Tag Archives: wiki

ITMA Project Update

A spider loves its workI apologize if you’re getting tired of these project updates. This ITMA project IS my summer, apparently, so I’m not really working on anything else to reflect on. Since my last update on June 18, I’ve done a lot. The first objective in the professional development wiki I’m creating is for the learners to create their own websites. I learned a great deal about video last week that will prove useful as I forge ahead, particularly with the podcasting lessons.

I have completed four modules for this first objective, which means my lessons on choosing a site type and selecting models; RSS and feed readers; selecting a site service and creating a website; and copyright, fair use, and Creative Commons are all finished.

I learned a lot I did not know about fair use. I am hoping that module will be informative for learners, too. It’s strange how some parts of the project I thought would take a long time haven’t, while others I didn’t anticipate taking much time took a lot of time. Case in point is the section on copyright, fair use, and Creative Commons. Altogether, I spent about 9 hours and 30 minutes on that part. Most of that time was research. On the other hand, I have already completed 3/5 of the module on adding content to a website (adding text, adding images, and adding videos). I worked on that part of the project for four hours today, but probably about an hour of that time was going back and finding the original Flickr images I used in the project and making sure I gave proper attribution. I really would have thought it would take longer, but with so many site services offering easy content management, it didn’t turn out to be difficult to learn how to do anything. That’s a good thing. I think the easier it is to create websites, the more encouraged the teachers who do the program will be. I really hope they utilize our Google apps and create Google Sites.

I am still not 100% happy with the quiz service I used to create the two quizzes on the site, but I have not yet found a better one.

If you want to check out what I’ve done, you can find the wiki here. If you want to check out specifically the parts that are new since the last time I discussed the project, take a look at these pages:

I track my hours using a time log in Word that details each task I’ve done and also in Excel, which figures out the math for me. As of today, I’ve spent 79 hours on the project. I am required to spend a minimum of 150 hours.

Creative Commons License photo credit: kadavoor.

ITMA Project Progress Report

Caution Works in Progress & Reflection by u07ch on FlickrAre you getting tired of my progress reports on this project? I hope not! It’s all I’m doing aside from summer stuff—reading good books I don’t have the time to read during the school year, making pies for the family reunion, trying to figure out if the oven is broken (it’s not), and updating WordPress.

The project, if you haven’t peeked at it yet, is a professional development program that will allow beginners on up to learn how to create their own websites and podcasts and teach their students how to do the same. At this point, my storyboard plan has 48 pages, but I have discovered the need to add pages here and there, and the final project may be longer. I have (almost) finished the first two modules for the first objective: creating a website. I uploaded some screencast videos to TeacherTube not realizing their moderation process was so long. I don’t know why, given how much of my writing is available online, but I felt squeamish about posting the videos to YouTube. So I am still waiting for the videos to appear on TeacherTube, and therefore, the RSS module is not quite finished.

I don’t think I explained the modules before. The lesson on creating websites has five modules:

  • Module 1: Choosing a Site Type and Selecting Models
  • Module 2: RSS Feeds and Feed Readers
  • Module 3: Selecting a Site Service and Creating Your Site
  • Module 4: Copyright, Fair Use, and Creative Commons
  • Module 5: Adding Content to Your Site

I am in the midst of building Module 3. I have completed the first segment, which concerns wikis. I’m not sure if I will work tomorrow because it will be a busy day, but when I do pick up the project again, I will be working on the blogs page. So far, I am having a lot of fun creating the project. I am finding all kinds of websites, particularly blogs and wikis, that I didn’t know about.

I haven’t started the podcasts lesson yet, but it will have three modules:

  • Module 1: Subscribing to Podcasts
  • Module 2: Selecting Podcasting Software
  • Module 3: Creating and Editing Podcasts

You can check out the work in progress here, but it’s far from being finished. Still, I feel good about the progress I’m making.

Creative Commons License photo credit: u07ch

ITMA Project Update

NECC 2009 Wednesday Day 4  - 07I am making some good progress on my ITMA project. You can read my project proposal here. I finished my instructional analysis, which was a lot of work, but valuable for planning.

I have just begun creating the actual project. I have been having a lot of fun with the project. So far, I have completed six pages on the wiki that will house my project. For the first module, I have teachers exploring what kind of website they want to create. I had a lot of fun finding models of wikis. Some teachers are doing some great things with wikis. Here is my model wikis page.

