Category: web 2.0

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My Decade


“Roads? Where we’re going we don’t need Roads”

Twenty years ago a movie came out that changed the way I looked at the future. This movie was Back to the Future II. Back to the Future II was different than any future movie my adolescent eyes had ever seen. My only comparable film was 2001: A Space Odyssey, but at the ripe age of nine, Stanley Kubrick was not really appealing to my audience. I remember watching the previews and hearing about some of the “future” scenes in the movie. It took place in 2015. At the time, that seemed so distant and I could not even imagine the calendar year starting with a 2 and a 0 instead of a 1and a 9. In the scenes where Marty McFly and Doc Brown travel to the future, we get a brief glimpse of what is awaiting us down the road. It all seemed far-fetched, but you still watched, and you still held that thought in the back of your mind that said, “hmmm, maybe this could happen.”

In 1989 we imagined a future where cars fly, hover boards are the must have toy for kids, NIKE shoes glow and your jacket air-dries and talks to you. There are vintage shops that house relics of a time gone by and there is baseball in Miami. Who could have ever imagined all of this? Robert Zemeckis did. Did it all come true? (Baseball in Miami happened and the Marlins managed to win two World Series titles since Back to the Future made this bold prediction) we don’t know yet, we are only approaching 2010.

I see this vision of the future and think about what has come in the past ten years and look forward to what will be greeting us in the next ten. This image in the New York Times today really struck a cord with me as to how fast things have progressed over the last ten years. Since 2000 the way we communicate and collaborate has changed so fast that it is hard to keep up with it all. Think about this, ten years ago we did not tweet, check facebook or use an iPhone. The web was still lingering in 1.0 and we used lots of bullets on MS PowerPoint and thought flying text and toasters were progressing us forward.

Today, the average person wakes up, checks their phone, sends a few texts, checks e-mail, brushes his or her teeth, sends a tweet about it, updates facebook status (blah Monday morning), sends a reply to previous text, eats cereal, sends a tweet about an article you are reading via an RSS feed on your iPhone, check e-mail again, grab your iPod and update it with your favorite podcasts to listen on the way to work and finally, you are out the door. Think about what just happened…THINK ABOUT IT!!!!

So my question is, “What is next?” Where does all this lead? We can connect to copious amounts of information and communicate faster than ever before. We have even started condensing our language in order to express how we feel in 140 characters or simply to show laughter. Have you ever thought about what it means to write LOL? I once asked someone if they actually laugh when they reply back to a text or an IM conversation with LOL. This person said, “Well when I write LOL that means I really laughed out loud, when I write “haha” that means I’m not really laughing hard, but you received some funny points and when I type “hehe” that is just a giggle.” Yes, this is where we are! This is our future.

When Doc Brown said, “Roads? Where we’re going we don’t need roads” he was sending a message to all of us here in 2010. We still need roads, however, maybe by 2015 we might not need them. While we might not need roads anymore we still have become reliant on so many tools that govern our daily lives. Imagine your day without your smart phone, e-mail, facebook, ATM card, Google, and your standard Internet connection. Imagine this world, because at one time this was reality and all the terms I just mentioned were not even invented yet. And someday my grandchildren will probably wonder how we lived without teleporters, “Wow Grandpa, you mean you actually had to drive places!? Weird.” Don’t laugh. It will happen.


And here are five things that I predict will happen in the next ten years.

1. Everything will merge and condense further

In a few years, we will all carry one device that can do everything. It will be an iPhone on steroids. One will be able to perform every daily function aside from eating and breathing on this device. It will control the lights in our house; it will start our cars, pay our bills, give us every bit of news, connect us with everyone and house every document we need. It will simply be called “Awesome”.

2. Print media will fade

I still like the smell of an old book and enjoy walking out on Sunday morning to get my newspaper, however, this medium of spreading news and information will soon fade into the past. With the advent of the kindle, the RSS feed, the podcast and the constant stream of news there will be no need for print media and the cost of producing it.

3. Google will prove George Orwell right

Google has grown and expanded faster than any company over the past ten years (save for Apple, so I may be wrong on this one). In the next few years Google will be releasing its own operating system along with its own smart phone. Google will think for us and take care of all our daily connectivity needs. Eventually Apple will revive its 1984 Super Bowl add and this time market it at Google, not IBM.

4. Text to Speech

As we continue to condense our language via twitter and text messaging, our speech and usage of words will continue to denigrate as well. People will communicate less through verbal means and more through cryptic texts and tweets. Eventually language will be obsolete as we condense every word into one character that has yet to be invented.

5. The Ubiquitous Classroom

School will change greatly over the next few years as technology becomes fully integrated and a necessary means for learning and teaching. Teachers will have to demonstrate the knowledge of content along with technology skills in order to get hired. This will go far beyond understanding MS Office Suite and blogging. Skype and the advancement of video conferencing will tear down the classroom walls and allow students to see the world and learn globally and locally. Standardized assessments will be taken out back and shot. Yes! The age of standardized tests will fade along with the failed No Child Left Behind Act of 2001. Education will finally differentiate for all, students will learn in forums that suit their learning styles best and they will be assessed in a way that is authentic, rigorous and diverse.

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15 Slide Show Tools for Teachers

Slide shows are a great way to present information and engage students inside and outside the classroom. This article contains of list of 15 free slide show tools that would be useful to almost any educator.

