New and Improved?... Tools for 2011!

1. Sticky Note it with Lino!

2. Museum Box

3. VuVox

4. Today's Meet

5. Corkboard

6. Tagul

Top Ten from 2010...What would you add to this list?

Step into the digital time machine and journey back to 2010, where our school was buzzing with the excitement of cutting-edge Web 2.0 tools that revolutionized our learning environment.

1. Imagination Cubed: Draw pictures with friends (anywhere). This is a great tool for anticipatory sets and closures.

2. Tagxedo: It is similar to wordle and imagechef, where you can create a word collage but with tagxedo you can add awesome images to bring more meaning to your collage.

This tagexdo was made to introduce our staff to our school community. Here is a tagexdo of one of our teacher's.

3. Wallwisher: A collaborative way to share thoughts with virtual sticky notes.

Our school community used this wallwisher to share our thoughts on hope after reading the book "Ruby's Hope".

4. Prezi: A presentation tool that uses a map that has multiple layers and interesting ways to layout text, image and video. It is a non-linear way to present information.

This prezi was made to deepen our understanding of the 7 Habits at our school. Grade 3 students then made their own prezi on the habits.

5. Glogster EDU: This is a virtual poster. You can add images, videos and graphics to present information.

This glog was made to introduce our computer club on our school wiki.

6. Domo-Animate: You can create mini movies with domo.

This is made by a Grade One student.

7. Tag Galaxy: You can find lots of great images on tag galaxy.

8. I moved from Delicious to Diigo this past year. I love the collaboration with research, the highlighting and sticky notes.

9. Twitter is definitely a favorite. This is a place where I reflect with my PLN on Web 2.0 and 21st Century Learning.

And one that I just discovered and will begin playing with to see how I will use it in the classroom is:

10. Museum Box: You can showcase images and present information in a unique, multi-layered way.

Look at this museum box on the inner planets:

Click a box and it takes you to a cube with information that a student has added:

Whew! That is a cool tool! I can't wait to try it with my class in the New Year.

What was your favorite 2.0 tool that you used this past year?

How does google really work?

I stumbled upon the concept of Googlebots some time ago and couldn't help but wonder if they truly enhance the efficiency of my searches.

To satisfy my curiosity, I turned to one of my favorite networks, YouTube, in search of answers. I came across a video that eloquently elucidated how the Google search engine operates. It delved into the realm of "spiders" or Google bots, which are dispatched to websites to gather data. One crucial piece of data they collect is the number of visitors to a site. Consequently, when you conduct a search, the sites that appear first are ranked by these bots based on their popularity, determined by the number of hits they've received.

Armed with this newfound knowledge, I realized there are certain "tricks of the trade" that one can employ to refine searches and yield more relevant results. It's imperative for students to master these techniques to enhance their research skills. They can utilize simple tricks like those discussed in the video, or delve deeper into the realm of "Google + operators," where they'll find cheat sheets and guides to fine-tune their searches. For instance, a quick search for "Google + operators" yielded invaluable tips and tricks to ensure my searches are precisely tailored to my needs.

Here are five quick tips to kickstart efficient searching:

1. Prefixing key words with "intext" narrows down searches to the main body of text.

2. Adding "inurl" limits searches to terms found within the URL (uniform resource locator - the web address). To view the last cached version of a webpage, simply add "cache" before the URL in the search.

3. Including "info:" in the search fetches only information on the subject.

4. To find sites with keywords in the title of a page, use "intitle:" or "allintitle."

5. To discover links to a specific webpage, employ "link:" before the URL in your search.

Let's not overlook the Google advanced feature!

Empowered with these techniques, students and educators alike can save time and unearth valuable information with ease. After all, knowing how to find information and understanding how it finds you is key to successful surfing!

Happy searching!

How can we move anticipatory sets up a notch?

I recently had the pleasure of attending a captivating workshop led by Jim Knight, renowned instructional coach guru. Among the wealth of insights shared during the two-day event, one topic that particularly resonated with me was our discussions on "thinking devices." These are the provocative objects that teachers can employ to stimulate dialogue and foster higher-order thinking in their classrooms. According to Knight (2010), these devices must possess certain qualities—they need to be complex, concise, humanizing, varied, and definitely not lame.

When utilizing thinking devices, it's crucial to consider the type of learning we aim to facilitate. Knight delineated two distinct types of learning associated with these devices:

1. Mechanical Learning: This refers to the straightforward learning experience where the knowledge, skills, and overarching concepts are clear and unambiguous. The outcomes are evident, and there are definitive right and wrong answers that can be identified without difficulty.