I’m possibly looking for something else to use for the personality quiz on types of websites. I don’t have a lot of confidence that the one I used will do what I need (it seems to limit the number of quiz takers, forcing me to reset the numbers). If you know of a good personality quiz maker that I can embed in a wiki, please share.

A while back I promised more regular posting. I am going to commit to three days a week for the summer, starting this week. Here’s the schedule:

  • Mondays: Reflections on professional reading, professional development and grad school.
  • Wednesdays: Sharing lessons, tools, or ideas.
  • Fridays: Wild card. Whatever I feel like posting goes.

Creative Commons License photo credit: krossbow

Project and Report Proposal

working on my MacBookProThis summer I am taking a course called Project and Report as part of my instructional technology program. The goal of the course is to select a topic of interest and spend approximately 150 hours developing a project. My proposal was approved, and my adviser seem enthusiastic about it. Here is my proposal.

Project Description

I would like to create professional development program for my colleagues at the Weber School in Atlanta that will help them learn how to create and implement Web sites (including wikis) and podcasts in their classrooms. This professional development program will consist of a series of modules that my colleagues will be able to work through at their own pace. After they complete the modules, my colleagues will have created a Web site and podcast as well as a unit or lesson plan implementing the Web site and creation of a podcast in the classroom. I would also like to submit a proposal to the Georgia Professional Standards Commission in order to pursue accreditation for the course as a means for educators in the state of Georgia to earn professional learning units.

Objectives

  • Given access to a variety of Web site creation tools, professional educators will be able to construct a Web site for managing materials, communicating with students and parents, and sharing resources.
  • Given Audacity or Garage Band, a computer, and a microphone, professional educators will be able to construct a podcast.
  • Given access to a variety of Web site creation tools, professional educators will be able to execute a unit or lesson teaching their students how to use and construct a Web site.
  • Given access to Audacity or Garage Band, computers, and microphones, professional educators will be able to execute a lesson or unit teaching students how to construct a podcast.

Materials and Methods

I will create a wiki that will house the modules. On the wiki, I will create lessons in the modules that will be delivered through the following means:

  • Written tutorials on wiki pages.
  • Screencast tutorials (video).
  • Podcast tutorials (audio).

Learners will need the following tools in order to complete their tasks:

  • Computers.
  • Microphones.
  • Audacity or Garage Band audio editors.

I will need the following tools in order to create deliverables:

  • Snapz Pro X Screencasting Program.
  • A wiki site.
  • Garage Band.
  • Microphone.
  • iMovie video editor.

I will begin by creating a wiki that can be accessed by students (professional educators) can access at their convenience so that they can complete the course asynchronously. The wiki will include pages with written, video, and audio tutorials on creating Web sites and podcasts. For the purposes of this course, I do not plan to teach students HTML but instead guide them toward creating Web sites with WYSIWYG editors. Once teachers feel comfortable using the selected Web editors and programs, they will create and submit a lesson or unit plan implementing what they have learned in their classrooms (for example, a history teacher might create a lesson plan in which they will teach students how to create a podcast discussing a historical event).

Justification for Project

I met with my Instructional Technology department and other faculty members in order to determine what instructional technology needs they had that could be addressed through my project. They unanimously expressed their desire to learn how to create Web sites and podcasts for their students. They also wanted to be able to use these tools in their own classrooms, constructing lesson or unit plans in which they would teach students to construct their own Web sites and podcasts in order to demonstrate their learning.

In our most recent SACS (Southern Association of Colleges and Schools) evaluation, one recommendation that the SACS accreditation committee had was that we implement technology more effectively across the board. While our school offers several computer labs and appropriate equipment that would enable teachers not only to create their own Web sites and podcasts but also for our students to do the same; however, because we have not had professional development in creating Web sites and podcasts, many teachers feel uncomfortable with or uneducated about the process of constructing Web sites and podcasts. They have admired some of my efforts in use of Web sites and podcasts both as resources for students and as tools for students to demonstrate their learning.

Criteria for Evaluation

The criteria for evaluation will be successful completion of modules designed to teach various steps involved in the construction of Web sites and podcasts. Teachers will also develop a lesson plan or unit plan implementing Web site or podcast creation as a means for their own students to demonstrate their learning. Upon completion of the course, teachers will evaluate the course using a rating scale evaluation that rates the course based on the following criteria: clarity of instructions/tutorials; organization and ease of use; and relevance of the content of the course.