Empressr – Empressr is a free multimedia tool that is virtually effortless to use. The tool creates, manages, and shares slide shows without limitations.

VoiceThread – With VoiceThread, teachers can create dynamic multimedia slide shows for students or colleagues to comment on. Comments can be made through microphone, telephone, audio file, text, or video.

SlideShare – SlideShare is the world’s largest community for sharing and managing presentations. The site allows you to upload presentations to the public or a private group of people.

Slideroll – This site offers free software for creating smooth slide shows that can be viewed by anyone with Internet access. Created slides can be published on the site or embedded in web pages, blogs, or emails.

PhotoPeach – PhotoPeach is a slide show creator that uses photos, text, and audio. This is a great tool for teachers who want to create entertaining slide shows within minutes.

Joggle – This free beta site allows users to manage and share photos, music, and video. Joggle provides the tools for quickly embedding slide shows into websites, blogs, and more without the use of complex coding.

Yugma – Teachers can use Yugma to upload and share presentations, collaborate in real-time, or host a web conference. This site makes it incredibly simple to make educational presentations for students.

Animoto – Animoto is an easy-to-use slide creator that offers unlimited videos to teachers. Within minutes of signing up, teachers can start creating custom slide shows of images, audio, and text. This site can also rearrange your photos to create a new slide or custom video.

Slide – This interactive presentation site features tools for creating slide shows, posting video, and creating an online group.

One True Media – One True Media offers a free subscription for teachers who want to upload and share images, music, and videos. This site also features special effects for a dynamic, personalized touch.

Vyew – This free web conferencing site provides tools for hosting presentations, webinars, or online meetings. Vyew also allows teachers to upload and create real-time courses and collaborative learning.

Vcasmo – Vcasmo is a rich media presentation solution designed for personal use and academic teaching. As soon as you sign up for a free account, you can start uploading images, audio, and video to create a personalized presentation or simply publish a pre-created PowerPoint presentation.

LectureTools – LectureTools is a free lecture and slide tool that can be used to engage students in lectures. The site provides tools to upload and organize slides, make notes directly on them, and post questions.

iWebPhoto – This site is a free image hosting site that allows you to create slide shows for embedding and sharing with colleagues and students. The free membership includes five free slide shows with 50 photos each that can be linked to websites and blogs.

Sliderocket – Sliderocket offers 250MB of free storage for slide show presentation and creation. This site also allows you to import, organize, synchronize, and share your presentations.

Guest post from education writer Karen Schweitzer. Karen is the About.com Guide to Business School. She also writes about online degree programs for OnlineDegreePrograms.org.

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My Proposal 2.0


This is my proposal. This is my initial pitch for technology reform in my school. Our students have laptops and our classrooms have smart boards, however, at this point we just have aesthetically pleasing tools. How we use these tools, how we integrate these tools, will define how our students learn in a 21st century context.

A lot of schools wear the badge of technology proudly on their sleeve, however, how are they really incorporating these new tools? How far do students travel beyond Microsoft Word and Powerpoint? In short, could we run the same class if we were using word processors or typewriters? If you answered yes, then you are not integrating technology.

“We never use our laptops.”

This comment was all it took for me. I began by engaging my PLN and looking back through the previous work I had done with technology integration (most examples are found on my blog archive). I found standards for the 21st century student via the NCTE framework for 21st Century Learning skills and assessment. I wrote the following proposal and presented the idea to my administration. This was only step one. Step two will take place on January 13 when I will present a PD to our faculty. This presentation will run roughly 30-40 minutes and include time for “playing around” with new technology “toys”. Teachers will work on writing their technology integration plans and select one, maybe two, new learning tools to incorporate into their curriculum maps.

This is exactly what I had hoped for when I addressed my administration about this idea. They were receptive and excited about getting our technology plan in order. The other end of this is the possibility of a new position for next fall. I would still teach a few ELA classes, but my other focus would be working within classrooms to help teachers incorporate, utilize and effectively monitor technology use in their content area. I would work hand in hand with teachers to design and implement tech-driven lesson plans.

Like riding a bike for the first time, it is good to have someone guiding you. Eventually they will let go and we will be off on our own, riding without assistance. The same can be said for implementing technology into our curriculum. We need to guide our teachers, give them the initial assistance they need and eventually let them ride on their own. My school is giving me this opportunity, and I plan on making our school “cutting edge” “21st century” “2.0” and every other neo-buzzword you can think up.

As with any post I write, I look forward to hearing your feedback, comments and suggestions. If you have traveled this road before, please feel free to contact me with comments about your experience.


Curriculum & Instructional Technology Specialist
Job Proposal by: Andrew P. Marcinek


Please consider the following job proposal for a new position for Boys’ Latin Charter School of Philadelphia. The title I am requesting is “Curriculum & Instructional Technology Specialist.” If awarded this position, I believe I can use my experience, talents and abilities to help our school be on the cutting edge of Virtual Learning and 21st Century Skills.

Job Description:

The Curriculum & Instructional Technology specialist will collaborate with administration, teachers, students and parents in the area of instructional technology synthesis. This position will work in creating a school wide educational technology curriculum, synthesize all content standards and technology standards and work with teachers to incorporate technology into all content areas to meet the needs of 21st century skills.

21st century skills

  • Information and communications skills Examples:
    • Using communication, information processing, and research tools (such as word processing, e-mail, groupware, presentation software, and the Internet) to access, manage, integrate, evaluate, create, and communicate information). These skills include information and media literacy skills.