2. Metaphoric Learning: In contrast, metaphoric learning delves into higher-order thinking. It shares characteristics with metaphor—ambiguity and indirect functionality. Metaphorical knowledge doesn't have clear-cut right or wrong outcomes; instead, it encourages nuanced exploration and interpretation.

Throughout the workshop, Knight seamlessly integrated a variety of YouTube videos into his anticipatory sets. It was fascinating to observe how each video he showcased contributed to fostering a positive climate in the room—an essential aspect of effective thinking devices, as they should be inherently humanizing.

Here are some of the videos he shared:

- "Playing for Change":

   - Mechanical Learning: Utilizing Google Earth, students can identify and plot the locations featured in the song.

   - Metaphorical Learning: Exploring the potential of music to instigate positive change in the world.

These videos served as powerful examples of how thinking devices can ignite critical thinking and meaningful dialogue among students.

Retriever:

Metaphorical Learning: How can you persevere?



Maurice Cheeks:

Metaphorical Learning: How can we be leaders?



The Piano

Metaphorical Learning: How can we motivate people by making something more fun?



Here are a few more sites that could prompt great conversations including:


The Slide

The Elevator

The Shopping Carts

Anti Boredom Campaign

The World's Deepest Bin

Bottle Bank Arcade

ImprovEverywhere

Which sites have you come across that we could add to this list?

What is student engagement?

Recently, I had the privilege of stepping into a teacher's classroom and witnessing a remarkable scene of student engagement. It was palpable—the students were fully immersed in their learning journey. Their focused demeanor and animated discussions indicated a deep level of involvement.

The lesson revolved around a compelling question: "In what ways do natural resources and the physical geography of a region determine the establishment of communities?" It was a Social Studies exploration that sparked curiosity and critical thinking.

What caught my attention the most was the innovative use of technology. The students embarked on a virtual "community walk" using an intriguing Web 2.0 tool. Despite this being their maiden voyage with the tool, I anticipated a learning curve centered around its usage. However, to my delight, the students seamlessly navigated the tool, diving headfirst into researching various cities and towns.

The tool in question? "Community Walk" — a fantastic resource that empowers students to explore different regions with unparalleled depth and detail. Utilizing Google Images and Street View, students delved into their research, uncovering the intricacies of each locale with enthusiasm and curiosity. It was truly inspiring to witness their engagement and initiative in exploring the geographic landscapes that shape our communities.

Here is an example of a community walk:


CommunityWalk Map - Map 731016

Wow! I feel like Waldo!

While perusing my Twitter feed tonight, I stumbled upon a fascinating discovery—a new background on someone's profile caught my eye. It was a mosaic of countless faces, and to my surprise, I spotted my own among them!

It felt like a digital version of "Where's Waldo?"—and there I was, nestled among the myriad faces. Curious to see for yourself? Take a look:

Feeling absolutely thrilled about this new tool, I headed over to Twilk and created my background, instantly populating my Twitter page with the faces of my Twitter PLN (Personal Learning Network).

Take a look at my Twilk background. Do you happen to spot any other familiar faces?

Try TWILK:

In what ways can we help our students build their PLNs?

As we embark on a new school year and continue our journey towards realizing the vision of the 21st century, I find myself pondering how we can build upon the progress we made last year and assist students in recognizing the significance of their Personal Learning Network (PLN).

The image below serves as an excellent foundation, outlining the essential steps we must take as we embrace Web 2.0 technologies. It provides us with a roadmap for guiding students towards harnessing the power of their PLN.

(Networked Student courtesy of Wendy Drexler in Courosa, 2010)

The Networked Teacher

How's your PLN shaping up?

Check out this captivating image of the networked teacher, shared by Alec Couros on Flickr:

We r connected!

"We are rising up in an understanding of our world, one that is connected," (Roche, 2010).

A few months ago, I purchased an iPhone, and just recently, I attempted to update it using my computer, only to have my iPhone crash completely. My iPhone has become an integral part of my daily life, connecting me to my "global community" around the clock. Whether I'm shopping, grabbing coffee, or commuting to work, I rely on my G3 iPhone to Google inquiries, check my Twitter and Facebook feeds, and text my friends. Losing it felt like losing a piece of myself.

As I listened to Senator Roche discuss the development of a global conscience and the need to foster a culture of peace, I couldn't help but reflect on how the internet has facilitated our connectivity to the global community. Web 2.0, the second generation of web development, has transformed the internet into what it is today, offering various literacies that enable users to collaborate, create, and engage with knowledge. From blogs to vlogs, podcasts to social networking, I belong to a myriad of online communities. Could these online communities play a role in promoting peace and cultivating a global conscience?

