How Do I Learn and Some Reflecting

How do I learn? That's a really big question. I guess I like to learn by doing and trying. Looking at an activity that's put in front of me and actually physically engaging in it. In our discussions at our table, we talked about some of the different ways we learn. Some of them are doing, seeing, acting it out, revisiting the task and reflecting on the process of what was just done. 

Does this mean our students learn the same way? Is it something we've taught them over the years or do all people learn in these ways? These are important questions I'm trying to figure out. 

The most effective way for me to learn is by making mistakes and reflecting on why I made that particular mistake. After reflecting, I can then go and fix what went wrong and work on not making the same mistake again. 

When we did the knot activity last time we were together, I don't think I did it the correct way by actually making the knot, I just made the design of the knot. In the end does it really matter because I know I learned that I need to make mistakes in order to learn. 

I try to be reflective after a days work with the students by asking myself; How did the lesson go? Did they understand what the point of the lesson was? What could I have done differently? Where do we go from here? What could I possibly do differently next time? And even many more questions. What I don't do a lot of the time is actually write down my reflections and keep track of the changes I need to make regarding my lessons. Maybe I need to do a better job of this especially with the changes I am wanting to make regarding my work with 21st Century Competencies and how I want to embed them into my lessons and investigations. The other area I am discovering I need work in is inquiry.

I think I understand it but when I visit other places like The Genesis Learning Centre in Edmonton, AB I realize I've got some work to do. At first I wasn't okay with this but you've got to take a step back and realize you can't make ALL the changes in your classroom in a short amount of time. Baby steps are important. Asking quality questions is also important. I worked on that this week and it was difficult for some of my students to come up with answers to those questions. One of them I used during writer's workshop was, Why do you think this is a good piece of writing? The student just looked at me blankly and thought and thought. At that time, I realized I needed to be asking them to really think in this way so I've got some work to do. 

It appears as though learning is an ongoing process which requires us to be reflective and thoughtful about what we ask and why we're asking the questions we do. Inquiry is an area I need to improve upon and work towards more critical thinking and asking quality questions of my students. I guess I better get to work. 

Further Flickr Findings

I would like to return to the tool of Flickr and discuss some of the things I have learned in the past couple of weeks about this social photo-sharing website. Flickr has the ability to impact education in many ways but I feel it has fallen short in others.

History
I had heard about Flickr from people on Twitter and family members who have sent me invitations to view photos of my nieces and nephews. I hadn't really given it much thought for education until this project. I had remembered our professors saying the images from Google were not always the best to be using for research, Flickr was a better site for being able to reference and give credit where it was due. Upon further investigation into Flickr I because interested in it's popularity among educators and how they use it in the classroom. I also wanted to know more about the tagging and RSS feeds. How did they work and why are tagging and RSS feeds important.

What do I really like about Flickr?
1. Flickr allows you to share photos with Blogger, Twitter, Tumblr, and Wordpress right from the actual Flickr site. I tried this feature this week and I quite enjoyed the ability to quickly upload and write about my photos at that moment without having to do extra steps.

2. When you subscribe to a groups photostream RSS feed, it is sent to your aggregator of choice, mine happens to be Google Reader. This is a feature I really like. Having the photos comes to you is much easier and helps to keep you updated. You could then share them to Twitter or make comments on your friends images or tag the picture with a note.

3. Flick has thousands of photos uploaded each day, which makes the possibilities endless for finding a photo. There are so many to choose form. The 'explore galleries' tab was really amazing. There are some amazing amateur and professional photographers around, it a great time waster during crunch time for sure.

4. Discovering the Flickr Uploader on iPhoto makes adding photos so much easier than how I was doing it before. It will be much easier to now upload photos to my photostream, Blogger, Twitter, and my groups using this feature in iPhoto. You can read my blog post about the Uploader feature here.

5. Flickr offers a widget photo stream for your blog. I added one to my classroom blog and one to this site. It shows the most recent photos added to Flickr. If I or my students need to quickly access a photo I can click on it and it sends you to the most recent set I uploaded. I use it a lot in math to discuss student work in the classroom. You could also add images from Flickr and have each student click on an image of choice and then write about about what they see, it would depend on the task and what you wanted them to think about and reflect upon.


