mientos marciales. Sus elementos es de música, baile y acrobacia. La profesora Tasha Kimball era muy amable cuando entramos al taller los dijo que nos uniéramos en el círculo y que cantara una cancion que decia una palabra que no entendía, pero trate creo que iba asi “ Eau eau …… sous l'eaul la… fontaine” y repetimos la phrase y a la vez aplaudimos. Para mi fue dificil aplaudir y tener que cantar la canción a la misma vez. Si yo pense que eso era complicado me equivoque porque después vino lo más dificil. Primero la maestra los demostraba algunos pasos, nosotros individualmente los tratamos de hacerlo. Pero yo no era la única pérdida. Al principio estaba bien hasta que todo los pasos se juntó, ahí fue donde dije esto va muy rapido y me di una pérdida. Pero la professor me ayudó y practique con ella. Luego nos hizo a escoger una pareja cualquier persona. Mi compañera estaba perdida como yo pero la paciencia y practicando no hicimos tan mal. Al final del taller recreamos lo que fue realmente capoeira todos pasos juntos todos las personas se pusieron en un círculo y cada uno teníamos que ir por lo menos unos segundos, después viene otra persona a cómo interrumpir y seguir el movimiento. Me encanto Capoeira, aunque fue dificil me gustaria seguir con capoeira, me diverti mucho y fue interesante ver como otras persona hacían los movimientos. Mi hermana me tomo fotos de algunos movimientos que trate de recrear, aunque se me olvidaron varios movimientos. No soy experta pero lo intente, de todo modos les dejos imágenes de Google para que tengan una idea de como es Capoeira.
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ill Present: Florida
Language in Which You Will Present: English
Target Audience(s): Teachers, K-12
Short Session Description (one line): Building Real-World Skills - Increasing Collaboration within the Classroom and Beyond
Full Session Description (as long as you would like): While most agree on the importance of mastering content knowledge, perhaps even more important in today's fast-paced, interconnected, global world are the real-world skills of communication and collaboration. This session will focus on integrating free web-based tools, such as Skype and Google Docs, to increase student collaboration and foster skills that will help them become competitive in today's economy. We will explore techniques for collaboration within the four walls that still exist in many of today's classrooms, but more importantly, we will take a look at ways that teachers can connect their students to others from around the world by participating in global learning projects using the multitude of free tools that technology makes available.
Websites / URLs Associated with Your Session:
http://teaching-for-tomorrow.com/2012/01/23/four-online-tools-for-collaboration/
http://teaching-for-tomorrow.com/2012/02/21/getting-started-with-global-education-projects/
http://globaleducation.ning.com/
http://www.epals.com/
http://www.globalschoolnet.org/
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Kelly's post above). Three things that I think are important are the wow factor, the idea that "overwhelmed" is just around the corner , and defining our learning objectives.
I agree that technology for technology's sake is not effective but I also believe that what students need to learn has changed and that we can not met their needs without technology. For example Global collaboration requires 2.0 tools whether you use blog, forums, voicethread , skype or wikis..doesn't really matter.
I think there are two critical pieces to this puzzle...
One has to do with identifying some kind of basic tool box. This may vary from community to comunty and certainly will not remain static. From my point of view I have tried to define some basic tools and I have considered the learning curve of these tools to keep it simple for the neophytes. For me this includes, skype, s, blogs, podcasts/vcast, a reader(RSS), photo program/storage/sharing, and online WP like google docs. What do you think should be on the list? But this is only one piece.
The other critical piece is the purpose or what Kelly calls the learning experience. For me this means taking a new look at our lesson planning and our learning objectives. If those haven;t changed then the technology just becomes an expensive new way of doing old things. So how have our learning objectives changed? I stated at the beginning of this comment that I believe that what students need to learn has changed but I think we still have a ways to go in fleshing this out. In broad strokes we understand there are new literacies. We understand that knowledge is accessed differently and is growing exponentially, that the need for creativity and high level thinking are critical , that the ability to be contributors and participants in the world of knowledge not just consumers is part of our goal. We understand that global awareness and collaboration are important but how do we translate all of this into objectives for science class or literature.
So what should we be writing as our learning objectives? If we can clarify the learning the tools will be easier to identify and become transparent more quickly. The dilemma I think is that we need to help each other to identify those learning objectives.…
udents and classes)
- easy to use, simple to set up and does not add any strain to the already existing -nervousness when collaborating with classes across the globe.
-allows video image of participants
-can record the cast, podcast it, capture photos
-free
- skype is constantly improving its audio transmission
-if video drops chat can be used, saved and bookmarked
-students like to see each other when collaborating.
