Final Exam

The thing I enjoyed most about Pi 2.0 was the combination of exposure and practice.  There are so many times when I have learned things (especially related to teaching), but if I don't put them into practice immediately, they are forgotten.  The repeated exposure has also been good for me.  As many times as I've posted on this blog, there are still things I'm figuring out.  Just today my Task 11 suddenly showed up unreadable, and I ended up having to change my template.  But, in a way, that was good - because it reminded me HOW to change a template.

Honestly, there wasn't a lot I didn't like about the class.  There were some tools that, while interesting, didn't seem to have much application to the classroom (like the one that makes a puzzle of a picture or the fake newspaper article), and I got kind of frustrated with those.  

My favorite task was blogging because I immediately set up my blog, and since I've had to maintain it, I'm retaining what I've learned.  It's been a great tool for the kids, and something that has more relevance to them than many of the things I've taught.  

I also like how it forced me to keep finding out about, and learning how to use, new things.  In the past, I might hear from a colleague about a good tool, but s/he wasn't there to walk me through it and explain all the ways it could be used.  It was also helpful to be able to post questions on my blog and have them answered so quickly and effectively.

In terms of what I didn't like, at first, I really hated Delicious.  I just couldn't seem to grasp it.  Partially, I think it's the way it was packaged (or the way I interpreted the packaging) as being mostly helpful for using multiple computers.  Since I almost always use my laptop, that's not really an issue for me.  But what IS an issue for me is keeping track of websites - I've never used my bookmarks as much as I should - and being able to look at them by category is great.  Now, instead of wandering aimlessly through the internet, I can tag the articles of interest and return to them when needed.  AND I'll have them to refer to next year, rather than starting all over (which I generally seem to do).

I definitely think Pi 2.0 will influence me in the class - well, it already has.  The kids have been excited to try new things, and that gives me energy to stick with it.  Plus, I don't get bored...frustrated, often, but not bored.  My fear is that I won't keep up with some of the things I've learned.  However, I know I'll keep setting up blogs and wikis, and I know that I'll use Delicious, especially to keep track of my resources.  I guess the "tools" analogy is an apt one because I feel like I have more in my toolbox now:  more ways to present information, more ways to be creative and encourage creativity in kids, and more ways to reach the students.  

Thanks to Amy and all of you who supported this project.  For me, it was great.

Task 12

Today, John Greene talked about Pi 2.0 in our faculty meeting, and I was able to do a piece on some of my Pi 2.0 "products".  I showed the teachers the A Separate Peace blog that I set up, demonstrating the different categories and postings.  I also explained Pixton, how I'd gotten the idea from Ben's presentation at the all-levels meeting, and showed them an example of one of the comics my student did using our vocabulary words.  Because Delicious came up during John's presentation, I also demonstrated how that works.  I've only gotten so far as to organize my websites by category, topic, etc..  I have not done a lot of exploring others' tags, but we played around with them a bit together.


People seemed receptive and interested, though there seemed to be some hesitance about the amount of time some of these things take.  In general, I feel like just about everything I've done on Pi 2.0 is, or will eventually be, a time saver - though new things always take me extra time on the front end.

Task 11

Well, I sort of did this out of order, but as we learned about some of the new tools, I implemented them right away.  That tends to work better for me because then I remember exactly what to do and learn as I go.  The first thing I did was use pixton.com, the comic-creating website.  On three occasions now, I've had my class take vocabulary lists, two associated with grammar and one from A Separate Peace, and create comics using the words.  It has been interesting to see how difficult this is for some of the kids, which means it's a good exercise.  I was a little worried about them spending too much time on the characters/backdrop and not enough on the words, but most of them could complete the assignment in one class period.  And do I even need to mention that they LOVED it??  If you'd like to see their creations, just email me, and I can give you the log-in and password.

The second thing I did is set up a blog for my literature class.  When we started A Separate Peace, I based mine on one that you gave us to check out early on (I think it was from Woodward).  For the past several weeks, the kids have had to post an entry once a week - in a different category each time.  We've also done some in class, using our netbooks.  Here's the link: http://piaseparatepeace.blogspot.com/

While, overall, it's definitely been a positive experience, there have been a few struggles.  With the netbooks (and sometimes the desk tops) several kids lost their work, so I've encouraged them to write in a word processing program and then post their comments.  I've had to work hard to get them to proof (and do things like capitalize!), but they do seem to respond to the idea that anyone out there can read it - and judge them.  (Ah - using teenage insecurity to my benefit!)

However, the blog positives have definitely outweighed the struggles.  I've loved reading the posts, especially from those who have difficulty speaking up in class, and I'm amazed at the depth with which they are analyzing the material.  I also love the fact that, as we approach our final test or project, there a load of information on the blog to refresh their memories and inspire them.

So, these have both been great tools that I will use again, hopefully with fewer glitches next time!