What I was bothered by in Flickr
1. If you click on one of the photos from my photostream on this blog,  I thought people could make a comment on the photo. I was incorrect, only contacts can make comments and you must be signed in to do so. For example, I was going to have students explain their thinking about the pattern they saw in their own work. When they clicked on the photo, it opens up to the site and it appears you can comment but it takes you to the sign in screen. This is a definite con especially if I am wanting others to make comments. I will need to create a class Flickr account, share the log in name and password with students and have them sign in. This video provided some excellent ideas on how to use further use Flickr in the classroom.

2. Flickr does not offer an educational feature like Diigo does. Perhaps having a safe place where teachers could upload photos and students could search this data base of images is something Flickr will think of for the future.  But for now, Standen says, the group feature is a way to go around possible problems with the search feature and kids coming across unnecessary photos.

much of what's not kid friendly about Flickr can be eliminated by skipping (or greatly limiting) use of the Search button. One way to do that is with Flickr's Group tool. Flickr's groups are small pools of users who pull photos from across the site and organize them into categories accessible by group members

This would mean, creating a group and posting the link on a wiki or blog where students had access to it.

3. Due to the huge number of uploads each day, Flickr has the potential to be an unsafe site for students. Who is controlling all of those uploads? This photo shows how many photos are uploaded in a minute.

This is an amazing number in one minute. In 2008, Educause reported over two billion images to be on Flickr,  the amount of images present three years later is astronomical. The report goes onto state: 

Flickr largely depends on the community to police itself for copyright violations, and opportunities for libel or invasions of privacy around.

This can be a frightening thought for a teacher who does not want to take the risk of students finding an inappropriate photo.

4. Searching for photos can become daunting. I found searching to be quite difficult. It could be that I am not using the correct words or tags but I often feel I cannot find what I am looking for. If I find it difficult, kids could potentially experience the same problems. A teacher may need to search photos ahead of time and upload them to a group site, students could then search through the site. It seems like a lot of work. It would depend on how many photos one was looking for and the tags and subject of the photo being used.

5. I couldn't find a group that I really wanted to join, so I created my own. You can take a look here. I am hoping to have conversations about student work in math. If I keep adding to the group and posting updates to Twitter I am hoping to engage in some great discussions about student thinking. I think these group discussions will be a way to collaborate with others using authentic photos and actual student work. This is something I feel is missing in math instruction. In order to really reflect, we need something to reflect on. Sullivan (2000) stated it nicely when she said this:

I still have ideas that I think are uniquely my own, at least in part. But I know that a lot of other people are thinking about the same thing as I am, just perhaps in a slightly different way, through a different lens.

What a better opportunity to invite other educators into the conversation around mathematical thinking than reflecting and sharing their ideas on their students work.

Overall, I think Flickr is a useful tool to use in a classroom and for personal use. It took some time to learn about all of the many features and I still do not feel completely confident in knowing all of the ins and outs of Flickr. However, I would recommend exploring and using this Web 2.0 tool in your classrooms. I look forward to keeping you posted on how my Flickr group is going.

References

Educause. (2008). 7 Things you should know about flickr. [PDF]. Retrieved from http://www.educause.edu/ELI7Things

Johnson, C. (2010). What does it mean to “reflect on my learning?” Critical Thinking at Forest Green School/CFL. [Blog post].Retrieved from http://ct.forestgreenschool.ca/2010/11/15/what-does-it-mean-to-reflect-on-my-learning/

Jutecht. (Producer). (2006). Flickr. [YouTube Video]. Retrieved from http://youtu.be/QLo4355l6QE

Standen, A. (2007). My friend flickr: a great photo opportunity. Edutopia. http://www.edutopia.org/flickr-social-networks-sharing-photographs

Sullivan, K (2000). What does reflection mean to us? From Now On The Educational Technology Journal. [Blog post]. Retrieved from http://www.fno.org/apr2000/reflection.html

More Than I Thought to Screencasting

How to create a Kidblog account
(I can't get my screencast to play in the blog) This is a problem to be solved in the future.

Screencasting and using the program Jing is the last of the Web 2.0 tools I'll be reflecting on for this inquiry project. I saved this particular tool for the very end because I needed time to think about how I was going to put the screencast together and because it was one of the tools I knew the least about.

