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| PLN at start of EDET 543 |
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| Current PLN |
Monday, February 17, 2014
EDET543 Week 7 PLN Reflection & Visualization
When I started thinking about how my PLN has grown during this course, I began with how my PLN looked prior to starting Online Applications for Collaboration. As sad as it appears below, I had just four tools that were all at a very basic development.
Now in week seven of the course, I was able to add a significant amount of resources to my PLN. I am surprised (and a little embarrassed) at how much I was able to grow my PLN in such a short amount of time. I gained significant development in the areas of Blogs and Collaborative Tools and added a new area of Social Networks to my PLN. Even though I was extremely leery at first, I have become a huge supporter of Social Networks in PLN's now. You can see that it is actually one of my PLN's largest components below.
I look forward to adding more contacts, resources, and tools to my PLN in the future. I'm confident that the next visualization of my PLN will be even better!
Sunday, February 16, 2014
EDET543 Twitter Chat Experience
I participated in several Twitter chats over the last two weeks. Prior to EDET 543, I had never explored Twitter yet alone participated in a chat. I had high anxiety about "tweeting" correctly, but it was quickly put to rest once the chats started. My fist chat was with Educational Technology Examples #edtechex. Next, I participated in #mosnowchat with other home-bound Missouri educators on one of our many snow days. Finally, last Tuesday I tried to participate in Education Chat #edchat while following #METC14 at the hospital. There was one other chat that didn't work at all. Early on, I attempted a chat with Web 2.0 Tools in Teaching #web20tools but was unable to find any conversations concurring the day I tried.
My chat experience was different for each one, but each chat was informative and inspiring. My favorite chat was my first with #edtechex due to the size of it. While there were several of us participating, it wasn't as overwhelming as #edchat. I quickly felt comfortable asking questions and responding to the moderator's questions. In #edchat, the chat was so fast paced it was very intimdating. I loved recognizing some of the participants in #mosnowchat but encountered terrible spamming that made it frustrating to try to follow the chat. Again, the moderator's questions were relevant and interesting, but the spam made me stop prior to the full hour. While I was unable to attend METC due to a family emergency, I enjoyed reading the tweets of those in attendance through #METC14. It helped make me feel more connected to the conference but increased my desire to attend.
I went into this Twitter Chat assignment dreading it and left feeling more informed and eager to participate in more chats. Through the chats, I started following several new people. With the help of the resources provided by Professor Hartman, I was easily able to find chats that addressed topics that were interesting to me. I liked the variety of chats available and the flexibility of the assignment. Not only could we select our chats, but we were given ample time to complete them. My overall Twitter chat experience was wonderful even with a few glitches. I definitely went from a Twitter skeptic to a believer and will be encouraging my colleagues to give Twitter a try.
My chat experience was different for each one, but each chat was informative and inspiring. My favorite chat was my first with #edtechex due to the size of it. While there were several of us participating, it wasn't as overwhelming as #edchat. I quickly felt comfortable asking questions and responding to the moderator's questions. In #edchat, the chat was so fast paced it was very intimdating. I loved recognizing some of the participants in #mosnowchat but encountered terrible spamming that made it frustrating to try to follow the chat. Again, the moderator's questions were relevant and interesting, but the spam made me stop prior to the full hour. While I was unable to attend METC due to a family emergency, I enjoyed reading the tweets of those in attendance through #METC14. It helped make me feel more connected to the conference but increased my desire to attend.
I went into this Twitter Chat assignment dreading it and left feeling more informed and eager to participate in more chats. Through the chats, I started following several new people. With the help of the resources provided by Professor Hartman, I was easily able to find chats that addressed topics that were interesting to me. I liked the variety of chats available and the flexibility of the assignment. Not only could we select our chats, but we were given ample time to complete them. My overall Twitter chat experience was wonderful even with a few glitches. I definitely went from a Twitter skeptic to a believer and will be encouraging my colleagues to give Twitter a try.
Thursday, February 6, 2014
EDET543 Week 5 Social Networks Reflection
Prior to starting my MET, I never realized the role social networks could play in a teacher's PLN or in the classroom. The resources are astonishing and, if I am completely honest, a little overwhelming. Throughout all the changes in education that I've encountered (19 years and counting), I always tried to remain current with strategies, philosophies, and resources. I attended workshops, seminars, etc. on a regular basis and always tried to read professional publications. Having experienced a sliver of what social networks can offer, I'm sad as I wonder how much I've missed and how much more my students could have gained. Social networks not only offer a greater variety of materials and resources but do so from the comfort of the classroom at no charge.