Task 10

Well, as you can probably tell from my last few postings, I've run into a few problems trying to implement the two more "cool tools" I chose.  I hadn't experimented with Voki yet, so I gave that a spin.  While I think it's a great idea - mostly for grabbing kids' attention - I can't get it to show up on my webpage.  While I was investigating it, I found lots of comments from teachers about using Voki in the classroom.  I'm having trouble imagining how, though, unless it's something like the person saying a vocabulary word and using it in a sentence; that might be cool.  Or I suppose you could have the figure read a lit. response aloud, rather than turning it in written.  However, I could see kids spending tons of time on designing their characters, rather than putting the time into their responses.

I also investigated Butns.com, where you can make direct links from your website to all sorts of others.  I set one up with things like Google, Dictionary.com, Wikipedia, etc.  However, I've had the same issue with getting it to show up on my website - it's there to edit, but then it won't post.

Amy is coming to rescue me from my sorrows tomorrow.  I'm sure there's an easy answer, and I'll look forward to seeing these things in action.

My Next Voki/Butns Problem

Using the "HTML Snippet" button on iWeb, I've now gotten them both to appear.  However, even though I've updated the page, when I go there, neither one appears.  I'm going slowly insane!

butns.com question - much like the Voki one

So the same thing is happening when I try to add a link from butns.com.  If gives me the link and says to set it up as a hyperlink, but when I do that, all I get is the code:  Web Resources

Voki Question

For task 10, I've been looking into more tools.  I went on Voki, which is really cool.  I constructed a person with a recorded message, but I cannot figure out how to get it on to my class website.  I tried several of the different codes they gave for embedding, including "standard website"and "other", but I can't get it to show up on my website - only the code appears.  Any suggestions?  Thanks!

Task 9

Okay, I have to admit, I was pretty suspicious about this Del.icio.us thing.  I dropped off on my Pi 2.0 work because I just couldn't get myself excited about it for some reason.  Perhaps it had something to do with Spring Break being so close at hand!

Anyway, now that I'm back and more open-minded, I can definitely see its advantages.  Rather than roaming through Google, I am able to narrow things down.  Plus, once I have found a good website, it's there for me, rather than trying to remember where I found it the year before.

So far, I've mostly used my account to locate grammar websites.  I like being able to tag them with grammar but also the specific topic, such as "diagramming", "commas", or "common errors".  The advantages of then being able to look at other people's accounts are clear.  The other thing I like about it is that you can do a little at a time, rather than having to devote hours to just setting up bookmarks - when I have a few minutes, I can add a couple; and my list just grows!

So let's just say I'm a convert!

Google Reader Question

I've set up my Google Reader to come up with articles related to my Race, Class, & Gender course.  My question is if there's a way to only get articles about the U.S.?  It's too overwhelming to try and do the whole world, so I'm really focusing on our country.  Thanks!  JS

Task 7

I'm pretty familiar with wikis - or at least certain ways of using them.  I set up one for my class to prepare for their test on Unwind by Neal Shusterman this Monday:  http://piunwind.wikispaces.com/.  Before we started the book, I set it up, and then kids had to each take a section of the book to summarize and pick out important quotes and themes.  Then, as they got closer to the test, they added more quotes, themes, etc.  My only frustration with wikis, so far, has been when multiple kids are trying to work on it at once, and they save over each other's entries.  While you can generally find them in the history, they get all jumbled up.  Also, kids sometimes inadvertently erase other entries.

Looking at the Pi 2.0 wikis, there are definitely other ways to use them that I have not yet.  I liked the ones that Vicki Davis' blog linked to, where kids were preparing their own study guides as the test.  I'm thinking about doing that for the final test of A Separate Peace, when we finish that.  One thing I really want to learn how to do is imbed a quiz on a wiki, like Martha & Brian have done.  I'm also wondering if I could do that off our homepage.  I know Elizabeth has done a similar thing with imbedding surveys into her homepage.  Looking at the setup of the others, I remembered that I haven't been doing anything to much to change the appearance of my various wikis, which can make a difference in kids' interest.

Google Reader Question

So I've got my Google Reader set up with some automatic subscriptions, and I've figured out how to star an item.  However, I just figured out that the starred items get deleted after a day or two.  Is there any way to save an article to read for later (like a few days or weeks later)?  Thanks!  JS

Task 6

I had already used Skype and Quizlet for the first times this year.  About a month ago, we did our first Skype with a guest speaker, who was out in California, and I was amazed at how easy it was.  I've been trying to get my in-laws to buy-in to Skype with the grandchildren - but so far only have the one who's already in town.  I had only used Quizlet to make quizzes for my daughter's vocabulary tests, but this weekend I made one for my class to prepare for their next vocab. test - http://quizlet.com/1911412/vocabulary-test-210-flash-cards/.   I had also used Library Thing - about a year ago and hadn't used it since.  I went back and set up separate lists, for home and school.  I love the idea of recommendations, but the ones that were actually given didn't seem very on-target.

I have tried teachertube a few times this weekend, and I'm not having much success.  I tried typing in "A Separate Peace"  because our class is getting ready to do that book, but it kept giving me listings for "rate". Weird.  If I figure it out, I'd like to find some things I can link to the blog I've set up on the book - http://piaseparatepeace.blogspot.com/

I also experimented with Pixton, which seems like a great tool.  I would like to have my class make cartoons that include all the vocab. words form the upcoming list.  I signed up for the free teacher-trial that supposedly allows 30 people to use it, but I'm not sure if it will really work once all the kids log on.  In order for them to log on individually, their parents have to first approve via an email link.  I also can't figure out how to change my password - I'd rather them not have my tried-and-true one!  The badges, points, etc. seem quite confusing, and I hope that the kids don't run out of "points" before they're done.  Has anyone tried ToonDoo?  Are there advantages/disadvantages?