History and First Experiences
I discovered screencasting over the summer when I was exploring blogging and adding to my Google Reader. It seemed like I'd taken up a collection of blogs like I've taken up a collection of children's books. I just couldn't get enough of them. My very first experience with what I now know to be called screencasting was found through iTunes. I'd been looking for help on quick tips to help improve my knowledge on my Mac. I came across several screencasts, watched them and didn't think much of them other than how helpful they were.

Over the summer, I had been following Ladybug Teacher Files and she did a summer series on how to create a blog on Blogger. My interest had been peeked. At first, I thought it was a program you bought but I didn't know how to go about getting it. In my head, I knew this was the next tool I needed to conquer but didn't have time or the know how to learn about this tool. I saw the name, Jing, on our syllabus list and Googled it and wouldn't you know, the pieces started falling into place. Screencasting is the actual procedure but one of the many tools available is called Jing.

According to Wikipedia, 

A screencast is a digital recording of computer screen output, also known as a video screen capture, often containing audio narration. The term screencast compares with the related term screenshot; whereas screenshot is a picture of a computer screen, a screencast is essentially a movie of the changes over time that a user sees on a computer screen, enhanced with audio narration.

Experiences
Web 2.0 tools need to have a purpose in our lives. In order to give this particular tool purpose, I chose to create my own screencast on how to set up and create your own class on Kidblog.com. I distributed it to my colleagues so they an see how easy it was to create.

Since doing this, I've experimented with the tool a lot more. I showed my students a screencast I had created for a student who was travelling to Australia for the month (I know lucky right!). Her homework is to take pictures and blog about her experience in Australia. I didn't think she would remember how to load pictures so I created a screencast to help. After showing it to my students today, one student asked at the end of the class, "Can you do that thing again so I can learn how to do what we did in comptuers?" Translation --> Can you create a screencast so I can remember how to go to Tagxedo and enter in words like we did in computer class? Wow!!!!! The power of a Web 2.0 tool.  Steve McGovern (2010) says it nicely when he writes about how screencasting can enhance the learning process:

Firstly the clarity of teaching is evident; students can be shown exactly how to perform a given task or be educated on a given subject matter. Moreover, the easy access to repetition of this teaching through repeated plays of the content can help establish understanding.

Obviously, this tells you the impact screencasting can have and how it can best be used in an educational setting. Students in the primary years are very capable of watching a screencast over again to learn how to use another Web 2.0 tool. Mental note Ms. Brown, do more of this in the future.

Teachingsagittarian also writes about the potential benefits of screencasting. She writes:

Screencasts are so good for those learners that just need a visual as well as an aural explanation as well as the opportunity to watch something again, in their own time, and without having to feel like they’re not smart just because they benefit from hearing/seeing something many times.

Collaboration
McGovern (2010) goes on to write about how screencasts can be used to:

exchange ideas, comment on student progress, showcase approaches to teaching and generally do the things that would normally require us to be present in a given location and a given time.

What an excellent way to collaborate on student progress through distance education, in graduate classes with professors who live great distances apart (wink, wink) or with parents. Parents would love the opportunity to see more about what their child is doing in school. Jing offers a link to send to anyone for future viewing. Quickly recording a screencast about what their child is doing on their blog would be an excellent way to collaborate and share with parents. Comment on their writing or their use of specifics like Ideas, Voice, or good words they are trying to use to enhance their writing. The possibilities are endless.

Ease of Use - Pros
Jing was especially easy to use. I didn't find it difficult at all. The short tutorials are all that are needed.
This feature page was very helpful along with this video.
Features of Jing
VideoTutorial Jing

Andreas Zeitler's article Most Common Mistakes in Screencasting was very helpful. His tip about keeping your hand off your mouse so that viewers do not follow it and get distracted. As well, if you need to edit your screencast you don't see your mouse moving around in awkward spots were two pieces of advice I tried to adhere to. Another tip that was very useful, was creating a story board or script before shooting helped to keep my content and video to a minimum. I didn't want to go above my 5 free minutes of time for various reasons; nobody wants to listen to me ramble and uploading would take much longer. My audience was going to be teachers and young children so I needed to keep it short and sweet, for the low attention span of both audience members.

Cons
Even though I enjoyed using and learning about this particular tool, I did find some drawbacks to it.