One powerful Web 2.0 tool that has shrunk the world is YouTube. This platform allows individuals to collaborate and share ideas through video content. Personally, I learned to play the violin through my YouTube network, connecting with experts, watching instructional videos, and posing questions. But YouTube's potential extends far beyond individual learning—it can unite millions of strangers worldwide in unique ways. 

Take, for instance, the annual global pillow fight event, publicized on YouTube by artists Richard Maddalena and Kate Buckley. People from diverse corners of the globe come together, armed with fluffy pillows, to relive childhood moments and share in laughter and camaraderie.

Moreover, there are social activist platforms like Earth Hour, which mobilize individuals to take collective action for a better world. Originating in 2007 as a protest against climate change, Earth Hour has grown into a global movement, with millions participating in over 128 countries. Through initiatives like these, people can gather around different media to collaborate, discuss, and engage in meaningful causes.

Even my Grade One class in rural Rocky Mountain House has embraced Web 2.0 literacies to connect with peers globally. Through Skype sessions, wordles, podcasts, wikis, and blogs, they've begun to grasp their place in the world and develop relationships and responsibilities beyond their immediate surroundings. Senator Roche's call to "reach out" resonates deeply, reminding us of our obligation and opportunity to make a difference. How do you reach out?

A real 2.0 gem!

Isn't this Wordle just fantastic? I thought ImageChef was great until I stumbled upon this amazing 2.0 tool last weekend called Tagxedo. What sets Tagxedo apart is its incredible ease of use—it's a breeze to create stunning word clouds. One of the features I adore is the ability to upload an image and incorporate words from any webpage simply by adding the URL.

Now, why did I choose this particular image of Gandhi and a website about him for this post? Well, I've been delving into Gandhi's life and teachings during a summer institute, learning about his journey from law school to activism against racial discrimination in South Africa. Gandhi's belief in independence, self-reliance, and self-sufficiency resonates deeply, and his advocacy for civil rights is as relevant today as it was then.

Reflecting on Gandhi's principles and the transformative power of education, I'm reminded of John Dewey's notion that the quality of educational experiences shapes both present and future experiences. In our interconnected world, I'm intrigued by how online communities can influence education and learning. Can these digital communities foster peace?

Communities thrive on shared vision and purpose, and my journey into online communities began with simple discussion forums about books. Over time, I ventured into real-time chat rooms and expanded my networks on platforms like Facebook, Twitter, Delicious, and Diigo. The individuals I connect with online form my personal learning network, enriching my learning journey in countless ways.

And how did I stumble upon Tagxedo? Well, I discovered it through Diigo, yet another invaluable tool in my online learning toolkit. Despite missing out on the ISTE conference, I was able to virtually attend and glean insights from fellow educators who generously shared their favorite classroom tools. Thanks to my PLN for curating and sharing resources like the ISTE 2010 Unplugged wiki on Diigo, keeping me connected and inspired even from afar.

Inquiring into myself as a curriculum maker of community

"Persistent questioning and healthy inquisitiveness are the first requisite of learning of any kind" (Gandhi).

Embarking on my final master's course, titled "Building Peaceful Communities," feels like a significant step in my journey. Throughout this course, we delve into the intricacies of curriculum making within communities.

In our inaugural session, we were tasked with bringing forth an artifact that encapsulates our essence. I carefully selected a few meaningful items that speak to my roots, aspirations, and values.

First among these is my miniature sculpture of Rodin's "The Thinker," a profound symbol of contemplation and introspection. This sculpture serves as a constant reminder that deep reflection is indispensable to growth and learning. Alongside "The Thinker," I placed an open hand—a powerful symbol of opportunity, peace, and interconnectedness.

To complement these symbols, I included five rocks, each bearing a word—peace, hope, joy, faith, and belief. These rocks, collected during my time in an isolated northern community, serve as tangible reminders of my past and present journey. As I now find myself back in the town of Rocky, these rocks hold even greater significance.

However, it still felt like my narrative was incomplete. So, I added a small heart—a cherished gift symbolizing my love for teaching and the profound connection I feel with each child I encounter.

Finally, as a representation of my academic journey focused on 21st-century literacies, I included my iPhone. This portable device serves as a gateway to my global community, allowing me to connect and engage with others anytime, anywhere.

As I contemplate the significance of these artifacts, I ponder how my beliefs and experiences shape the communities I inhabit and the impact I can have on them.

What is Legitimate Knowledge?

For my latest course, I partnered with another Grade One teacher to delve into the concept of legitimate knowledge in the 21st-century classroom. Our goal was to create an environment where students could collaboratively explore knowledge that resonated with them. To facilitate this exploration, we developed a wiki dedicated to addressing this question. You can visit our wiki here: EDEL 595.