  • Thinking and problem-solving skills Examples:
    • Using problem-solving tools (such as spreadsheets, decision support, and design tools) to manage complexity, solve problems, and think critically, creatively, and systematically.

  • Interpersonal and self-directional skills Examples:
    • Using personal development and productivity tools (such as e-learning, time managers, and collaboration tools) to enhance productivity and personal development. These skills include accountability and adaptability skills.

  • Use digital technology and communication tools to access, manage, integrate and evaluate information; Construct new knowledge; Communicate with others effectively. Examples:
    • Using 21st Century tools (such as word processing, e-mail, presentation software, the Internet, spreadsheets, decision support programs, design tools, e-learning, time management programs, and collaboration tools) combined with learning skills in core subjects equals 21st Century Skills (ICT Literacy) Teach and learn in a 21st century context.

  • Learn academic content through real-world examples;
    • Learning must expand beyond the four classroom walls. Teach and learn 21st century content (3 emerging content areas) Global awareness, Financial, economic and business literacy, and Civic literacy. Use 21st Century Assessments that measure 21st Century Skills High quality standardized tests Classroom assessments for teaching and learning.

21st Century Assessment

· Supports a balance of assessments, including high-quality standardized testing along with effective classroom formative and summative assessments.

· Emphasizes useful feedback on student performance that is embedded into everyday learning.

· Requires a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills.

· Enables development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers.

· Enables a balanced portfolio of measures to assess the educational system’s effectiveness at reaching high levels of student competency in 21st century skills

Suggested List of Performance Responsibilities

Curriculum and Instructional Support

1. Monitor the use of instructional technology to ensure that resources and activities enhance rigorous academic content and the school’s mission.

2. Assist teachers in the classroom to provide training on the integration of technology and curriculum. Offer support hours in tech lab.

3. Maintain blog for teachers, parents, and staff; to share inspiration, assistance, engagement, and resources.

4. Make continuous improvements in key processes, techniques, and procedures.

5. Promote a positive, caring climate for learning. Deal sensitively and fairly with all staff ranging in diverse levels of technology proficiencies.

6. Participate in training and conferences for 21st Century Skills and Web 2.0.

7. Establish technology proficiencies for teachers and students and provide support training model to help them achieve success.

8. Participate in collaboration teams to develop a school-wide technology plan.

9. Develop list of project ideas, to be submitted in August, which would be centered on teacher support and professional development.

10. Seek out professional development opportunities for administration, faculty and staff.

This is an updated version of what I am using to present my idea to our Administration and Faculty. I encourage you to steal this and make it your own! Show your faculty, your friends your tweeps! Enjoy the lack of bullet points and minimalistic approach. If you would like to see what I have done with my wikispaces in the classroom or any other learning tool presented, please feel free to get in touch with me.

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Independent Reading 1.0


This was a discussion prompt that introduced my independent reading unit. We just finished a unit on the fundamental literary elements: plot structure, conflict, point of view, characterization, etc. Students will now be applying these skills to their independent reading. I’m sending them out into the literary seas in search of adventure and intrigue. NOTE: This lesson is very 1.0 but I will apply how one can make it a 2.0 activity.


The question: Why do we read fiction?


Eager hands abound!

Some of the responses:

“For Fun”

“To learn”

“To expand our imagination”

“To be taken somewhere”

“To learn about another place or culture”


Yes! It’s working; they understand the purpose of fiction!


I decide to challenge their thinking further.


The question: Those are all good answers, but why should we waste time reading books that are not true?


Students pause momentarily; I can see the critical thinking wheel spinning feverishly.


A HAND!


“We read fiction to travel somewhere we have never been and to experience something new. Like I have never been to China, but I can go there through the author’s perspective.”


I pick myself up since I just fell over from this brilliant response. This question ignites another burning mind.


“We read fiction, like to be taken, say to the past, when we wasn’t around and find out about different historical events through fiction.”


Eureka! I am loving these responses (save for the use of proper English).


This was my class today. I started with a simple question and challenged students with critical thinking. Mind you, these students are all below reading level and were anxious about reading a book outside of our required text. Maybe, it was the aesthetically appealing covers of many new books, or maybe it was the new found ownership they all half over their novel, but what ever the case, they were thinking critically before cracking the page and by god, THEY WERE ENGAGED!


This project is intended for 1.0 instruction. I am not utilizing any form of technology until I first get my kids to read. Their responses are all done…get ready…in a packet. I know, this term is a sacrilege and completely against everything iTeach stands for. However, in one of my previous posts I mentioned using goodreads.com and shelfari.com to foster summer reading. Both of these sites would serve as wonderful forums for housing your responses and tracking the progress of your students. Although these sites work well for the summer reading project, I would definitely transition my packet into a wikispace. This allows for students to post responses, collaborate in a discussion and track their progress. For my students, I would recommend having some form of tracking method that would reward efficient, not fast, readers.


Please let me know if you are doing independent reading through 1.0 or 2.0 methods. My colleagues in the 9th grade are all setting the course in this independent reading project and so far we have had great success with our 1.0 project. I look forward to hearing about different independent reading projects and what your experience has been whether you are a packet or a PC.