1. The time commitment to creating a screencast. Sometimes, you might have to go through several tries to get it right. It can sometimes take you time to getting it right. Patience is a virtue. The first time doesn't always turn out the best. 
2. Addicting - you could potentially turn yourself into a screencasting monster because of the potential uses in the classroom. Don't worry, you won't be seeing a huge amount of screencasts from me.
3. Usage for primary children - I am not sure I would use this tool with primary students to have them show what they learned. Instead, I would use it more for How To videos or for leaving specific feedback on some student work. Another way to use the tool would be to leave a How To for a sub on operating your Smart Board or any other electronics in your room. 
4. Tagging - It is possible to tag the screencasts but Jing calls it "keywords". Once you upload the screencast to your blog, you also have the possibility of tagging it here. It is also possible to add  screencasts to your RSS aggregator but you can only get access to screencasts that are in a public only folder. Watch the video tutorial from screencast.com.

As you can see my cons list is small. I feel screencasting is a valuable Web 2.0 tool and I look forward to using it more in my classroom.

References

Berger, P., & Trexler, S. (2010). Choosing web 2.0 tools for learning and teaching in a digital world. Santa Barbara, CA: Libraries Unlimited.

McGovern, S. (2010). Screencasts and education. The Screening Room. Retrieved from http://bit.ly/e3Zzg7

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.

Screencasting (2011, Oct. 4) In Wikipedia, the free encyclopedia. Retrieved Nov. 27th, from http://en.wikipedia.org/wiki/Screencasting  

Teachingsagittarian. (2009). Screencasting in the classroom. Retrieved from http://bit.ly/AsnQm

Zeitler, A. (2010). Most common mistakes in screencasting. Smashing Magazine. Retrieved from http://bit.ly/e3Zzg7

Less Is So Much More With Podcasting

I just finished a lengthy post on my learning and understanding of podcasting and how I would use it in my primary classroom or other classrooms. What I didn't tell you was, that there is a much easier way of going about doing publishing podcasts. Here's what I learned:

My students blog on Kidblog.com. Great site if you've never used it, I would highly recommend it for getting your students to write, reflect and comment on what others write. You can then share their writing on Twitter and others will comment on it. That's just a shameless plug for Kidblogs.com for those teachers who are interested. I'll be creating a screencast to show you how to create a class account.


Other way you can create a podcast is by using AudioBoo. This is the easiest way for young students to create and collaborate using podcasts. After all of the searching for a host server for my podcast, I remembered that AudioBoo could do it.

 The box on the left allows you to record right to your microphone on your computer and the right box allows you to easily upload an mp3 file. So after all of the work I put into learning how to find a URL to then embed it into a host server was good because during the process I realized I could do it with this Web 2.0 tool.

Here is the AudioBoo from uploading the mp3 file from my computer:


I continued my journey to find out how truly frustrated I could get. Why do you ask?

• If I didn't go through the hard parts, I wouldn't have come to understand that there was a much easier way of uploading an mp3 file by using AudioBoo.
• I learned how to convert an audio file from Audacity, which I wasn't too crazy about doing in the first place, into an mp3 file. I went back to the tool I'd originally wanted to use and persevered to get through the challenges. Yeah for me!!!
• I learned that AudioBoo is a much easier audio sharing tool to create, share and publish with than a Voice Recorder or Audacity. It has many of the features I was looking for. 
• Of course there are drawbacks, AudioBoo does not have the ability to edit or resolve background noise or insert music, but for right now I'm not looking to add those features to the podcasts my students will be creating. 
• During my frustration, I had to take a step back and really think about how difficult this was. If creating a podcast was this difficult for me, then it was going to be doubly challenging for the average teacher who is already afraid of technology. 
• I also like the look of having the podcast in a blog post, rather than off to the side like I had to do with the widget. I could have embedded the widget code into the blog post buy I wanted to see what it looked like off to the side. It looks much better as a blog post. 

I know there are others out there who really like Audacity, but it is not a great Web 2.0 tool for your young children to be able to use in a collaborative way. Young students are able to press record and talk into a microphone but Audacity doesn't allow them the flexibility to have it posted to a site on-line so they can go back and access it or even embed it onto a blog if they so choose. The social media tool I will use more frequently is AudioBoo.

My Adventures with Creating Podcasts

Podcasting has been an interesting Web 2.0 tool to figure out. I'd like to start by explaining my history with this tool, then talk about what it was like to create a podcast highlighting the good, the bad and the ugly, to finish off I'd like to talk about how it can be used for educational purposes. 

