Union University logoI’m so excited to go back to Union University today.  Dr. Anna Clifford and her students invite me from time to time to come and spend some time with them talking about Google and Web 2.0.  We always have so much fun.  (Anna always remembers that M&Ms are my favorite treats, too.)  Today, I have the pleasure of Joanne G. coming with me to share her expertise as well.  She’s a former middle school teacher with Memphis City Schools and has a wealth of real-world knowledge that can be sure with Anna’s preservice teachers.  I don’t know if we’ll get everything that we want to talk about in or not, though.

Today, we’re going to tooling around with Google Docs/Apps.  In particular, we’re going to take a look at Google Reader, Google Docs word processor, Google Docs presentations, Google Docs spreadsheets and Google Docs forms.

Here’s the links to the wiki pages I’ve created to go along with the workshop.  Anything we don’t get to will be accessible through these links, and please use them liberally.

  1. Using Google Reader
  2. Using Google Docs word processor
  3. Using Google Docs presentations
  4. Using Google Docs spreadsheet
  5. Creating forms and quizzes with Google Docs forms

And a Google Form for us to try if we have time.

These are my Jumptags for October 21st

These are my Jumptags for October 13th through October 15th:

Union University logoIt’s going to be a great Saturday morning! I get to spend the morning with some awesome teachers at Union University in Jackson, TN. So, “Good morning, Union!” or maybe it should be, “Google morning, Union!”  They are taking a weekend class with my dear friend Dr. Anna Clifford, and she asks me from time to time to come spend some time playing with them. I’m so honored that I get to come.  I love sharing and I get to learn something, too.

Today, we’re going to tooling around with Google Docs/Apps.  In particular, we’re going to take a look at Google Reader, Google Docs word processor, Google Docs presentations, Google Docs spreadsheets and Google Docs forms.  I hope we can get through it all.

If we don’t happen to make it through everything (and that’s okay, I always plan too much), here’s the links to the wiki pages I’ve created to go along with the workshop.  Anything we don’t get to will be accessible through these links, and please use them liberally.

  1. Using Google Reader
  2. Using Google Docs word processor
  3. Using Google Docs presentations
  4. Using Google Docs spreadsheet
  5. Creating forms and quizzes with Google Docs forms

And a Google Form for us to try.

These are my Jumptags for September 8th

  • The Five Design Elements Every Website Needs – Discover the five design elements that every well-built website needs. Includes tips and tricks for content and navigation design.
  • How To Jump Start The Website Design Process – Discover a simple four-step process that can help any web designer squeeze inspiration out of a competitor's website design.
  • Project2Manage – Free Project Management – Project2Manage is an Online project management system that allows you to stay up-to-date, on task and connected with your team. We’ve taken the hard work of staying organized and simplified it for you.
  • 15 Essential Web Tools for Students – It's time to head back to school and there are a number of web-based and social tools to help you get through the school year. Here are 15 essential ones.
  • Microsoft Launches Tools For Teachers – Microsoft's Education Labs launched a new project this afternoon and it's better on trees and the environment. The group just announced a new Math Worksheet Generator where teachers …
  • Kineo – Tip 27: Tear down the visual wallpaper – It is time to tear down the e-learning wallpaper and take heed of some top tips on using graphics for instructional use.
  • 30 Amazing Alphabet Recreations | Tutorial9 – The Alphabet dates back to the Egyptian era and forms the basis of our language, through the years people have experimented and created a wealth of interesting and unique alphabets. This is a collection of some of the best examples.
  • 3 Successful Small Businesses on Social Media – To help you see how social media can work no matter how big or small your business, I’ve found some great case studies of small businesses that get it and are seeing results!

These are my Jumptags for July 7th

  • FRONTLINE/WORLD . India – Hole in the Wall – Mitra decided to place a high-speed computer in the wall, connect it to the Internet, and watch who, if anyone, might use it. To his delight, curious children were immediately attracted to the strange new machine. "When they said, 'Can we touch …
  • Sugata Mitra shows how kids teach themselves – Video from TED Talks
  • Overview : Educating the Net Generation – Despite the considerable recent attention devoted to the 'Net Generation', few Australian studies have documented the characteristics of this group and little evidence has been provided to support claims made about the Net Generation and its implicat…
Jongpil Cheon

Jongpil Cheon

by Jongpil Cheon

The faculty members in instructional technology program were invited to visit some classrooms by a technology support team of a school district. All the classes we visited in two elementary schools, one middle school and one high school were using a Smartboard and clickers (classroom response system). In the discussion session, the main request from the technology support team was that these tools should be in pre-service teacher curriculum. I understand that these tools become more popular and we need to teach how to use the tools. However, all classroom activities were still teacher-centered except that the students chose their answers with clickers or pointed at something on the screen in front of the class. I felt there was a gap between real classroom settings and research findings. I started thinking about how to narrow the gap in a practical way. There should be something we could provide for teachers rather than journal article. That’s my initial thought.