In the fifth chapter of Web 2.0 How-to for Educators, Solomon and Schrum (2010) address how social networks can be beneficial to both teachers and students. I appreciated how they mention that "educators as well as students want to communicate with others" (p. 81). As I taught today, a day and a half after a snow day and one day before a Friday, my students made a point to demonstrate the necessity to "chat" while learning. :) I also enjoyed reading the specific examples of classroom use of social networks. The examples helped me envision the true value of social networks for students.
The first social network I chose to explore was Classroom 2.0. I signed up for an account but liked that I could still explore while waiting for acceptance. I tried not to become overwhelmed with all the information and choices available just on the home page. I looked at group options and did a search for special education. I selected The Inclusion Revolution-Technology in Special Education group and discovered a Free and Inexpensive Adaptive Technology Database that I know will be helpful. From keyboard and mouse alternatives to dictation and screen reading, options and information is provided. I also looked at a group for Cell Phones in Education and found an interesting discussion on success stories and good practices. The final aspect of Classroom 2.0 that intrigued me was my ability to create my own group and select the privacy settings appropriate for my students. While I usually use Edmodo, I could use Classroom 2.0 for my classes' blogs, chats, and lessons.
I also looked at Pinterest due to its focus on visual images. Many of my students are visual learners, and I can see benefits from pictures rather than words to gain interest or introduce concepts. For myself, I liked The Best Web 2.0 Tools (by Edudemic) and Teaching Ideas and Apps (by Vicki Davis aka "Cool Cat Teacher") boards. I also discovered a Dyslexia board by Dr. Erica Warren that offered some great tools. GATE-Gifted and Talented by Lauren Sekovski shared ideas for project based learning and even had a "Coding for Kids" pin. While I was learning and gaining ideas, I truly believe my students could do the same if involved in Pinterest. Students could use a Pinterest board to brainstorm project ideas, develop group work, or share suggestions to improve learning. A board could also be created to introduce a concept. In Social Studies or Geography, the images themselves can tell a story and spark interest. Students could even create their own boards to demonstrate understanding (while learning at the same time). I am eager to learn more about how I could incorporate Pinterest into my classroom. In the meantime, I am pinning ideas for myself.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, Or.: International Society for Technology in Education.
In the fifth chapter of Web 2.0 How-to for Educators, Solomon and Schrum (2010) address how social networks can be beneficial to both teachers and students. I appreciated how they mention that "educators as well as students want to communicate with others" (p. 81). As I taught today, a day and a half after a snow day and one day before a Friday, my students made a point to demonstrate the necessity to "chat" while learning. :) I also enjoyed reading the specific examples of classroom use of social networks. The examples helped me envision the true value of social networks for students.
The first social network I chose to explore was Classroom 2.0. I signed up for an account but liked that I could still explore while waiting for acceptance. I tried not to become overwhelmed with all the information and choices available just on the home page. I looked at group options and did a search for special education. I selected The Inclusion Revolution-Technology in Special Education group and discovered a Free and Inexpensive Adaptive Technology Database that I know will be helpful. From keyboard and mouse alternatives to dictation and screen reading, options and information is provided. I also looked at a group for Cell Phones in Education and found an interesting discussion on success stories and good practices. The final aspect of Classroom 2.0 that intrigued me was my ability to create my own group and select the privacy settings appropriate for my students. While I usually use Edmodo, I could use Classroom 2.0 for my classes' blogs, chats, and lessons.
I also looked at Pinterest due to its focus on visual images. Many of my students are visual learners, and I can see benefits from pictures rather than words to gain interest or introduce concepts. For myself, I liked The Best Web 2.0 Tools (by Edudemic) and Teaching Ideas and Apps (by Vicki Davis aka "Cool Cat Teacher") boards. I also discovered a Dyslexia board by Dr. Erica Warren that offered some great tools. GATE-Gifted and Talented by Lauren Sekovski shared ideas for project based learning and even had a "Coding for Kids" pin. While I was learning and gaining ideas, I truly believe my students could do the same if involved in Pinterest. Students could use a Pinterest board to brainstorm project ideas, develop group work, or share suggestions to improve learning. A board could also be created to introduce a concept. In Social Studies or Geography, the images themselves can tell a story and spark interest. Students could even create their own boards to demonstrate understanding (while learning at the same time). I am eager to learn more about how I could incorporate Pinterest into my classroom. In the meantime, I am pinning ideas for myself.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, Or.: International Society for Technology in Education.
