pps that require the approval of a moderator/administrator/teacher before it gets posted online?
For example I was looking at using WikiSpaces or Diigo w/ my students/teachers, but realized you can't set it to moderate their posts before it goes up online.
In this district I have to make sure that anything that gets posted online by a student can not contain swear words/bullying, etc. While we do have a filter and use an application called Airistotle which will alert "us" of swearing, it does not stop it from happening.
My question is how do other districts handle this. If there isn't something like that, that allows students to post whatever they want before a moderator/teacher notices something "bad" is up online before they remove it.
I know students have to be responsible for their actions and we can't protect them from everything, but this district wants to do all it can to "protect" them so they don't have to worry about any backlash from parents, and this is causing a bunch of "roadblocks" for me when I try to find ways to incorporate Web 2.0 technologies.
Any thoughts would be appreciated.
PS, we are going the route of Gaggle.net so we can use filtered email/blogging/discussion boards, but I want to start using the really "cool" stuff!!!…
Added by David Kapuler at 12:58pm on January 7, 2009
, for blogging, making wikis, RSS feeds, communication, social networking, and so on. You know better than I! Although I and can see their value I am overwhelmed by two things at the moment and, to avoid reinventing the wheel, I would welcome a helping hand, please:
1. Web 2.0 Tools - Blog, Wiki, Social bookmarking, Social networking, ....There is such a vast array of choices. Some are dedicated purely to one aspect. For example, Wikispaces is just a Wiki, Edublog is just for blogging. With other products there are varying degress of overlap and some combine many tools into one product, like Ning and Gaggle. My question, in short is, what is the best solution - separate tools or an integrated product? How have you addressed this issue yourself?
2. Effective Classroom practice. As I get to grips with the various tools and I also wrestling with how each tool can be dovetailed into everyday classroom practice to enhance learning. That will clearly be an ongoing process and I know I have a steep learning curve ahead of me. Any specific examples would be most welcome. For example, I found the Wiki Walkthrough http://www.teachersfirst.com/content/wiki/ on Teachernet to be really excellent.…
A few friends and I have been working at a startup building a tool for very large conversations online. We've only recently introduced it to the world of education, and we are very excited at the…
oup gathers for a class. So, I'm in a situation where everything can be changed
I truly appreciate what you're saying though with "shoe tying 2.0". I see a lot of teachers in the online world (myself included, sometimes) trying to take what happened in the traditional classroom and shove it into the box you/re reading this on right now. It just doesn't work. A good lesson plan that worked in the traditional classroom still works well in the online classroom, but the presentation of that material gets to change.
I will go all the way down the "Students have different learning styles. I believe that a mashup of various techniques is the best approach to instruction" road with you. Where it gets tricky is that students should be able to chose which way works best for them. Presenting the information in a single way doesn't work in the online classroom. But, how many ways are enough? How much time can be put in presenting information in different ways. You'll see that I've done this quite a bit. For each of the presentations there's a video, text, and image representation. I know a lot of teachers take the time to create video lectures and don't want to provide a text version because they want their students to sit and listen to what they had to say. For me, I don't care if student listens to my voice or reads the text as long as they have the information that they need to have to be successful in this class. It's a matter of what works best for that individual student.
I tried to take a look at your wikispace, but it needs a password. I'd love to poke around and see what you're up to. :)
Thanks for your time and insight.…
s - use a wiki to accumulate your course resources over time. Current wiki flavors such as wikispaces allow you to organize many web 2.0 technologies within a page framework by "embedding media" into standard wiki pages.
2. Use RSS feeds from Discover and other science mags to create a "current events" page. As students to contribute to a collection of summary/reflection pages that accumulate over time.
3. Use wiki-embedded Google spreadsheets to allow different students or student groups to contribute data to the same graph, test the same simulation, etc.
4. Use embedded Google docs to allow students to simultaneously create shared lab reports or other documents.
5. Gliffy can be used to create shared diagrams and, again, include them in your wiki.
6. Physics applets can be embedded along with spreadsheet powered data tables to create richly interactive pages.
7. Finally, a central projection source will allow you to moderate whole-class discussions based on each of these types of student work, increasing their authenticity.
I'm interested in what you decide to do, so keep us informed!