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Going Off The Grid


The last blog post I composed was August 20, 2009. That was the day I fell off the grid. I fell far; I fell fast. And soon I was trying to find my personal learning network and wondering where everyone went. The party was over and I was back at work, teaching, grading, designing, engaging and performing several other topical buzzwords used in current edu-speak. I was no longer mentioned in Tweets and my direct messages were simply tumbleweeds drifting by in the wind. My comments and blog readership began to fade and I was no longer engaging in a community that had given me so much and inspired me to transform the way I teach in the 21st century.


Since I have last posted a lot has happened. William Safire passed away. He enjoyed buzzwords and was a columnist I looked forward to reading every Sunday in the Times. I grew half a beard a few times; thinking the exotic look of a beard would inspire me to write again. The Phillies lost the word series and all the while I was an inactive member of the personal learning network (PLN) I tried to promote so strongly in my previous posts.

I created the one comment a day project ning only to fall behind in my duties as chief executive commentator. I wrote the introduction to my book that I am attempting to write, only to stuff my edits in a drawer for that rainy day off that never came. I’ve continued to read blogs and visit TweetDeck occasionally to see what all my Tweeps are up to. It seems like they are having fun; it seems like they are really engaged in stimulating discussions about Web 2.0 in the classroom and redesigning 21st curriculum to meet the needs of the 21st century student.

So what happened? How does one fall off the grid so quickly?

I’m a teacher.

I teach, therefore my time is limited. My time is precious. I teach high school English by day and English composition by night at a local college. In between I browse hundreds of essays and paragraphs for run-ons, fragments and my all time favorite, dangling modifiers.

My free time is spent coming down from the day and relaxing with a cup of tea and some light harmonies. Going to bed at 9 pm seems practical, my DVR is overloaded and my Netflix canceled. I know! This is how I came to fall off the grid.


These are my challenges and this is where I came to fall off the grid.

So now what?

I’m using this blog post as my springboard back on to the grid. I want to tweet again! I want to get excited about 2.0 or maybe 3.0 learning. I want to revive the one comment a day project and make t-shirts! I want to write my book on web 2.0 curriculum and I want to collaborate with my Personal learning network! I want to transform my school into an environment where technology and education skip hand in hand down the hall. I want my students to read on level and I want to rediscover the power of my personal learning community!

This is me coming back to the party, head slightly down, but ready for acceptance back into the great collaborative environment of learners, educators and thinkers that became more than a tiny square icon, but inspiring voices in the world of education and beyond. I want to be there again, I want to collaborate and I want to plug back in to my Personal Learning Network.


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25 Free Technology Tools for Teachers

Finding free technology tools and teaching aids is a great way for teachers to engage students in learning while keeping their class within budget. The Internet has tons of hi-tech resources for teachers of language arts, history, math, science, art, and music. Here are 25 tools and sites to explore before the beginning of the new school year:

Language Arts

Cast UDL Book Builder – The Cast UDL Book Builder makes it easier for teachers to build reading skills in students. The site provides tools to create, read, and share digital books.

Shmoop – Shmoop is a unique study guide site designed to help students appreciate and understand literature, history, and poetry. This site is a way for older students to hone and improve literary analysis and writing skills.

Academic Skill Builders – This site is loaded with free online video games for learning language arts, vocabulary, and mathematics. The goal of Academic Skill Builders is to make classroom learning as effective as possible.

TumbleBook Library – This reading site can be used with interactive whiteboards in the elementary classroom. TumbleBook resources include a collection of free animated books.

VisualWords – This online graphic dictionary is a great literary tool for building K-12 vocabulary and language comprehension. With VisualWords, students can see an illustration of how words relate to one another through “word webs.“

History

DoHistory – DoHistory provides an interactive way for students to understand the skills and techniques needed for interpreting history. This site, which can be used on interactive whiteboards, is based on the 200 year old diary of Martha Ballard.

Race for the Superbomb – Complete with a teacher’s guide, PBS’ Race for the Superbomb takes an in-depth look into the creation and use of nuclear weapons. Throughout this virtual experience, teachers will find films, timelines, maps, and special features.

History Podcast Network – The History Podcast Network offers links to a wide variety of history–based podcasts. Teachers can use the site to find podcasts on the military, U.S. history, British history, periods in history, and much more.

History Classroom – The History Classroom from History.com offers a wide variety of interactive games, learning materials, and tools that teachers can use in the classroom to create a fun, engaging history experience. Resources include study guides, videos and speeches, and lesson plans.

Library of Congress – The Library of Congress offers media-rich tools and interactive opportunities that teachers can use in the exploration of history. This site also features activities, lesson plans, and themed resources.

Math and Science

The Blobz Guide To Electric Circuits – This interactive guide teaches groups of students about the intricate networks of circuits. The Blobz guide is a good interactive teaching aid for math and science classes.

Volcano Explorer – The Discovery Channel‘s Volcano Explorer can be used to teach students about volcanoes. With this interactive exploration, students will get an up-close look at this beautiful yet deadly force of nature.

OceanNow – This interactive expedition into the ocean is a wonderful teaching aid for exploring the science of nature. OceanNow allows you to view video, track maps, and get instant updates.

NumberNut – NumberNut is a free elementary math teaching aid. NumberNut covers everything from shapes and colors to ratios and money math.

Mathgrad – This site is a free mathematics podcast that teachers can use as part of their curriculum. Mathgrad offers practical mathematic information in terms that everyday people can understand.