Any threaded discussions take place back on our blog posts
Disadv:- cannot share the desktop or use other collaborative writing tools or whiteboards
-lose video applications when more than two users are collaborating
Elluminate –my personal choice for staff online meetings, collaboration, professional development, virtual teamwork etc is. A great tool! The more I use it, the more I admire its huge potential.
Pros - has so many valuable tools, including shared whiteboard, desktops, web tours, video image ccapability of persons conducting meeting, collaborative tools, chat window -ability to break out into small group meetings and then return to the whole group. Moderator(s) can have control of meeting. Some great other tools eg a timer, many varied icons, shared applications. Nice easy layout.
Flashmeeting
-problems can occur with audio, access (We use this tool for the Aus/NZ online teachers meetings)
-layout not as friendly as elluminate
-allows chat and shared applications
-one big advantage is that all participants are shown as video images
-people wishing to add to audio conversations, are placed in a queue
Wimba
-not a fan of wimba but have only used it a couple of times. Had trouble with audio, possibly due to school firewalls ( I think) Very simplistic and basic tools in comparison to elluminate. Layout not as user friendly
-clunky
Live Blogging with coveritlive
The more I use this tool the fonder I become of it especially for classroom use and global connectivity
-allows moderation and other priveleges
-instant chat
-polls
-video sharing
-music sharing etc
Google docs
-can use it for live blogging
-instant chat features
-sharing ability
-no video capability…
vide a good start to the left hand side of the notebook. Each student would be responsible for adding information to the left hand side, some summation, and/or an 'example' of the right hand side of the notes daily. This is the difficult thing, creating an environment that would allow students to share their 'reflection' openly, especially in middle school. It's a pretty simple approach so far, but I think there is merit.
The second piece is creating assignments that encourage students to 'see' math and utilize the nature of the online environment. For example the flickr assignment that Darren Kuropatwa uses with his students is a great example. As another example, using acrostic poems. We are trying to provide alternative ways for students to respond and process their learning of math. Megan has a great handle on providing all students the opportunity to really experience math.
I see the idea of an online ISN as very appealing. Since Megan and Dianne are going to be introducing the idea to their students for the first time, the online version allows students the chance to revisit the concept anytime, to provide an opportunity for the teachers to very explicitly provide models and think alouds, and to create very high expectations. My experience tells me that providing an outside audience will 'kick up' the output for many. Since students won't have to respond daily to the online notebook there should be less burn out and more opportunity to showcase.
Additionally, I like the idea of providing assignments that have to be turned in online as a way of creating multiple reasons to go to the online environment.
Right now I envision using wikispaces, slideshare, and possibly a blogging utility regularly. I'm not sure what Megan and Dianne think about having students respond to peer posts, but if they are in favor of that then the blog makes sense for tracking all of that work. I also, envision limited use of: polling widgets to show students how to gather data and represent, use Flickr for sharing where the students 'see math' (although there is a problem with Flickr being blocked, but we are looking for alternatives), graphing software like fooplot, Google notebook and docs to share online information.
Anyway, here are my latest thoughts. Love to hear some feedback.…
process has worked in a few areas that had previously been total failures:
Consider the training/pre-production/production/deployment in terms of what has to be front-loaded to make it work vs. what elements are necessary to make it function in the classroom. Then, for your first-timers, do all the production and front-loaded work for them, only relying on them to actually employ the tool in the classroom. If this is a brand-new tool you may want to then evaluate whether the payoff was worth the work. If it is, then you start phasing in the teacher on the production stages with a goal of getting them to be as proficient and seamless with it as they are in Word or some other well-entrenched system. Remind them that they were new to all tools like this at one point.
For example, when we switched to Google Apps I thought "sweet, now we can all make websites so we'll have a new era of teachers doing all this great stuff on the web. We'll have resources available like never before and this will revolutionize our whole approach to everything. It's so easy (my ten year old can use it with great facility) that there's nothing stopping them. I will barely have to train them on anything and we'll have this massive collection of fantastic content in no time."
Two years later.... no good websites. Maybe a couple tries, but lame results with very little follow-through.
Finally I decided to pitch them again but with the added bonus that I would build the entire thing for them. For starters I'll take all their digital content and get everything up there with a very clear menu hierarchy that requires me to build every single page, make tons of graphics, pore over word docs, powerpoints, movies, doing tons of conversions and re-formatting.
Now I had some response. And I did a ton of work for them. They look great. Everyone's happy. More on the way.
But the sites are already getting stale. I said I would not be responsible for updating and maintenance. We'll see where it goes from here.…
entire year and 9th is only half the year. The students have had some computer instruction in previous grades but only about 1 hour a week.
Right now I am creating the 8th Grade Computers outline for the year before I start creating units and I could already use some feedback and ideas.