Thursday, January 30, 2014
EDET543 Week 4 Networked Classrooms Reflection
Richardson and Mancabelli (2011) address the advantages and challenges of a networked classroom as well as the changes necessary to have a networked classroom in Chapter 3 of Personal Learning Networks (p. 59-82). Thanks to the help of the three classroom examples of networked classrooms, I can see this as not only a possibility but also a probability. What I mean by that statement is I feel like I am gaining the skills to be able to create a networked classroom and can see educational settings moving in this direction.
The benefits or advantages of a networked classroom are listed and discussed in Chapter 3, and I was planning on sharing the one benefit that I thought was most important or significant (Richardson & Mancabelli, 2011, p. 62). So... after rereading the seven items over several times, I came to the conclusion that they are all important. If forced to pick, I would say the collaborative and learning centered aspects of a networked classroom appealed to me the most. At the 6th grade level, students are all about the social aspect of school but need guidance to use their skills for educational purposes. Students often overlook or do not recognize each other's educational strengths. Richardson and Mancabelli (2011)remind us that "none of us is as smart as all of us," (p. 62). Students also need this reminder. Encouraging students to work together as they learn to become self-directed and self-motivated learners is a challenge. A networked classroom would create an environment where skills and strategies for learning content would be emphasized rather than rote memorization of facts.
The disadvantages of a networked classroom are addressed as challenges rather than disadvantages. Of the five listed by Richardson and Mancabelli (2011), "safety and ethical use" is the challenge most concerning to me (p.75). Obviously, there are "dangers" associated with online activity. I find students face these dangers with or without educators by their sides. I hope that by teaching safety and appropriate use while engaging in learning activities the same safe use at home is promoted. While the other four challenges could potentially be obstacles, I agree that none are so significant to warrant avoidance of a networked classroom.
I am excited about transitioning to a networked classroom but also anxious. I will certainly listen to Richardon and Mancabelli (2011) when they suggest to "start small" and "embrace uncertainly and failure" when making the change (p. 82). The second suggestion will be difficult for me, as I don't like to think I've failed at anything. Afterall, who likes to fail especially when it might impact our students? My colleagues have come to accept my somewhat OCD and perfectionism tendencies. Working with others also making the move to a networked classroom so I could share and compare experiences would be extremely helpful. I can definitely see the necessity of a PLN where successes, failures, questions, and answers could be shared.
One of the most exciting aspects of networked classrooms is its ability to meet the needs of diverse learners. From accessing experts in the fields being studied to traveling around the world while remaining in their desks, the experiences and options seem endless. I can envision students discovering the "why" and "how" in lessons. Abstract concepts can become visualized and difficult lessons can come to life for those who might otherwise struggle academically. As Richardson and Mancabelli (2011) state, a networked classroom "increases student engagement while sharpening the skills students will need when they finish their schooling," (p. 63). I can't imagine any educator not wanting that for each of their students.
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
The benefits or advantages of a networked classroom are listed and discussed in Chapter 3, and I was planning on sharing the one benefit that I thought was most important or significant (Richardson & Mancabelli, 2011, p. 62). So... after rereading the seven items over several times, I came to the conclusion that they are all important. If forced to pick, I would say the collaborative and learning centered aspects of a networked classroom appealed to me the most. At the 6th grade level, students are all about the social aspect of school but need guidance to use their skills for educational purposes. Students often overlook or do not recognize each other's educational strengths. Richardson and Mancabelli (2011)remind us that "none of us is as smart as all of us," (p. 62). Students also need this reminder. Encouraging students to work together as they learn to become self-directed and self-motivated learners is a challenge. A networked classroom would create an environment where skills and strategies for learning content would be emphasized rather than rote memorization of facts.
The disadvantages of a networked classroom are addressed as challenges rather than disadvantages. Of the five listed by Richardson and Mancabelli (2011), "safety and ethical use" is the challenge most concerning to me (p.75). Obviously, there are "dangers" associated with online activity. I find students face these dangers with or without educators by their sides. I hope that by teaching safety and appropriate use while engaging in learning activities the same safe use at home is promoted. While the other four challenges could potentially be obstacles, I agree that none are so significant to warrant avoidance of a networked classroom.