Art and Music

Renaissance Connection – The Renaissance Connection can be used to teach students about Renaissance art history. This site connects students with the past through in-depth looks at artworks, innovations, and other visual learning tools.

Artopia – Artopia is a comprehensive art experience for middle school children. This site allows students to examine and learn about styles, principles, and processes in dance, media arts, music, painting, sculpture, and theatre. Teachers can also find a how to guide for incorporating Artopia into their classroom.

ArtsEdge – This interactive website provides teachers with tools and technology for exploring and understanding art. Throughout ArtsEdge, teachers will find resources for teaching, connecting, and exploring several different art forms.

Essentials of Music – This site for music teachers provides materials on eras of music, composers, and a glossary with examples. By using this excellent teaching aid, teachers can provide a vast amount of information on composers and eras through MP3 formatted examples.

ArtPad – ArtPad is a creative and mess-free way for students to express their creative side. Once students are done creating art, the works can be printed or emailed.

Miscellaneous

GeoEdu – GeoEdu is a free game and interactive atlas for learning worldwide geography. This software is designed for teaching children of all ages.

PlanetInAction.com – This site offers a 360 degree virtual tour of historical and geographical sites. PlanetInAction.com is an interactive alternative to images in books or slide shows.

BrainPop – BrainPop is a fun teaching aid for all subjects. This interactive site uses games and activities to engage students in subjects ranging from art to social studies.

ARKive – This site allows students to explore life on earth through videos, images, and facts. ARKive offers an extensive collection on thousands of species around the world.

The Periodic Table of Videos – The Periodic Table of Videos is a nice teaching aid for illustrating the periodic table. This site utilizes webcast for a visual demonstration of each element.

Guest post from education writer Karen Schweitzer. Karen is the About.com Guide to Business School. She also writes for OnlineCollege.org, an online college resource.

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Discover your Personal Learner’s Network (PLN)

One of the best things I did last school year was create and enhance my Personal Learner’s Network or PLN (as we, “in the know” say). At first, all the different networks and abundance of information that was coming my way overwhelmed me. In one week I joined several Nings, set up a twitter account, set up my iGoogle page and subscribed to several blogs and wikis. The week after, I was swamped with so much new information that I could hardly find anytime to read it all. Information overload!

I found the conversation and new information about education very positive, but at the same time I wanted it to be centralized so I could filter what I wanted and reap the benefits of stimulating content. I also discovered that my PLN was much better than any Professional Development my school had provided in the past few years. I was now privy to a plethora of engaging conversations and progressively helpful content in my field. I was learning at my own pace and not sequestered to an auditorium on a bright summer day. Like the Verizon commercials, my network was ubiquitous.


Since starting my PLN I have weeded out the junk and managed to stay current with educational trends. I have a constant flow of information that appeals to my educational palate arriving on my screen daily. I have met and regularly correspond with many new educators, innovators and bloggers that are always willing to share and listen. In short, this is what every educator wants his or her school to be, a constant flow of information and collaboration. However, this is not the case in most districts.


By now you are bursting at the seams, you want to get started and begin developing your own PLN. Here are five things I would recommend to start your PLN before the beginning of the next school year.


1. Join the Classroom 2.0 Ning


This was my first step in developing my PLN and joining a Ning is simple an easy. But first, you might be asking, “what did he just say? A ning? Sounds like a Monty Python and the Holy Grail reference!” A Ning is an online platform for people to create their own social networks. A ning is basically your own personal facebook page tailored around a specific subject. You only have to provide basic information when setting up your Ning profile and in minutes you can be communicating and collaborating with thousands of like minded educators.

The Web 2.0 Classroom Ning allows members to share links, events, blogs and topic discussions. Members can also e-mail and chat with each other through the Ning website. As a Ning member, you will have your own personal page where other members can leave comments, add you as a colleague and can see your action log – basically shows anything you have posted or commented on throughout the Ning.

The Ning is a great start to develop your PLN and will have you collaborating and communicating with educators from all over the world in minutes.


You can access the Classroom 2.0 Ning at http://www.classroom20.com/ and you can access and start your own Ning at www.ning.com. You can also read an earlier blog post of mine that focused on setting up a Ning in your school district.


2. Join Twitter


At first I was hesitant about twitter and didn’t really buy into its intrusive nature, however, I have grown to really appreciate this platform. Twitter allows you to maintain a constant stream of information coming to you throughout your day at a rate of 140 characters per tweet or CPT. As a Tweep (a person who tweets), you can follow whom you want and block those you don’t want.


As a member of twitter I can keep up with colleagues in my PLN on a daily basis. I can read articles they post and respond to them privately or via the main feed. With twitter, I suggest finding a few good people to follow initially and then slowly expand your radius, as you get more comfortable with tweeting. Twitter also allows you to post photos, videos and links.


What I have gained most from twitter is the ability to access articles and information that I may have never seen. I have been turned on to new bloggers and many good books that have surfaced in tweets. Like any network, you have to weed out the material you want and not get overwhelmed by the one tweep who will post 300 tweets a day. There are also several desktop platforms that you can utilize to filter and showcase your twitter feed. The one I recommend using is TweetDeck. It can be used on any OS and its user interface is simple and user friendly.