Task 5

The thing I found most useful is the google news search by topic that can feed to your reader - http://www.google.com/reader/view/#overview-page.  Since I teach a course on Race, Class, & Gender, I was able to enter "social class", "racism", and "gender inequality" in order to find possible articles - and they'll keep on coming.  My class is currently zeroing in on a topic related to race that they want to study in depth, and once that's decided, I'll enter their specific topic to find more.  


Not as successful for me was  http://education.alltop.com/.  I kept trying to enter similar searches as above but wasn't getting to anything.  I found it very confusing.  I also could not figure out how to search within the actual Google Reader - http://google.com/reader.  I couldn't find the "discover" button, which is supposed to be the first step.  I may be blind.

Task 4

A couple of years ago, I took a class on RSS.  At the time, I was utterly and completely overwhelmed by it.    In fact, I had not looked at my Google Reader since.  But, lo and behold, it was still there.  I found some great stuff, scrolling through the recent arrivals, especially an episode of Grammar Girl.  She does podcasts on various grammar-related topics, two of which I'm studying with my class right now.  Here is one on among vs. between for all you grammar nerds out there:  http://c4.libsyn.com/media/273/grammar207_between.mp3?nvb=20100225150304&nva=20100226151304&t=037dc79f94d0f848b87b5

One thing I learned this week was how to set up the folders, which I like.  I have them labeled with the names of my individual classes to which they might apply, as well as one for home and one for Pi 2.0.

I have a couple of questions about the whole RSS thing.  One is I'm having trouble finding the feed icons on the sites I visited.  I was able to add a bunch manually, but I wonder if I'm missing something easier.  

Also, one you scroll by the articles and don't open them, I understand that it sees it as you having read them, but is there a way to keep them from disappearing without starring them?  I think I would like four categories: ones I haven't read, ones I have read and want to delete, ones I have read and want to save, and ones I glanced at but haven't read and want to go back to.  Is that possible?

And one more:  do the posts automatically delete after a certain amount of time if you don't open them?  I had several posts but all recent - not two years worth.

Adios.

Question

Once you post on a blog, can you go back to it and change/add something? If so, how? J

Task 3

In terms of what I noticed about blog writing in general, it seems more inter-connected. By that I mean that it is hard to just read a part in isolation, since one post references another and so on. I was surprised to find that the language was more grammatically correct than I expected. I thought it might be more text-speaky. I've always thought of blogs as what whiny people with too much time on their hands do, and I didn't see how they'd be professionally helpful. I'm getting a better sense of that now.

The blog I found the most useful for my purposes was the Woodward site on EXTREMELY LOUD & INCREDIBLY CLOSE. It provided a great template of how to set up a blog on a book. It seems like the kids were using class time to do many of their posts, since they were all around the same time during the school day. Many of them commented that it was such a relief to have a change of pace, after sitting through discussion classes all day. I just wish I could find a general description of the requirements for the kids - how many posts in which categories.

I'm thinking of doing a similar thing with A SEPARATE PEACE, which we will be starting in a few weeks. Once we have our netbooks, it will be much easier, but I suppose we could set up in the lab. I wouldn't want to totally give up discussion, but I would like to incorporate blogging in lieu of discussion sometimes - I am especially curious to see what the quieter kids have to say.

#1 - Continued

How do I edit my previous post?? I tried "Edit Posts", which seemed a natural, but it wouldn't let me in to edit.

Task #1

In watching the videos of last week, the biggest thing that struck me was the idea that students are in school preparing for jobs that do not even exist yet. How, then, do teachers prepare students? I cannot imagine that my teachers ever envisioned the state of technology today. At the same time, though, I do feel prepared to handle it (with lots of help from the technology staff!). Perhaps it is that whole learning-how-to-learn concept. But I also don't think we can not just throw up our hands and say we can't keep up. Because of how kids operate today, technology is a way to meet and engage them where they are. Of course, where they are is often way beyond where I am. I do feel frustrated at times when I am trying to do something technological, make a mistake, and all the kids start telling me what to do. On the other hand, they love it - and they can almost always solve the problem.

I had a few 2.0-based ideas last week: having kids do on-line discussions of a lit. book in blog format, podcasting class discussions so that parents could engage kids in discussions that began in class, having a huge ongoing curriculum/resource map of everything that is being taught in every part of the school, getting kids to read part of their stories in a podcast and coming up with images to accompany them. Last week, I had kids do podcasts for the first time, with the eighth graders teaching the seventh graders (so I didn't have to know how to do it). This week, the eighth graders will be podcasting part of their stories. One thing I'm learning is that I've got to count on glitch-time when I start a new project - just expect it, rather than being surprised and frustrated by it.

Okay, how do you spellcheck these posts???