History

I hadn't really embraced the idea of podcasting as a tool I would use personally or professionally. As our mother's have told us on numerous occasions, we must eat our broccoli it makes us strong and healthy, so I thought why not give this social media tool a try, it will teach me something about the tool and about how to use it best in my grade two classroom.  I was interested in exploring it because of the possibility of capturing and engaging those students who have a difficult time with written work and for the possibility of having students explain their thinking in an audio format rather than in the written word.

I knew it was going to be a huge learning curve and I was right. I chose to create two podcasts, one in which I would use my little Sony Voice Recorder that converts the audio to mp3 format and loads it onto my iTunes account. The other I would use Audacity. You can read about my initial experience with Audacity here. I had never created any type of social media in the past, other than experimenting with AudioBoo about a month ago. I found this particular social media site to be very easy and self explanatory. I knew podcasts could be located on the Internet and I'd subscribed to several some years ago but found I wasn't listening to them so I stopped subscribing. Due to my inquisitive nature, I decided to start exploring and subscribing to the CBC Q podcasts with Jian Ghomeshi. I do not always get a chance to listen as often as I would like. Jiam's voice is captivating, so when I want some Jian and April time alone, I listen. 

My Learning

What I found most interesting in my research came from Berger & Trexler's (2010) chapter on Media Sharing. They write about how Thomas Ludwig (As cited by Berger & Trexler) traced the history of media in the classroom as being lectures with chalkboards and demonstrations with slides, filmstrips, overhead projectors, transparencies and videotapes. They go on to write about how students were passive receivers of this media distribution by teachers, up until Web 2.0 tools changed this (p. 125). After reflecting on these ideas, I would agree. As a student, I was a passive receiver and so have my students been up until this year.  Now students have the opportunities to be actively engaged and often times the creators of the social media. Students have shifted from being passive to actively involved.


Berger & Trexler also suggested tutorials from the Internet, one being, http://podcasting.about.com. I discovered Brian Bertucci's (2011) article Planning Your Podcast. It brings to light 4 important considerations for creating a podcast:

1. Consider your audience

2. What subject areas or content will you be discussing?

3. How often will you have new podcasts? 

4. Will you be using music? This opens up a huge legal issue if you are not careful.


When creating my two podcasts, I knew who my audience was: parents and students, plain and simple. I also knew I had wanted to investigate the tool and to do so, I needed a reason. I would give a brief description of what we did in our day so students and parents could be aware if their child had missed a day or two of school. Podcasting, at this point, was not going to be a regular occurrence. It would be done for the purpose of this inquiry project and to be done when students missed school. I will continue to report about our day when a student misses school because I think the students will enjoy hearing what we did in class. I would not be investigating adding music or background sounds, etc because of the legal issues and complexity it would involve. Learning how to convert it to mp3 and get a URL address would be enough of a learning process and music would take away from what the purpose of the podcast was going to be used for.


The Good, The Bad & The Ugly
Oh my goodness, was I in for an adventure with this tool. I began by simply jumping in with two feet and seeing where I landed. Sometimes this is a good thing and sometimes, well, it isn't. In this case, it all worked out in the end. I knew I had enough knowledge of how embed codes worked, how my voice recorder worked, how Audacity worked, so that I could spend time learning how to save to mp3 format, and find a hosting site so it could be embedded into a blog. There was a lot of watching You Tube video's and frustration at not getting the URL's to work properly. 

The Good

Using and speaking into the Voice Recorder was easy. I had tried to just wing it but that didn't prove to work out my favor, so I wrote out a brief outline and reminder of what we did on Wednesday, Nov 23 and Thursday, Nov 24th in the classroom. I was able to plug the recorder into my computer and it was instantly converted into mp3 format. I easily named the file and added an image. Talking into Audacity was easy as well. The sound was good and all of the buttons for recording, playback and stopping were easy to understand. Sounds simple, right...

The Bad

I thought iTunes created a URL for me but I was wrong. This Apple help page was telling me to create RSS feeds and something about Metabata. WHAT!!! I knew I was entering into uncharted and scarey territory so I ditched this idea and began searching again. I knew once I got a URL I was in business. It become frustrating and in my searching, this video proved to help, simple, straight forward and to the point. 