Finally, Twitter employs a unique language. At times, this can be intimidating to most newbies, but fear not, there are plenty of twitter guides out there that are free and online. Three Twitter aids I recommend for the twitter newbie


A) Twittonary


Twittonary is a database of all the words utilized in the twitter lexicon. You can type in a word or simply select a letter and begin studying up for your Twit-cabulary Quiz this Friday!


B) Watch this Common Craft video


C) Watch this Great Slide show


Please feel free to follow me on twitter @andycinek and happy tweeting!


3. Read and Comment on Blogs


I have been turned on to many great blogs as a result of the previous two items listed above. As a blogger, I put a lot of time into my posts and try and promote an atmosphere of collaboration and communication. I never blog for the stats, but simply, to share information in my field without any concern for fame or fortune (Although if Scorsese ever returns my calls, we might be talking iTeach: The Movie!). Therefore, when I read other blogs I want to spend a few moments to take in the content, process it, and provide the author with my feedback. Leaving comments on others blogs is also a great way to get your own blog noticed. Again, not for the fame and fortune, but for the exchange of ideas and opinions.


Each week, dedicate yourself to reading several blogs and leave a constructive comment on one of those blogs each day. If you want to leave more than one, good for you! However, if you choose one a day to comment on, you will truly be sharing in the learning community and you may meet some new colleagues for your PLN!


4. Become Familiar with iGoogle and Google Reader


iGoogle is a great start for organizing your PLN. If you want to really filter your content, iGoogle is the place to start. iGoogle lets you create a personalized homepage that contains a Google search box at the top, and your choice of any number of gadgets below. Gadgets come in lots of different forms and provide access to activities and information from all across the web, without ever having to leave your iGoogle page. Here are some things you can do with gadgets:


* View your latest Gmail messages

* Read headlines from Google News and other top news sources

* Check out weather forecasts, stock quotes, and movie show times

* Store bookmarks for quick access to your favorite sites from any computer

* Design your own gadget. ***


***Courtesy of http://www.google.com/support/websearch/bin/answer.py?hl=en&answer=20324

Google reader is another application that you can access directly from your iGoogle start page. Google Reader is Web-based aggregator, capable of reading Atom and RSS feeds online or offline. It allows you to take all the blogs you subscribe to or authors you enjoy reading and access them all in one place. Google reader has become one of my best friends and definitely beats book marking all of the blogs and authors you read. Google reader can also be accessed on most new smart phones. The iPhone has a great interface for iGoogle and Google Reader as well as the Android.

5. Attend a Conference

Attending a conference can not only bolster your PLN but also bring it to life. At times I feel like I know all these people whom I correspond with daily via twitter, nings, blogs, etc., but never really meet them. Attending a conference allows the little square photo icon to come to life. Plus, attending a conference will bring to life many of the discussions and conversations you have on a daily basis.

One way of keeping up with your PLN conference schedule is to create a google calendar with several members of your PLN. All users can share this calendar and when someone adds a conference to this calendar it will show up. I currently share a conference calendar with a colleague of mine and an esteemed member of my PLN. Her name is Donelle O’Brien and you should leave this blog and begin reading hers at http://lifelonglearning20.edublogs.org/

I hope this helps and will give you something to experiment with before you get back to school and are too overwhelmed with texts, schedule changes and parent teacher conferences. I hope to see you in my PLN in the near future!

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Are you ready for next fall?

Pop Quiz hot shot…

What are your plans to use technology in your classroom next fall? What is your plan for day one? Does it involve anything that I have blogged about? Does it involve a personality test that groups kids by colors? Does it involve asking students one by one to describe their summer vacation and the question, ‘if you were a car what one would you be?’

If you are already overwhelmed by my brief, yet aggressive, pop quiz, then here are some practical ideas you can implement next year from day one. If you subscribe to this list and try a few, you too, may be known as the “techie teacher” by October.




1. Obtain a Twitter account

Please, just try it before you sigh and move on to number two. I made this number one because I have been turned on to so many great teaching blogs and links to great articles. Twitter can be a very useful collaborative tool among teachers all over the world. Yes, world! I keep up with a teacher in Portugal. And it is very interesting!

Twitter allows you to follow whom you want and block those you don’t want. You can share and collaborate with fellow teachers and even set up a group that will allow your school to tweet together. Twitter does not spam and all that is required of you is a clever username and password. Set up your photo if you want and your ready to tweet away!

I find the best time to use twitter is to pick a few times during the day when you can scour your twitter feed and pick the articles you want, save them and read them later. If you try and stay current all day, you may find yourself in the weeds and overwhelmed by over-tweeting. Don’t try and keep pace, simply tweet at your own convenience.

The idea of twitter can also be used without even setting up an account. The twitter frame work – expressing yourself in 140 characters – can be used to extract main ideas and to summarize a reading. On day one have students go to the board and explain something they did this summer in 140 characters. It serves as a nice day one ice breaker and will probably draw a few laughs.

Go here for Twitter

2. Create a Google Calendar

I find that a Google calendar can be a lifesaver and a great way to integrate other calendars in your school. I personally have one calendar for my personal life, one for my school’s academic calendar, one for technology conferences and our tech coordinator has one for his availability. All these calendars can be viewed on one single page and you can turn different calendars off and on if your June begins to look like a bag of skittles fell on to the page.

The other amazing feature about Google calendar is that you can share and subscribe to other calendars. This allows you to set up calendars in your district and coordinate with each other at all times. I also set up a Google Calendar for each of my classes and embed them on our class Wiki. It is a great way to post assignments and keep parents, guidance counselors and supervisors informed.