The below link is the educational technology standards and expectations for the state of Michigan
http://www.techplan.org/mets6to862305.pdf
In the syllabus I am working on I have watered it down to 5 categories.
Understand and apply basic computer operations and concepts including keyboarding, terminology, troubleshooting, file storage, etc
Identify and evaluate social, ethical, and human issues including cyber bullying, identity theft, privacy, plagiarism, social networks, etc
Utilize various productivity tools including photo editing, word processing, database creation, publications, programming, etc
Employ communications tools including email, group discussions, web collaboration, presentations, web page, newsletter, video etc
Use research tools including search engines and databases and assess content for accuracy and bias
For a moment I thought it would be orderly to cover each area one at a time. However these categories have a lot of overlap.
How would you break these standards into manageable units?
After I familiarize students with google docs/bookmarks/calendar/etc. I will most likely start with research
The idea was if I start with research than any new concepts or ideas students would be able to research and learn on their own. I also considered reviewing keyboarding. I will have to wait and see where my students skills are when school starts.
Then maybe go in to MS Office or Internet safety or computer history or...? For example it would be nice if students could present their research on computer history with a power point or blog entry or voice thread. But that would require them to know how to do that first. That is why I am asking:
What would you cover and in what order? Do you even have set units?
Thank you in advance. You have no idea how much your advice will help =).…
n Which You Will Present: English
Target Audience(s): All educators and administrators
Short Session Description (one line): Participants will learn how to use Web 2.0 tools, social media, and cloud technology to reach all students.
Full Session Description (as long as you would like): We, as educators, are faced with many different challenges. We have a large amount of curriculum to cover, tests our students must do well on, and a public who believes one size fits all works in the classroom. Our students are getting burned out quickly. And one size fits all does not take into account the learning disabled child, the ADHD child, the hearing impaired child, the bored child, the struggling reader, the math phobic child, the artistic child, the leader, the follower, or any other "out of the norm" student (whatever that might be). Web 2.0 tools afford us the opportunity to help all students meet the curricular requirements, demonstrate knowledge, learn, and enjoy school. Learn how to use collaborative tools such as Google docs, presentation tools like Glogster, and research tools such as Discovery Streaming to enliven your classroom. Today, there is no excuse for not reaching all children. Come hear how easy it is.
Websites / URLs Associated with Your Session:
CAST: http://www.cast.org/
My Class Website: http://herricks.org/webpages/dentondynamos/
Technology Toolkit: http://udltechtoolkit.wikispaces.com/
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d MMORPG (or massively multiplayer online role playing games). Each class is based on its capabilities. Some examples of each are AIM, Chatzy, Google Talk, Skype, FirstClass, and Teen Second Life. We will discuss MMORPGs more in a separte post.
Online chat software can be used to 1) collect data about a particular issue and learn how far reaching student networks are; 2) monitor student understanding of lectures and videos during a class; 3) conduct mediated discourse on a current or historical event; 4) build global awareness and build an international school community, 5) promote advocacy for an important issue, and 6) practice writing and/or speaking in another language.
1) Collecting Data: Students can employ instant messaging software on their phones or use online talk software to collect information about current events, holidays, and even data about the environment from their network of friends. This assignment could be done as homework in order not to disturb other classes, or could be done with partner schools in different countries. Services like Taking It Global, allow teachers to connect and participate in such projects. The data could be collected over a period of time and stored in Excel or a database. AP science and social science teachers could team up with AP math teachers to analyze the data.
2) Monitoring Understanding: A teacher can have students log onto an online chat service, such as Chatzy, during a lecture and post comments about key concepts. This is called back channeling. These chats can be saved and reviewed for understanding. Teachers could also employ an online chat during a video. Teachers can ask questions about the video and check for student understanding without having to stop the film. In my class, students can get credit for restating an important fact from the movie, adding to the film from their own knowledge base, and providing constructive criticism of others posts.
Many of these services allow you to record the chat and save it. The discussion can be saved to the school's course management system, or copied and pasted into a document. Services such as Google Docs allow students and teachers to collectively add information to the document. I typically ask students to review the work they did during the chat and add comments for homework. AP students could be tasked with finding peer reviewed work that corroborates information in the movie and to identify various areas of disagreement between researchers.
Now I know I didn't go though all 6 of the ways I use chat services in the classroom. That was by intention. For this week’s exercise can you help me brainstorm how chats can be used in the AP classroom? You could comment on one of two categories I have already discussed, or post ideas about one of the other 4 categories. Using a chat room in my class has become one of my favorite technology tools. They can promote note taking, research, civil discourse, web site evaluation, and peer review skills.…