Thursday, February 25, 2010

T and T Feb. 25-26, 2010

A35 - in Lab first hour with one presentation, 3 presentations after
A16 - lab not available for first 40 minutes

Paper Assessment - next Tuesday

Class

Presentations

A13 - Duncan, Rob ----   Crystal
A14 - Alli, Kaitlan, Myriam (interactive cell phone use) ------ (Lex Christian, Roley - YouTube)  -------- Kseniya
A35 - Kevin, Erickson, Vikki (Using Musical Games in the Classroom) -------  Melanie & Tyler ------ Stacy, Rachelle & Mary Ellen "Free online resources for your early years music class" **Computer Lab Required** ------- Sarah & Michelle
A16 - Alex, Lianne, Sam
A18 - Kayla, Amanda, Brooklyn *** pod casts/digital story telling***

Lab

Google Earth - where do you want to go today?
 - earth, sky, ocean and time
 - lit trips
- 100 Incredible trips

Xtranormal - script to 3D animation

Tuesday, February 23, 2010

T and T Feb 23 - 24, 2010




Presentations


A13 - Kate and Kim
A14 - lucas and phil;   Shawna, Suzanne, Kristin (Using Mimio for eBooks and more)
A16 - Kelsey and Paula;    Cat & Renelda & Kate (Skype )
A18 - Warren, Eric, Scott    "SRS system - Anki"


Questions about exam questions

Important Ideas - 10 - 13

In strange news
 - Einstein on social media branding (with obvious extensions into education)

And in other strange news - a debate on quadratic equations from the British Parliament - on the need to keep quads in the curriculum.

Assessment

Yours (metateachnition)
  • was the assignment fair to digital novices?
  • was the assignment necessary for digital natives?
  • How much of the mark should be on tech and how much on content?
  • Will this happen in your classroom?
  • Some had to re-do parts of their assignments - is this an unfair advantage or good teaching?
  • was the rubric fair/useful? 
  • What about someone who had no images?
  • What about video or podcasts?


Students
  • Assessing the hard stuff = problem solving, creativity, initiative, cooperation, etc
  • We all know this is important, but it's not really important on teh report. THink back to the first class and what paretns want from schools (and from S/P/T interviews)
  • How open should assignments be?
  • The rubric process


Know when to throw out the rubric (thanks Crystal)
Here is the video of the teenager who invented the solar powered bike (and got a B!):http://watch.discoverychannel.ca/daily-planet/february-2010/daily-planet---february-03-2010/#clip263432
If it doesn't start there, it is clip #5 from February 3rd and it starts at 5:30 (approx.).





Finish and watch your movies and de-brief them. What should we do and what should we avoid when we go into video assignments.

Thursday, February 18, 2010

T and T Feb 18-19, 2010

Class

Presentations:
A13 - sarah hank peter
A35 -  Kara & Krista & Kristina ?
A16 -  Ryan Noel Steven
A18 -  Kalyn and Chui  **Skype**  .....   Emma and Carley and Paul

Important Idea  - 12  (10 & 11 for A16 and 18)

Lab

Put your assign 1 link on - http://teacherandtech.pbworks.com/Winter-2010-Wiki-Links

Put your presentation link on - http://teacherandtech.pbworks.com/Winter-2010-Presentations

Video Capture and Editing - iMovie and MovieMaker
    - we will use video cameras from the lab (or your cell phone if you can email video free)

Exam Questions

Alternates
Animoto - create cool videos from video and pictures
Doink - simple drawing and animation
Glogster - create posters

Tuesday, February 16, 2010

T and T Feb 16 - 17, 2010

Note A35 - come to class but then we will go to FGMB to do some soundboard training.

A16 and A18
will be in room 222 (behind the cafeteria area) for a guest presentation

Presentations -
A13 - Kristen Harley, Jenny Z, Lindsay D.
A14 - Amos, Ben

Important Ideas - 10 + 11

Video as Essay - UNESCO examples

Literacy With ICT
  • at what level of the Cognitive Domain are we being creative? [Knows&Comprehends, Analyzes&Applies, Synthesizes&Evaluates]
  • is it possible to be creative in the affective domain? [Responsibility & Ethics, Social Implications, Collaboration, Motivation & Confidence]
  • how can ICT assist in extending critical and creative thinking?