Click here for Google Calendar

3. Create a classroom Social Network

This can be done through numerous venues. I have always had the best experience with a Wiki space. It is easy for students to understand and they can easily adapt to the process of editing and sharing on the page. You can make your Wiki space private, however, you can open it up to parents, administrators and grandma, who lives 3000 miles away, but would like to see what her grandson is doing in school.

The Wiki allows you to easily upload assignments, photos and videos. Students can participate in threaded discussion and allows teachers and students to collaborate through e-mail. I find the class wiki to be a great year-to-year resource as well. Everything my students create or that I assign is posted on the wiki. At the end of every school year I go back through and see what we accomplished and how I can make it better next year. Think of your class wiki as the lesson planner you always wanted!

Finally, the Wiki is also a great tool to house student portfolios. I covered this topic last month and find that a student portfolio wiki will allow students to track their progress from year to year and allow them to have access to it. This idea works beyond their high school years as well. They can take their wiki to college with them and continue to add and upgrade their portfolio.

Check out this post here.

Click here for wikispaces

4. Use Animoto!

If there were one tool that I am simply in love with, it would be Animoto. I have covered this site in a previous post and have used it numerous times in my own classroom. It is an application that can be used across all disciplines and will enhance your classroom flare!

I have used it to create movie trailers for all of the books my students will read during the semester. Rather than acquire a video camera and learn how to use editing software, Animoto takes care of it for you! Here is one I created for Hamlet. It took me roughly 5-10 minutes to create.

This is a great icebreaker for day one of a unit! Kids can showcase their prior knowledge and also make predictions about the upcoming literature. Another idea is to have your students create their own Animoto preview for the literature or play they just completed. Then you can showcase their films at the beginning of next year. Tell students their target audience is next year’s freshman class and that they have to draw them into reading Hamlet!

Find Animoto here

5. Plan Ahead this summer!

There are lots of tools out there for teachers to use and it can be overwhelming to try them all. At the end of each year I recommend reflecting on your lessons and trying to find a new web 2.0 tools to enhance that particular lesson or unit.

One of the biggest mistakes one can make is to try all these tools out mid unit. This creates chaos and is not healthy for the classroom. If you spend more time trying to tweak the application you are using than provide the content then the point is lost. Try these steps when trying to implement new technologies into your classroom.

1. Become an expert on the application

2. Synthesize the lesson so that the application does not distract from the content

3. Plan out your time and set parameters for equipment usage so that you don’t usurp valuable class time

4. Provide a supplemental handout for students in case they do not understand the new application

As always I look forward to your feedback and would love to hear how you are planning ahead for next year. Please comment with any new ideas you are trying out or any additions to this list.

Happy Summer!

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Year Round Learning 2.0

Part I: Year Round Learning 1.0

On Thursday, I was in Borders Book Store searching for a good read for my train ride to Boston. (SIDE NOTE PLUG: I went with Arika Okrent’s In the Land of Invented Languages). I went upstairs to find my book and here is the sign I came across…

While this seems like a very efficient and kind offer from Borders Book Store, I was still troubled by this sign. Why? Let’s break it down.

1. The sign is directed at students. “Ask your teacher to email a copy to us” Really! I would love to live in a world where students flock to Borders Book Store, actually have the energy to go upstairs in a book store – send 8 text messages on the way up to the second floor – and get excited about a sign that asks them, the student, to address their teacher about sending them a summer reading list. I know that is a very cynical mind set, but I just don’t see #1 on this sign working.

2. The main problem I have with this though is not about student’s apathy, it is with the entire book exchange process. Last time I checked we were in some sort of an economic downturn. Families are cutting back on vacations, unnecessary expenditures, etc. That said, why doesn’t Borders offer a book exchange program for local schools? Here is my method:

1. Instead of having students provide their reading lists, every school district will e-mail borders a copy. Borders will then set up various kiosks for each local school.

2. Students who read the book last year will have the opportunity to return the book – if they so choose to do so – and get a credit for their next summer reading book.

EXAMPLE:

John is in 9th grade. Last year he read “Things Fall Apart” for his summer reading. This year he needs to read “A Brave New World”. He goes to Borders this year and returns “Things Fall Apart”. Borders gives John half of his money back for “Things Fall Apart”. John finds a used copy of “Brave New World” and buys it at half price.

Kate is going into 9th grade and needs to read “Things Fall Apart” This summer. She goes to Borders and finds a used copy for half price. On the inside cover is the name John.

With emerging technology on the verge of creating devices to replace books, bookstores need to adjust, and make it appealing and practical for students to come in and purchase a book. Promote the content, not the cover!

Part II: Year Round Learning 2.0

School districts need to rethink summer reading and ways to promote learning through the summer. As an English teacher I was always bothered that we were the only department giving out summer assignments. And I realize that it one of the primary components of the English classroom, but why limit reading to one discipline? I also understand that teachers and students need time to “recharge” from a long year, however, recharging, does not mean halting the learning process.

Students and teachers have the opportunity to communicate and learn throughout the summer months. This can be done through many different forums. The process doesn’t require much and should promote learning and engage students when they have plenty of time on their hands.