I found this video to be the most helpful out of all that I watched. I knew how Dropbox worked, which made me confident in the end result. After uploading the widget, problems occurred with getting it to play. After reading comments after comments, it occurred to me, the URL that Dropbox gave me was too long,  I eventually got the widget to work buy shortening the name of my podcast, recopying the code and posting the widget again.

What I didn't like about the Voice Recorder was the scratchiness in the sound at the very beginning and end. The sound is me moving my hand along the device, which you wouldn't think would make that much noise but it does. Can you image the scratchiness you would hear from kids holding it? I don't think this is the best tool to use for a podcast. I feel the buttons are small and cumbersome for young hands, the excess noises of touching it along with classroom noise would distract the listener, and the complexity in uploading it to the widget each time are just some of the reasons why I wouldn't use a voice recorder for podcasting. It's too much work for teachers and students, they are busy and need to be able to podcast with few steps, ease, and efficiency.

Audacity co-operated with me and actually prompted me to install LAME, which I did. I wanted to really get a feel for what this process was like. I knew it was going to be difficult because of watching video's and seeing all of the steps I needed to go through in order to get this podcast up and working on my blog.  There are way too many steps for young children to try to do themselves. Recording is simple and easy but I don't know if the process of saving it as an mp3 file would be easy for them to do. I could see students reading into Audacity and then listening to it after words to help with their fluency.

The Ugly

The amount of steps it took to come to a final product were and would be daunting for the average teacher. This process needs to be easier. There are so many hosting sites for podcasts and knowing which one to use can be discouraging. I used Podbean on Berger and Trexler's recommendation. Once the account was created and I'd gotten my password through email, I signed in and this image page appeared.

If you've ever used Edublogs, this page looks very much the same as this blogger site. I'm thinking they are one in the same company. I uploaded my podcast because it had been saved as an mp3 file, thanks to LAME. After some monkeying around, and yes this is the best way I can describe it, I created a post called "Here's what we did while you were away" because it seemed to be prompting me to do so. It's called 'publish a podcast' and I've since discovered Podbean is a Pod blogging site. I knew I needed a widget and I found this site by clicking on the 'embeddable player' link under my post on the home blog page, I copied the link and embedded it into bloggers 'edit HTML' section, that way it appears as a post and not as a widget. 

Here is the final product:

Podcast Powered By Podbean

 Here are a few suggestions to get you started in a primary classroom?
1. Have students read into Audacity from a book or their own story so they get the opportunity to hear their own voice. They can hear the fluency of their writing or the fluency of their reading.
2. How I used the tool, by creating a simple breakdown of your classroom day and what the students did and what they learned.
3. Have students explain their thinking to a math problem, then post it on their blog to keep for their eportfolio.
4. As a teacher, you could record your sub plans on a podcast, embed it into your classroom blog and have your substitute go to the link.
5. Have them do #3 post it to the blog and have students respond to what the child said through comments.
6. Have students record their favourite daily 5 or subject and tell why. See what my students said.

I could continue with a multiple ideas but I think my point is clear. Podcasting allows for multiple uses in education and the classroom environment. The choice becomes the teachers, do you always require paper and pencil work? Or would accept a verbal responses from students in the form of podcasts? The choice becomes yours and your students. I believe primary children would benefit from using social media but I do not believe the tools I chose were the best for them to use.
• See my next post on how this process can be done in less steps. 

References
Adamdacutie. (Producer). (2010). How to embed your own mp3(s) to your website.  [YouTube video].  Retrieved from http://youtu.be/-hrBbczS9I0

Berger, P., & Trexler, S. (2010). Choosing web 2.0 tools for learning and teaching in a digital world. Santa Barbara, CA: Libraries Unlimited.

Burtucci, B. (2011). About.com Podcasting. Retrieved from http://podcasting.about.com/od/basics101/a/planningpodcast.htm

Gigifide. (Producer). (2008). How to create a podcast. [You Tube video]. Retrieved from http://youtu.be/-hrBbczS9I0

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.

What you missed Nov. 24th

Podcast Powered By Podbean

Here is the podcast, finally embedded into the blog post. This took much longer and it was harder than I thought it was going to be.

