engaged. Sharing these works, both in our classroom and online, is a highlight of my computer courses, and it is amazing the difference in students' motivation between writing stories on paper and crafting these digital projects.
There exists an increasing array of tech tools that can be used for digital storytelling. From freeware like Audacity to online video editors like Animoto, teachers have many choices available. Still, one of the simplest and most commonly available tools is Microsoft PowerPoint. This is my preferred method of digital storytelling for a number of reasons. First, it allows students to work even when internet access is limited or nonexistent. Second, learning PowerPoint is a valuable skill for future career endeavors. Finally, many online tools allow PowerPoint presentations to be uploaded and easily shared, and these projects can even be converted into other formats like videos.
When it comes to creating digital stories, my students participate in a variety of different formats depending on content area and skill level. For example, my sixth grade students write and create their own short children's stories. They then use clip-art to create illustrations and add narration to their text in Powerpoint. Another project I conduct involves making "choose your own ending" style stories. By using PowerPoint's hyperlink features, students create multiple paths in their stories that readers can choose.
With both these, and other potential, digital storytelling projects, I expect my students to follow the assigned rubric and demonstrate creativity, effort, and a variety of technology / language arts skills. These are utimately very popualr projects in which students become very engaged. Sharing these works, both in our classroom and online, is a highlight of my computer courses, and it is amazing the difference in students' motivation between writing stories on paper and crafting these digital projects.
Wednesday, August 1, 2012
Teaching with YouTube
Content on YouTube ranges from funny mash-ups to current news footage. Teachers can access educational videos on any number of subjects. These videos may be documentary-style clips, how-to guides, or even educational music videos. Teachers can also use clips from television shows and movies to help engage students in a topic. Additionally, footage from important world events can make social studies more tangible. Truly, the possibilities for usable content are endless on YouTube. Teachers can organizer short clips into playlists for student review or for use during a lesson. This helps organize content and makes the vast array of media more manageable.
To enhance the educational value of videos, teachers can now add annotations / quizzes to YouTube videos. YouTube also allows teachers to create "choose your own ending" style videos with links students can select. They also have the option to add additional links for further research. For more resources, teachers can visit YouTube EDU where they can find relevant lesson plans and playlists. There is also an option to access YouTube EDU content specifically from within a school's network, which can alleviate some safety concerns for districts.
Finally, YouTube also offers a forum for students to share their own creations. Posting projects on YouTube allows students to take pride in their work knowing that the world could view it. It also allows from meaningful feedback from both their peers and a broader community. Meanwhile, for teachers who are uncomfortable with the public arena YouTube affords, student work can be set to private and only viewed by specified users. This option keeps the thrill of posting content online while limiting the risk to students' privacy and help assuaging administrator and parent concerns.
Resources:
Ayers, S. (2011, October 5). Youtube for teachers. Retrieved from http://hubze.com/2011/10/youtube-for-teachers
Barseghian, T. (2011, September 08). [Web log message]. Retrieved from http://blogs.kqed.org/mindshift/2011/09/five-reasons-why-youtube-rocks-the-classroom/
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