Here are ways to rethink and promote summer reading or simply “Year Round Learning 2.0”

1. Let’s have our students read a broad array of fiction and non fiction throughout the summer.

A. English – Read selected literature given by your teacher

B. History – Read Newsweek or Time every week and post on one article. Or better yet,read the newspaper!

C. Math – Utilize this great forum set up through Drexel University and post one or several math problems a week for your students to complete, post and discuss on the wiki.

D. Art – Go to this site (Every Photo Tells A Story Blog) every week and post a comment or set up your on blog/wiki like this and create a discussion forum where your students post an image and discuss it! Actually, this site can be used for creative writing as well and works well in many English classrooms. It is a great way to get your students free writing and into the composing groove.

E. Gym – Yes, gym! This marks the first time I am covering gym! Have your students not only exercising their mind, but dropping the remote or mouse and get outside to stay in shape throughout the summer! Show them how to use Run Keeper if they have an iPhone or iPod Touch. Or have them track their running throughout the summer by using Google Maps Pedometer.

2. Let’s get a GoodReads or Shelfari school account set up and make students accountable by requiring them to post once a week on the literature they are reading. Make this happen!!!

3. Create a summer reading wiki for your class. Link it to Goodreads or Shelfari or simply use it to facilitate discussion over the summer. This makes that first day of class ice breaker seem very unnecessary.

Learning is ubiquitous and it should not just be limited to reading literature; it should be open to all disciplines. If we promote the idea of social networks and getting our students to be independent learners, we will have a much easier transition every September. The world is flat and therefore the classroom should be as well. As the “off – time” of the school year commences, let’s really use our time to promote these new technologies and create the year round classroom. It can happen, it will happen and we need it to happen now!

Discussion Forum: How are you getting your students ready for the summer? How do you plan on promoting “Year Round Learning 2.0”?

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The Student Portfolio Solution

“Students, make sure all of your work is placed in your folder. Once your latest writing piece is in your folder, close the folder and stack them in the back of the room in alphabetical order.”

How many times have you said this as a teacher? Like most print media, the student portfolio is in a period of transition, however, there seems to be too many options for housing student work. For the past few years my department has debated ideas about how we should transition the student-writing portfolio. Here were some of our suggestions…

  1. All students get a flash stick
  2. House student work via Google Docs
  3. House student work on class wiki
  4. Give all students another flash stick to back up when they lose the first.

While all of these ideas are valid and practical, there is one glaring problem. Why are we housing the student work?

Anyone?…Bueller?

Most districts have students keep their prominent writing throughout their academic career. As a 12th grade English teacher, I am in charge of handing them their stack of yellowing papers that they have stored in folders or binders for the last few years. I encourage students to keep them and that I always enjoy reflecting on my own writing folder from high school to see how far I have come and for simple sentimental value. After this speech, the bell rings and soon enough my trash can is full of student writing folders.

So what is the solution? What is the point of housing these documents if they will only be recycled or trashed?

The first step is to find a housing method and implement it throughout the district or school building. Students do all of their writing on a computer and save it over and over again. Let’s face it, there is no need to keep paper in a folder for four years of high school and three years of middle school. Here is my suggestion:

  1. Elementary and Middle School (K-8)
    1. Each teacher will have a flash stick for student work.
    2. When Students create a writing piece they will save the work on the flash stick and on the school server for backup.
    3. If students create a visual piece the teacher will scan and save the work.
    4. The teacher will host a class wiki and feature student work each week. This is great to collaborate with Administrators, other faculty, parents and grandma who lives 3000 miles away from little Mary and can now see the work she is doing in school on line!
  2. High School (9-12)
    1. Students receive their own flash stick at the beginning of their high school career.
    2. Their work is already uploaded on to the flash stick and is also archived on the school’s server.
    3. At this point, students are capable of maintaining their own wiki space. During freshmen orientation, students will attend a workshop on how to maintain their own writing portfolio wiki.
    4. Students will upload to their wiki throughout their high school careers and also interact with this portfolio.

This may seem like a lot of work and yes, there are many things that could go wrong, but this comes with any new venture. The problems are no different than a student writing portfolio getting lost or misplaced. I think my suggestions cover many bases and allow access to the material throughout their academic careers and beyond.

Many Colleges and Universities ask for writing samples or student work. This allows students to access their work anywhere or even point admissions officers directly to their personal wikis. Also, this is no simply limited to the language arts curriculum. This can be done for computer science, art, history, etc.

Some ideas for portfolio integration:

  1. At the end of each year, students write a reflection piece on their writing for the year. They cover the following items:
    1. How you have grown as a writer
    2. Writing Strengths/Weaknesses
    3. Three goals for writing improvement next year.
  2. Senior year: Students write a comprehensive reflection piece that covers their writing career. Students can also add one visual element to this piece:
    1. A film trailer that captures their writing career and style
    2. A collage of all their writing pieces
    3. A presentation on their writing evolution
  3. Revise several pieces from previous years that focus on
    1. Style
    2. Voice
  4. Students write an editoral-esque review of every piece of writing they submit to their portfolio. Their voice will be that of an outside reporter covering the writing process that just took place. Students can reflect and comment on their writing strengths, weakness and goals for the future.

Finally, this idea can also be used for educators. Last year I created my own wiki for my education portfolio. Since then I have used it in interviews and for updating my lessons and curriculum. It is the same concept and my work is always accessible. This also works well with Google Docs, but I like the idea of inviting someone to view my wiki and they can simply see the educational work that I have posted.

Here are two screen shots of what I have created for my educational portfolio