Creative Commons License photo credit: icatus

Thinking Out Loud

At my school, I am often sought out for technology ideas. For instance, my school is really good about publicizing the things I do with blogs and wikis. When The Atlanta Jewish Times called the school looking to speak with educators about their use of technology, my colleagues made sure the reporter, Suzi Brozman, talked to me. They are really supportive of what I do with technology, and they seem really interested in the applications available. My colleagues, in short, see me as a leader in integrating technology into the classroom. But I’m not nearly doing enough. So much more could be done! A cursory glance at the things Lisa Huff (no relation — I don’t think!) is doing with her students was enough to tell me that. I was quite humbled by what I saw — saving and sharing her posts in Google Reader left and right. Here is what I want to do next year:

  • More wikis. Some ideas: wikis for portfolios, wikis for collaborative learning, wikis for teaching.
  • Blogging. I would like my students to have individual blogs for reflective writing. I think having a student blog where I publish their work is not really accomplishing all that I want to accomplish.
  • Podcasting. You really should hear my students talk. I tried to talk them into letting me record their Socratic seminar on the deaths of Romeo and Juliet, but they knew I’d post it here, and they weren’t ready for that. It’s a shame because it was a great discussion. They debated the issue for well over an hour! I like what Lisa Huff is doing with VoiceThread, a tool I was introduced to at a conference in November and still haven’t experimented with.

I find myself feeling so excited about these potential ideas that I want to sit down and plan it all out, which is crazy because I’m not really sure what I’ll be teaching yet (for one thing), and I still have seven weeks this year. I know what you’re thinking. Go ahead and try some things. Better late than never, right? Well, I just might. My ninth graders will be studying poetry and short stories soon (May), and I see some potential there. I think the student blogs will need to wait for next year, but perhaps I can do a poetry project using wikis and VoiceThread and/or SlideShare.

It didn’t occur to me until I saw Lisa discussing it in her blog that the fact that students could display their finished work through these types of online portfolios might be the “something extra” that makes them attractive to colleges and employers — a pretty persuasive argument for, as we say down here, getting off the stick and making it happen.

The Best Laid Plans

Some weeks ago, I shared exciting news that my students were collaborating with a girls’ school in Israel on a joint wiki writing project. Just as we got our wikis off the ground, a teachers’ strike in Israel put our plans on hold. The strike has now lasted more than a month. If it is not resolved before the winter break in about three weeks, the project will be on hold indefinitely as my students will be writing a research paper from January to March.

I know that the teachers I am working with are saddened about this turn of events, and I think we all agree that the timing of our collaboration was unfortunate in light of the strike. However, I think our situation poses an interesting lesson for all of us who are interested in embarking upon global collaboration in our classrooms.

What do we do when the best laid schemes o’ mice and men gang aft a-gley?

And what does it say about the project that the kids are still chatting through the discussion area of the wiki and friending each other on Facebook even though the project is on hiatus?

Flat Judaism?

Many of my students feel a strong connection to Israel and have visited Israel at least once.  Some of my students are Israeli.  When an opportunity for my students to work with students in Israel on a “flat classroom” type of project, I jumped at the chance.  I am pleased to introduce you to our project, which I am calling “Faces of Judaism.”  Together with the Neveh Channah Torah High School for Girls, my students at the Weber School are exploring their Jewish identity through writing.  Some questions guiding our exploration:

  • What does it mean to be Jewish in Israel?  In America?
  • What is my home really like from my point of view as compared with how others see it or portray it in the media?
  • Who am I, and how does my religion form that identity?

We are still very much in the nascent stages of our joint writing venture, and unfortunately, a teacher strike in Israel didn’t come at the most opportune time, but we are soldiering forward despite this setback.

You can check us out at the Weber Writers Wiki and Israel Faces Wiki.

UbD Educators Wiki

Some months down the road after its creation, the UbD Educators wiki has fallen silent. I logged in today to find that neither changes nor discussions had taken place in the last 30 days. Yikes!

I take part of the blame upon myself. Having five preps leaves me, ironically, with not much time to plan, particularly now as National Honor Society business has take up much of my time.

Update, 4:45: I have a draft of the lesson for my Canterbury Tales unit up now.

Well, at any rate, I invite new folks to join in, quiet members to speak up, and previously active members (such as myself) to become active again. I think this kind of professional development, sadly, is much more valuable and important than much of what teachers normally get. I’m only sad I can’t get you PLU credits for it.

I’m going to start with a unit on The Canterbury Tales. Wish me luck, but give me time to finish it before you comment.

See you over there.