Fresh Brain
iPhone music - U of Michigan (thanks Steph)

Video/Mashups - the new essay?
    - samples from REC UNESCO projects

Thanks Amanda for this:
Steven Cameron, in his article, "Technology in the Creative Classroom", provides another point of view on creativity in Digital Natives. He points that creativity is an individual artistic quality that lies in those willing to take the time to pay close attention to detail. As a professor of creative technology classes, his trained eye can see a clear difference between those students who took the "short cut" in quickly cutting and pasting their projects together and those who actually spent time in manipulating their work into creative masterpieces.

While Cameron's skepticism of creativity may be of greater importance in his university classrooms, it is also a valid point for senior years teachers to keep in mind when seeking creativity from their students. Has the student quickly slapped Proxy-Connection: keep-alive
Cache-Control: max-age=0

gether their 'creative' project, or is there something more, something fresh and original such as Palfrey and Gasser are alluding to, coming out of their digital work? This question is for the classroom teacher to decide when assessing their students' digital work.


(Thanks to Kim for this)



Sprenger (2009) offers seven strategies to help achieve this balance between the digital world and the real world:

1) Provide time for reflection
  • assign journals allowing students to think about their thinking and learning experience
2) Disarm them
  • take away gadgets and explain to students how face-to-face communication is impaired when one or both parties are communicating electronically with others
  • practice attentive listening

3) Let them teach
  • encourage students to teach each other digital skills

4) Use interactive white boards
  • allow you to project computer onto a large interactive screen

5) Build emotional literacy
  • students need to take time to examine how others are feeling
  • guide students on how to deal with complicated situations through role playing and discussions

6) Teach mindfulness
  • students need to focus on themselves and be aware of their own thinking
  • teach them how to calm themselves and stay focused
  • breathing exercises and meditation can help acheive this

7) Encourage storytelling
  • storytelling is an effective tool to engage the digital brains of youth
  • make story relevant to topic and students' lives

Thursday, February 11, 2010

T and T Feb 11-12, 2010

Class

Presentations

A13 - Lyndsay, Melissa, Jen
A14 - Trisha, Jacynthe, vicky, Amber /// Margaret, Amberley
A35 - Kristina
A16 - Trista, Vibhu, Melissa
A18 - chantille patrick armynn - *movie making*

Lab

Garageband
AcidXpress-sample PC version of loop based music creation
Audacity- free sound editing software - download
Sumopaint.com - free online paint and image editing.

Animoto - create cool videos from video and pictures
Doink - simple drawing and animation
Glogster - create posters


Social Impact Games- a listing and links to a variety of useable games

Science
http://learningscience.org
http://learningscience.org/google_science_gadgets.htm

Today is the official "Launch"   They've written over 120 pieces of content in total for the 7 sites so far and will be updating daily during the Games.   Just click on any of the links below.
 
 

Monday, February 8, 2010

Feb 9-10, 2010

Presentations

A13 - Becki Lyndsey Dan
A14 - Rob, Nathan, Isaya
A16 - Chris Burns & Chris Fredrickson & Jonathan Cullen /// Adam K. & Andrew W.
A18 - izzy,rebecca, Andrew - "Google Earth (tours)"

Important Ideas - 9

Summary of Digital Games and Learning

Creativity, Problem Solving, Copying and Remixing
  • what is needed to be creative?
  • is everyone creative?
  • why is creativity hard?
  • what is the difference between copying, remixing and stealing?

Jeff Han - TED talks - new interface

Literacy With ICT
  • at what level of the Cognitive Domain are we being creative? [Knows&Comprehends, Analyzes & Applies, Synthesizes and Evaluates]]
  • is it possible to be creative in the affective domain? [Responsibility & Ethics, Social Implications, Collaboration, Motivation & Confidence]
  • how can ICT assist in extending critical and creative thinking?
Fresh Brain - thanks Amanda
iPhone music - U of Michigan (thanks Steph)

Video/Mashups - the new essay?
    - samples from REC UNESCO projects

Completely Optional - Some free books in PDF format from MIT on Digital Natives


If I gave you the exam questions next week, would that make your life better or worse?