Web 2.0 has been a big word. As the owner of this blog stated, Web 2.0 tools have three big features: a) easy to learn, b) variety of tools, and c) low cost and networked community. There are many websites introducing Web 2.0 tools such as http://www.go2web20.net. In addition, some sites focus on classroom tools such as http://www.classroom20.com. However, there are a few websites that introduce currently available technology tools for K-12 classrooms with useful categories and application samples. Therefore, I opened a wiki space (http://tools4classroom.wetpaint.com) to collect any available tools including hardware and software as well as website using Web 2.0 technology. I asked my students to add a tool they know. It is the beginning of my own project. The main goal is creating a resource to support effective Web 2.0 technology integration that would be the second edition of teacher technology handbook (http://teacherhandbook.memphis.edu). I am seeking ways of categorizing various tools based on a teacher’s point of view. Furthermore, an evaluation system such as a benchmarking system can be implemented with another Web 2.0 tool.

Screen capture of technology 4 classrooms wiki

http://tools4classroom.wetpaint.com/

If you have time, please add a tool to the wiki space, and let me know any useful website about Web 2.0 technology integration to classroom. You are more than welcome to suggest a categorizing method as a comment.

(Last, congratulations on launching a blog!  I hope this blog will be a resource and a communication point in the instructional technology field.)

Guest blogger:  Dr. Jongpil Cheon is an Assistant Professor in the Department of Educational Psychology and Leadership in the Instructional Technology program at Texas Tech University.  He taught elementary schools in Incheon, Korea, and has served as an instructor at the Incheon Education and Science Research Institute, Incheon, Korea. Dr. Cheon has received numerous honors, such as being named outstanding doctoral student at the University of Memphis, and was inducted into the Phi Kappa Phi National Honor Society. He has contributed to several instructional technology books and has many presentations and publications in the fields of adaptive learning system, online instruction and interface design. He has also served as a system manager in Advanced Instructional Multimedia Lab at the University of Memphis, and developed numerous websites, instructional technology integration manuals, and Web-based courses.

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Lynn Schrum

Lynn Schrum

I have studied educational technology for over 20 years; my work has focused primarily on teachers’ use of technology for teaching, learning, and professional enhancement.  Overall, we have always seen wonderful pockets of projects and ideas that are making a difference but we have not really seen the dramatic, large scale implementations that some of us have hoped for!  Recently, I reread The National Education Technology Plan (http://www.nationaledtechplan.org/), released by the U.S. Department of Education in January 2005, and I was struck that its first action step is to “strengthen leadership.” A true “ah-ha” moment!

Although teachers often have courses in technology integration at the preservice and inservice levels, unless those teachers also have the leadership of their administrator, they may be unable to successfully use that technology (NCES, 2000). It seems clear that administrators are not able to lead their schools’ or districts’ technology integration if they do not understand what is involved in this process. Additionally, while the ISTE NETS for students and teachers have been widely adopted and adapted, the administrator standards (currently being refreshed: http://www.iste.org/Content/NavigationMenu/NETS/NETSRefreshProject/NETS_Refresh.htm) have had little impact thus far.

In a recent review of the 50 United States, Schrum, Galizio, and Ledesma (under review) found that only a few states mentioned technology integration as necessity for new administrators to earn their license.  A few required a portfolio (although not necessarily an electronic one!), and one did mention technology, but in general, states leave it up to institutions to determine what a future administrator needs to know about technology.  In an examination of several universities who are recognized by each state to grant or recommend administrators, many have a course on “Data Driven Decision Making” but only a few had a course on technology integration as a requirement.  We can be pretty certain that there is a relationship between the technology training school leaders have (or seek) and the support teachers receive for integrating it.

This perspective of the need for collective mobilization guided a new research study and became the lens through which the data were filtered. We are inviting school leaders who are using, supporting, or even encouraging their schools to integrate technology in meaningful ways to answer some of our questions.

The URL is: at http://www.surveymonkey.com/s.aspx?sm=D_2bgDfXbBriNF_2bd47sgpNGA_3d_3d.

Or, if you are lucky enough to know such a leader, you can invite him/her to complete the survey.