First Member to My Wiki

The email arrived this morning. I had posted on my classroom Facebook page last night about the Words Their Way games I'd added. I was asking people (friends) to join if they wanted to have the games. If I'd just asked they wouldn't have come but if I built a reason for them to join they would.

Well it happened this morning. This email arrived in my inbox. By clicking on the "approve their membership request" it sends you right to your wiki.

This last photo is what I saw when I clicked on the approve button. She must not realize you need to verify the account. Or I was just too quick.

This now gives me another chance to collaborate or share some of what I do in the classroom with other teachers. It's simple word games but to a teacher, this is a huge time saver. Hopefully, others will post their own games to this wiki as well.

Discovering Diigo... And Why It Rocks!

As I was sipping on a hot cup of coffee catching up on some Google Reader blogs I've neglected for the past couple of days I came across a post on Diigo by Steve Anderson aka Web20classroom Blog but it was posted by Teacher Hub. This caught my eye,

Sharing with Groups

And the groups are great too. Have a special interest or area that you want to find resources for and share with? Maybe you have an Interactive Whiteboard or you are interested in Pre-K education. Or perhaps you are in a 1:1 school. There are groups for all these where members can share their saves to not only their inventory but to the group as well. Diigo will email you once a week with all the new content. Pretty neat, huh?

The more I read the more I realized I'd forgotten to look into the Group and List functions of Diigo. So off I went to explore.

What did I discover?
1. Joining a group. 
Once I joined the group, I could then add a link and a brief description. Here is a picture of what it looks like. I can't believe how easy it is. You search for groups you are interested in joining through the search window and depending on your search or the words you use, several suggestions come up. I joined the Daily 5 Chat group and added some bookmarks to test it out. 

You'll notice Mitch Hughes has already tweeted out the link I posted and forgot to tweet.

 2. Adding a bookmark. Here's what it looked like:

So much easier to now tweet out a link.

It was so easy to add the link to my Diigo site, my list and my shared group. Wahoo! I've finally figured out how people share their bookmarks on Twitter through Diigo. I knew I would figure it out eventually. I like how Diigo shows you the last tags you used. This helps with not duplicating tags and especially when you're searching and bookmarking for similar like ideas or topics.

3. Subscribing to RSS feeds. 

I've subscribed to this group through the RSS feed. I think because I'm focusing on RSS feeds I'm starting to see them everywhere. I had noticed them in the past but didn't pay much attention. The more I see it the more I'm curious to know what will appear in Google Reader when I click on it. A major goal of mine was to discover what RSS did and how it linked to sharing and collaborating with others. RSS feeds are becoming a way to stay up to date with activity on blogs, Flickr, Wikis, and now Diigo. Who would have thought?

4. Personal Learning Network and followers of the Group
I also discovered others from my PLN who have joined this group. I am now following a lot of them and I'm looking forward to seeing what following someone does.

How will this impact my students in a primary classroom? 

Diigo in Education

View more presentations from Jennifer Dorman

Anderson (2011) also confirms what Dorman (2008) suggests about creating a classroom account. Anderson wrote,

First thing to do is get a regular Diigo account. Then visit the Educator Area and apply for the Educator upgrade. Once you get upgraded you can access all the new features in the Teacher Console. You can create class groups and student accounts.

I have done what both of them suggested and I am currently waiting to find out whether or not I will be given an educators account. I get the feeling Diigo takes educators accounts very seriously because I needed to use a school email address when applying but when I signed up for my original Diigo account I used my gmail address. They also ask you to fill out how you will have your students use Diigo. Here's what I said,

Diigo has the potential to start my students on the journey to social bookmarking. We work on a Penguin unit in January. The students will be doing research on Penguins and I would like them to be able to share the sites they find. They will also enjoy the highlighting feature and the sticky note feature to give a brief understanding of what they have read about or why they choose the particular site. What a fabulous discussion we could have as a class, as to why someone chose a particular site? They could also highlight key words, strong verbs and such to help develop their knowledge of making their writing sound more interesting.

I am excited to see if they approve my request. The more I use this tool the more I am enjoying it.

References

Anderson, S. (2011). Why diigo rocks for educators!. [Blog post]. Retrieved from http://www.teachhub.com/why-diigo-rocks-educators

Dorman, J. (2008). Diigo in education. Retrieved from http://www.slideshare.net/cliotech/diigo-in-education-presentation