I am excited about transitioning to a networked classroom but also anxious. I will certainly listen to Richardon and Mancabelli (2011) when they suggest to "start small" and "embrace uncertainly and failure" when making the change (p. 82). The second suggestion will be difficult for me, as I don't like to think I've failed at anything. Afterall, who likes to fail especially when it might impact our students? My colleagues have come to accept my somewhat OCD and perfectionism tendencies. Working with others also making the move to a networked classroom so I could share and compare experiences would be extremely helpful. I can definitely see the necessity of a PLN where successes, failures, questions, and answers could be shared.
One of the most exciting aspects of networked classrooms is its ability to meet the needs of diverse learners. From accessing experts in the fields being studied to traveling around the world while remaining in their desks, the experiences and options seem endless. I can envision students discovering the "why" and "how" in lessons. Abstract concepts can become visualized and difficult lessons can come to life for those who might otherwise struggle academically. As Richardson and Mancabelli (2011) state, a networked classroom "increases student engagement while sharpening the skills students will need when they finish their schooling," (p. 63). I can't imagine any educator not wanting that for each of their students.
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
Thursday, January 23, 2014
EDET543 Week 3 Twitter Reflection
Prior to this week, I have never used or explored Twitter. When people talked about Twitter and their "tweets" it was from a strictly social, personal perspective. Honestly, I don't have the time to tweet about going to lunch or other minor daily occurrences, so I never had an interest in joining. I didn't realize the professional aspect of Twitter or how much I was missing. Having spent hours on it in the last two days (thanks to two extra snow days!), I am very excited about Twitter's potential as an integral part of my PLN and its place in the classroom. Solomon and Schrum (2010) mention Edmodo as another sharing resource (p. 36). I am familiar with this tool and actually use it frequently in my class. I appreciate the secure and private aspects of Edmodo and will likely continue to use it for student use. However, for my PLN, I can see Twitter playing a key role.
I do have concerns about the time factor of keeping up with my Feedly account and now TweetDeck. My life, like many of yours, tends to get very busy. I usually am strong at prioritizing and remaining organized in chaotic situations, but right now I"m struggling a little. My family is my top priority, and I often step away from school work to play a board game or watch a basketball practice. Our farm responsibilities also are ranked highly, as animals can't always provide for themselves. (This cold weather has been quite tiring!) That leaves any "extra" time left for my classroom plans and MET classes. Luckily, sometimes I can intermix the two. I read Professor Hartman's comment about not overwhelming us with Twitter this week, and I greatly appreciated her consideration. As I work on this post, I hear "chirps" of new Tweets waiting to be read. A change in settings might be necessary to maintain my sanity. :)
My other worry is about tweeting. As a first-time Tweeter, I worry about making mistakes or not sending it out correctly. I found the resources that were included in this week's folder extremely helpful. Two aspects stood out to me. First, I like that Richardson & Mancabelli (2011) gave the advice to begin contributing to Twitter by retweeting (p. 43). This, I feel more confident doing. I'm hoping that once I get started, I'll also contribute original ideas. The second suggestion was to not read every tweet and to accept that the tweets will come in too quickly to deal with. Betcher reassured me that I "don't need to read every tweet" (Twitter Handbook for Teachers document). This, I'm going to have to accept and learn to select specific tweets to read. Overall, I am excited to discover Twitter will likely be an invaluable resource professionally and look forward to seeing how it could be utilized in the classroom.
My Twitter name: @DDaniel115
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, Or.: International Society for Technology in Education.
I do have concerns about the time factor of keeping up with my Feedly account and now TweetDeck. My life, like many of yours, tends to get very busy. I usually am strong at prioritizing and remaining organized in chaotic situations, but right now I"m struggling a little. My family is my top priority, and I often step away from school work to play a board game or watch a basketball practice. Our farm responsibilities also are ranked highly, as animals can't always provide for themselves. (This cold weather has been quite tiring!) That leaves any "extra" time left for my classroom plans and MET classes. Luckily, sometimes I can intermix the two. I read Professor Hartman's comment about not overwhelming us with Twitter this week, and I greatly appreciated her consideration. As I work on this post, I hear "chirps" of new Tweets waiting to be read. A change in settings might be necessary to maintain my sanity. :)
My other worry is about tweeting. As a first-time Tweeter, I worry about making mistakes or not sending it out correctly. I found the resources that were included in this week's folder extremely helpful. Two aspects stood out to me. First, I like that Richardson & Mancabelli (2011) gave the advice to begin contributing to Twitter by retweeting (p. 43). This, I feel more confident doing. I'm hoping that once I get started, I'll also contribute original ideas. The second suggestion was to not read every tweet and to accept that the tweets will come in too quickly to deal with. Betcher reassured me that I "don't need to read every tweet" (Twitter Handbook for Teachers document). This, I'm going to have to accept and learn to select specific tweets to read. Overall, I am excited to discover Twitter will likely be an invaluable resource professionally and look forward to seeing how it could be utilized in the classroom.