Guest blogger: Lynne Schrum is a Professor and Director of Teacher Education in the College of Education and Human Development at George Mason University.  Her research and teaching focus on appropriate uses of information technology, online and distance learning, and preparing teachers for the 21st century. She has written four books and numerous articles on these subjects; the most recent is New Tools, New Schools: Getting Started with Web 2.0. Lynne is currently on AERA’s Council, past-president of the International Society for Technology in Education (ISTE), and currently editor of the Journal of Research on Technology in Education (JRTE) (2002-2011).  More information can be found at http://mason.gmu.edu/~lschrum.

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Corey Johnson

Corey Johnson

Something must be done about the utilization of Web-based technology resources in schools. Too often I visit campuses where computer equipment sets idly collecting dust. While computers are the main gateways to Web-based resources, dusty equipment is a clear and obvious indication that barriers exist to the land of plenty we commonly refer to as the World Wide Web. Web-based applications and resources continue to emerge at rapid rates as the debate over technology utilization and student achievement cycles around conflicting reports and research findings. These factors lead me to believe that we are focusing on the wrong stages of technology implementation.

The U.S. Department of Education reported that 25 percent of district Title II, Part A funding was spent on professional development for teachers. At a minimum, this indicates that training is being offered in the initial stages of a professional development model. However, there are weak or missing links throughout many professional development programs that continue to prevent us from ultimately increasing student achievement through technology integration.
We must find ways to provide teachers with on-going training and support. Richard DuFour provided a study guide for the Best Practices for Enhancing Student Achievement that utilizes Personal Learning Communities. Personal Learning Communities offer both support and training by connecting professionals who are dedicated to increasing student achievement. PLCs are a great way to collaborate with other professionals around the world and make use of equipment that is currently underutilized. Web-based technologies provide an atmosphere that fosters mutual learning and continuous development. PLCs may reinforce knowledge gained during professional development workshops, increasing the odds of teachers using skills rather than losing them.

[youtube]http://www.youtube.com/watch?v=-VJ_D-yVjjw[/youtube]

Guest Blogger: Corey is an Instructional Development Specialist with Federal Express Flight Training. Prior to joining FedEx, Mr. Johnson worked as an Instructional Trainer at the West Memphis School District. Corey holds a M.S. in Instructional Design and Technology from Mississippi State University and is currently completing research residency requirements towards his Educational Doctorate Degree in Instructional Design and Technology from the University of Memphis.

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Anna Clifford

Anna Clifford

by Anna Clifford

Napkins and individual packages of cheese and crackers were handed out to the group of preservice teachers.  The professor asked them to couple with a partner  and make a Cheesy-Crackette!  One partner watched and took notes, while the other made the masterpiece, as instructed. However, there seemed to be some congestion with one group that gained the attention of the entire class.

Aynne explained, “I have never seen one of those things, and I don’t know what to do with it!  I am lost!”

The calming partner chuckled in dismay and stated,  “You have never seen a package of cheese and crackers and you have never experienced the red stick?” Girl, just grab the red stick and smear it on! It is all good! ”

Bewildered eyes cut across the class of preservice teachers in the instructional technology class. “What is a teacher suppose to do? “ asked the professor. There responses included: show her how, draw her a picture, let her figure it out, and give her some directions. “ Look at you!  Let’s give her some step-by-step directions,” concluded the professor.

Discussion continued, as they compared and contrasted their directions and edited and finalized a class JobAid for making a Cheesy-Crackette.

Will it work?  Who should try it? Aynne was selected to follow the JobAid. Her peers  watched as she made her very first Chessy-Crackette.   “It is delicious!” she sounded.

The conversation continued, as the preservice teachers began to close the teaching-learning gap. They agreed the concise JobAid http://web.ics.purdue.edu/~smflanag/edtech/basic.htmworked for Aynee and a job aid could be posted on a computer, as needed to close the computer skill’s gap, as well.  In addition, teacher selected videos from YouTube (e.g.,   How to Insert Pictures in Word 2007) or  TeacherTube, (e.g., School House Rock: A noun is a person, place or thing), and  using the Help aids (e.g., Microsoft Office Word Help) within the software, were suggested.

“It just depends on the student and the student’s needs. So is this like …  learner adaptations or differentiated instruction?”  questioned another.

Red sticksThe red stick … waved another awe moment!

Guest blogger:  Anna Clifford is an associate professor in the School of Education at Union University.   She works extensively with preservice teachers in early childhood education, as well as, instructional technology.  Her background in Montessori education has shaped her philosophy.  Her research and interest focus on technology integration in the PreK-8 teaching-learning environment, particularly, its impact on the professional growth of teachers and preservice teachers.  She works along the side of colleagues and preservice teachers, planning and implementing effective technology integration into the current content curriculum. She completed her EdD in Instructional Design and Technology from The University of Memphis, where she is an adjunct professor.

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