Jay
Alas, as far as I know, one drawback in your w2.0 world is representing algebra. Though there are TeX input capabilities, none are as efficient as fingers on paper, and I hate the idea of inputting it into a website just so that it looks pretty. My experience with students is that they will not like such tasks either.…
Added by Jay Fogleman at 12:55pm on February 15, 2008
ld love to know what your math teachers think about ISNs? Have you had a chance to discuss the idea with them? What is there hesitation/reticence? I'm currently looking at the program of studies for 7th grade and creating some example reflection/connection prompts for math that relate to the expected curricula topics (i.e. rational thinking, area and perimeter relations of polygons, etc.), do you have any ideas or know where some might be found. We've found a few sites with some math connections:
http://interactive-notebooks.wikispaces.com/
http://www.sw-georgia.resa.k12.ga.us/Math.html
http://www.greece.k12.ny.us/instruction/ela/6-12/reading/Reading%20Strategies/interactivenotebook.htm
The teachers that I'm working with are trying to map out much of the first semester so that they can visualize what they are doing.
I'm trying to look for any or all thinking about how they have been applied in mathematics. We're thinking about keeping all of our conversations so we can put together an article at the end of the year.
Additionally, have you or anyone thought about what this might look like from using literacy technologies to capture the work? I'm thinking about using a blog, and several other tools to capture the entire notebook (like google notebook, flickr, wikispaces). I'm looking for any interesting uses or explorations.
Thanks again for your response.…
report on a school and an annotated bibliography about a particular educational issue. I try to encourage my students with a variety of pedagogical devices that might be helpful to other teachers looking for ways of scaffolding student collaboration.
In the research phase of their school report, student groups are offered extra credit for preparing "research tutorial" pages that provide step-by-step coaching for how to answer particular questions for reports the students have to write. these pages accumulate year-by-year. The EC is awarded to "blue ribbon" pages based on class voting, w/ each student voting for their three favorite pages.
After their report drafts are "completed," we spend a week peer editing. Each editor completes a rubric/comment page that they link to their author's report. (I created the rubric and saved it as a wikispace template so that the students have easy access.) I use the same rubric when evaluating the reports after the final due date. Several students use colored text to make in-line comments. After the final due date, each student can complete a "Tip Your Editor" form and turn it in to me to reward editors that they feel helped them improve their work.
I am not a writing teacher, so I my strategies are based on what I think would motivate students to work together to improve each others products. I would be interested in reading what other teachers have used to scaffold a writing/editing/revision mentality within their wikis.…
Added by Jay Fogleman at 11:02am on October 10, 2008
iki use, I would add a couple of things to consider in your planning:
The first is to think about is how you anticipate students engaging with the wiki. I teach at the college level, and despite their "digital native" label, my students sometimes have mixed feelings about the wiki. My point is not to discourage you, but to be aware and not count on the online venue to "hook" everyone. (You should anticipate it having the opposite effect of some students.)
So what to do? Something that usually works for me is to provide students with a compelling reason for using the wiki. Why is this technology a good fit? How does it contribute to our "Grand Purpose?" For example, since your class is looking at recruitment practices, then you could present the wiki as the creation of a local resource that grows year after year. Have your students study the practices of some local companies so that they learn more about their community. Instead of starting from scratch, your could allow next year's students to either update/extend an existing entry or extend the collection of companies. The wiki-work then becomes a local resource that transcends being a class assignment. This type of vision increases student buy-in because they are doing something "real."
What ever you decide to do, keep us informed so we can learn from your efforts.
Good luck.
Jay…
Added by Jay Fogleman at 7:52pm on January 6, 2009
eir material and there are just too many helpful tools onthe computer that we can both take advantage of.
This year, I am going to use Twitter in my classroom for parents and students. They can easily sign up to receive text messages rather than tweets.
I am also going to use my mailing list from Bravenet this year. Just a once a week e-mail. I can get 500 free subscribers, so I think it will be pretty easy to maintain it from year to year.
I am toying with the idea of using my school phone as a homework hotline - instead of the traditional "leave a message", I am thinking of just recording the days agenda. I read about in this a book, and have been thinking of using it ever since.
I want to create review videos for students when we have tests - I tried this a little last year, but had too many other commitments to really delve into this. I'll give it a go again this year.
I've done wikis before, and my favorite is http://pbworks.com/ (prevously pbwiki). I don't like using wikispaces with students, because you have to pay in order to have control over the student accounts (at least you did last year).
My blog is www.vriley.edublogs.org.
I find that a lot of my information on these site is repetitive - is that normal, or do each of your sites have a singular purpose?…