My Twitter name: @DDaniel115
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, Or.: International Society for Technology in Education.
Wednesday, January 15, 2014
EDET 543 Week 1-2 Reading Reflection
The introduction and first two chapters of our Personal Learning Network book highlight the changes taking place in education, give recommendations for adjusting to and handling the changes, and encourage appropriate use of technology. Within the chapters, the necessity for continuous teacher growth and development in the implementation and uses of technology is emphasized.
The introduction mentions the changes in technology and tools occurring "with dizzying speed" and I couldn't agree more (Richardson & Mancabelli, 2011, p. 6). Being in education for 19 years, I have witnessed many changes in the classroom. During my first year of teaching, I had a portable chalkboard (yes, it was on wheels) and no computer at all in my room. Wow, as I teach in my current room with 30 computers and observe students using technology, it is very different now.
Students truly do not know a world without personal technology and social networking. My building is not a BYOD school, so students still detach themselves from their devices for the entire school day. For many, this causes great distress and anxiety to be "disconnected" from the outside world. However, for as tech savvy as my 6th graders are, they find it hard to utilize all the educational advantages that technology offers. I can confirm what Richardson and Mancabelli (2011) say about students being knowledgeable about social networking, but not knowing "how to use these tools for learning," (p. 7). I'm sure when student knowledge and maturity allow them to utilize all features, they will be amazed at what they are able to accomplish! The quote about the educational shift from Stephen Downes in Chapter 1, immediately made me think about Common Core. With the help of technology, reaching the goal of students taking charge of their own learning will certainly be easier (Richardson & Mancabelli, 2011, p. 21).
I like that Chapter 2 addresses the possible tools that may be used and the responsibility that comes with their use. Being a responsible digital citizen is a topic I try to emphasize each day to my students. "If you put something in digital form, you can't assume it won't be shared" is frightening but must be considered (Richardson & Mancabelli, 2011, p. 38). Many students (and adults) sometimes forget this and can later regret previous posts or pictures they shared. As this chapter discussed the various tools that can be used for learning, I am excited to explore the ones I haven't previously used. It is my hope that by modeling proper use and providing guidance, my students will be also be eager to use these tools in the classroom to collaborate and learn.
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
The introduction mentions the changes in technology and tools occurring "with dizzying speed" and I couldn't agree more (Richardson & Mancabelli, 2011, p. 6). Being in education for 19 years, I have witnessed many changes in the classroom. During my first year of teaching, I had a portable chalkboard (yes, it was on wheels) and no computer at all in my room. Wow, as I teach in my current room with 30 computers and observe students using technology, it is very different now.
Students truly do not know a world without personal technology and social networking. My building is not a BYOD school, so students still detach themselves from their devices for the entire school day. For many, this causes great distress and anxiety to be "disconnected" from the outside world. However, for as tech savvy as my 6th graders are, they find it hard to utilize all the educational advantages that technology offers. I can confirm what Richardson and Mancabelli (2011) say about students being knowledgeable about social networking, but not knowing "how to use these tools for learning," (p. 7). I'm sure when student knowledge and maturity allow them to utilize all features, they will be amazed at what they are able to accomplish! The quote about the educational shift from Stephen Downes in Chapter 1, immediately made me think about Common Core. With the help of technology, reaching the goal of students taking charge of their own learning will certainly be easier (Richardson & Mancabelli, 2011, p. 21).
I like that Chapter 2 addresses the possible tools that may be used and the responsibility that comes with their use. Being a responsible digital citizen is a topic I try to emphasize each day to my students. "If you put something in digital form, you can't assume it won't be shared" is frightening but must be considered (Richardson & Mancabelli, 2011, p. 38). Many students (and adults) sometimes forget this and can later regret previous posts or pictures they shared. As this chapter discussed the various tools that can be used for learning, I am excited to explore the ones I haven't previously used. It is my hope that by modeling proper use and providing guidance, my students will be also be eager to use these tools in the classroom to collaborate and learn.
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
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