Thanks Amanda for this:
Steven Cameron, in his article, "Technology in the Creative Classroom", provides another point of view on creativity in Digital Natives. He points that creativity is an individual artistic quality that lies in those willing to take the time to pay close attention to detail. As a professor of creative technology classes, his trained eye can see a clear difference between those students who took the "short cut" in quickly cutting and pasting their projects together and those who actually spent time in manipulating their work into creative masterpieces.

While Cameron's skepticism of creativity may be of greater importance in his university classrooms, it is also a valid point for senior years teachers to keep in mind when seeking creativity from their students. Has the student quickly slapped together their 'creative' project, or is there something more, something fresh and original such as Palfrey and Gasser are alluding to, coming out of their digital work? This question is for the classroom teacher to decide when assessing their students' digital work.

.

Wednesday, February 3, 2010

T and T Feb. 4-5, 2010

Class

A13 - Jenna, Courtney, Jennifer Y (Skype in the classroom)
A14 - Dale and Tanna

Important Idea - 8

Lab

Mid-Course survey - A13, A14, A16, A18, A35

Free online Concept Mapping - Gliffy.com, bubbl.us

Photostory (PC only) = free simple slide/movie creation - get some sample images Haiti, or Winnipeg Chinatown, or  REC VG Volleyball.

When Youtube is blocked (eight ways around it)

Safeshare - get only the video and not all the ads, and yo can crop the video to show only what you want

Kickyoutube downloads video well. Get the yourube video you want and then add kick in front of youtube in the address bar. Choose a format (usually mp4), click on Go and then right click on download and choose Save Source.
savevid.com works very well, but it does show the most recently downloaded videos and some may be inappropriate for the classroom.

Download and use VLC, a cross-platform media player to view almost anything!! Mac, PC or Linux

A video to help students deal with hate sites like MLK.org (Thanks Alena!)

Here are some plagiarism checkers on the web: (Thanks Matt!!!)

 
http://www.dustball.com/cs/plagiarism.checker/
http://www.plagiarismchecker.com/
http://www.articlechecker.com/
http://www.plagiarismdetect.com/
http://turnitin.com/static/index.html
http://www.duplichecker.com/
http://www.plagiarismsearch.com/
http://www.checkforplagiarism.net/
http://www.plagium.com/

Monday, February 1, 2010

T and T Feb 2 - 3

The Medium is the Message
Betty - Dec 30, 2009


Education Endowment Fund

A13 - Chris H. and Jonathan B. and Kristjan H.
A18 - Carmen, Nazifa, Sara, and Margret

Games in Education

Gamers talk to their group - what are the educational aspects of games?


From The Psych Files

Really Good Games..Really Good Teachers…

  • have win states to give us a feeling of accomplishment
  • employ conflict/competition/challenge to up our adrenaline
  • use dramatic problems
  • use otherworldly stories and characters to stir the emotions
  • require problem solving
  • encourage interaction to solve challenges
  • are unpredictable
  • provide a sense of urgency
  • have rules to give play structure and help put us inside the game world
  • have goals to provide motivation and let us measure ourselves against something
  • are interactive to keep us doing things
  • are situated in an interesting place or time
  • have outcomes and immediate feedback from which we learn
  • adapt their difficulty to our skills to keep us in flow
  • are “hard fun



.
  • Have goals for their lessons
  • Draw on “Motivation to Learn” strategies which engage students through the use of puzzles, questions, mysteries, apparent conflicts (Here is the link to episode 29 which explains the Motivation to Learn concept.
  • Provide immediate feedback to students on how they’re doing
  • Help students summarize what they’ve learned
  • Help students reflect on their experience
  • Help students draw on prior knowledge
  • Encourage students to use metacognitive strategies (“Did I understand what I just heard/read?”)
  • Provide students with appropriate challenge to optimize the potential for “flow
  • Provide a context for the material to be learned (i.e., instruction is “anchored” to a setting)
  • Encourage active exploration among students (not focused on right and wrong answers)
  • Provide opportunities for safe practice

Important Idea - 7

iBrain - starting with Shallowtasking (except A13 and 14)

Steve Jobs and the iPad - from 9:00 on for a bit if you are interested.

Jeopardy game on Games in ed?

Michael Britt - The Psych Files and Games in Education