Blog 8: REFLECTION

Investigating and experimenting with the variety of Web 2.0 applications has been eye opening for me. To discover applications permitting peers, students, friends, etc. to have simultaneous access to pieces of work is something that lends itself to implementation within my classroom. While working in Zoho on both a word document and a worksheet format, is something I can use encourage students to use when working on financial and informational type assignments… and the learners will not be limited to the restrictions of school, but have access from home for any desired additions or changes. My concern for these types of Web 2.0 applications revolves around a student deleting or changing something that another student has contributed without his/her input/permission. In some ways this can be a positive factor, as the students would need to deal with trust issues, forming a sense of ethics and respect.

Ning is another site useful for group collaboration. The students can create websites, comment on one another’s blogs, and add an assortment of other media with ease. As my confidence grows in the use of all the Web 2.0 technology, instructing my peers and students will naturally flow.

Wandering in Second Life, while not my favorite activity, has a multitude of benefits for the right audience. Teaching in a middle school setting, it is one site I am hesitant to explore at this point in my career with my students. Finding a link to my subject area is also a major roadblock, plus all the parental permission I feel would be needed, reinforces my lack of enthusiasm.

I am astounded at how quickly I have become competent (definitely not an expert, but comfortable) in using iWeb, Ning, Screenflow, Blogspot, and Twitter. Learning Xtranormal, iMovie and how to make a Podcast and import music into videos has been much more than I thought I would learn in a year than just a mere four months. Full Sail University rocks!!!

BLOG #7: SECOND LIFE

This blog is going to be addressed directly towards my many friends that are reading my blog, but have never been to (or possibly heard of) Second Life (SL). SL is exactly what it implies… a virtual life where people take on assumed names (mine is Rebel Starship) and can visit a site that reflects real life. Whatever your interest, hobby or just out of curiosity, a place can be found. After signing up for SL, creating an avatar is the first order of business, then it is off to a shopping spree to establish the wardrobe of your virtual dreams. The exploration of the many lands now begins. While I have explored many lands in SL, the majority has been educational in nature. Tonight, I had the privilege of attending a ballet, “The Living Goddess” as part of my grad course through Full Sail University.

My experience tonight is as close to the real ballet as one can have with attending the actual event. As I entered the ballet, I selected my seat and was immediately given a Play Bill, identical to one I would receive if on Broadway in New York. Specific instructions were given to explain how to adjust lighting, proper protocol during the performance (ex. making sure microphones are turned off), and an explanation of the ballet itself.

As I relaxed in my easy chair, I listened to the soothing running water and observed the water lily curtain. The attention to detail and the realism of the event only gives a hint to the amount of time and effort the creators and performers put forth in the ballet itself. For this particular ballet troupe, they have been performing in SL for three years and live onstage for two years. The performers are from all over the world and demonstrate pure grace during the performance.

The start of the performance starts with the crescendo of music and the lifting of the curtain to display a wonderful set. The story unfolds as a young girl comes to life out of a huge lily and begins her dance rejoicing in life. Towards the end of the first act a god befriends her. Act II opens and the story continues as the young girl matures and the relationship between her and the god increases. The bond is evident through the care the god blesses the now older woman until close to the end of this Act when a change is hinted. Act III shows that the god has neglect the woman due to her age. She is starving to death, and eventually dies, but as her life ends, a young girl appears in the middle of the lily, demonstrating the circle of life. Throughout the ballet, a variety of set features are utilized, including ‘icy fog’!

After the play, the dancers are introduced and the audience applauds the performance. Autographs are offered and given to those interested in receiving one. There is a link to be teleported to a café/bar afterward to meet and greet all the performers on an individual basis.

My experience in the SL ballet, The Living Goddess, was very enjoyable, but there were also a few problems. People arriving late and blocking the view of the stage was an annoyance to say the least. Fortunately, there was no talking to be heard, since all microphones were turned off. The ballet started about 15 minutes late, and there were some technical difficulties, but nothing that I felt deterred from the overall experience. Right before the start of the play, someone made (typed) a very inappropriate comment, something that is unfortunately not uncommon in SL.

Educationally, SL offers a wealth of information, experiences that may be prohibitive in real life, educational lands and unlimited social opportunities. I would hesitate to allow any student under 18 in SL without being given specific lands via a link to visit. There is a SL for Teens, but adult are restricted to these lands unless proof (meaning a faxed teaching certificate and evidence of current employment) is submitted. As a teacher, this is good, … as a parent, I would wonder about the conversations my child is having with others.

Overall, a wonderful night at the ballet without ever leaving home… and I learned quite a bit in the process.

References

Second Life - LIVING GODDESS BALLET -http://slurl.com/secondlife/IBM%2010/16/181/26

Blog #6: Community of Practice

‘Communities of Practice’ (CoP) is a completely new term for me. Wenger’s definition, "Communities of practice members solve problems and share information. Learning is social. They talk about their lives, interests, and ambitions. They even mentor and coach each other. Knowledge is shared with the community, which gives group members a sense of identity" (2002) helps best to explain the foundation for CoP’s. While the term is new, the concept is not. As I think about all the CoP’s that I am a member, whether voluntary or not; family, church, colleagues in my department, in my Profession Learning Community, or my lunch bunch, peers at Full Sail, or the wide range of friends, I am astonished how unique each circle is by itself, and yet complement one another within my life. Why isn’t this true for our learners today. Unfortunately, middle school students tend to compartmentalize not only school and personal life, but also every subject area. Transference has not occurred to the extent that Math, Social Studies, Language Arts, Science, Art, Music, Family and Consumer Sciences, Tech Ed and Keyboarding can be seen as a way to enhance one another, not compete.

Greer, J (2008 December 4) Community of Practice EDD 8123.wmv [Video File] Posted to http://www.youtube.com/watch?v=25ZINuOYm2s

The concept of Communities of Practice started off as a volunteer situation for employees of Xerox Corporation as they shared ideas about repair and maintenance of copying machines (On Purpose Associates, 2009). Xerox realized the improved productivity of the employees, and satisfaction levels of customers. A spin-off was created (Institute For Research On Learning) that helps everyone, especially educators in recognizing the basics of learning. On Purpose Associates proposes that there are several assumptions connected with CoP’s;

1. Learning is fundamentally a social phenomenon.
2. Knowledge is integrated in the life of communities that share values, beliefs, languages, and ways of doing things.
3. The processes of learning and membership in a community of practice are inseparable.
4. Knowledge is inseparable from practice.
5. Empowerment – or the ability to contribute to a community – creates the potential for learning.

Students collaborating; sharing not only the task at hand, but also aspects of personal experiences with one another, can reflect CoP’s in the classroom. As learners talk, knowledge and empowerment intertwine to form a class that is relaxed, applicable, social, relevant, and fun!

References

On Purpose. (February 2009). Communities of Practice. Retrieved August 22, 2009 from
Funderstanding website: http:// www. funderstanding.com/content/communities
of-practice

Wegner E. & Snyder, R. (2002) Cultivating Communities of Practice. McGraw-Hill. Europe

Blog #5: Social Media

Social Media implies that all interaction and communication via any sort of media, albeit written, vocal/oral or technological in nature, is social. Within my lifetime, I have gone from learning about our world only through reading newspapers, listening to the radio, or watching television, which required zero interaction on my behalf, to traveling to other countries not only physically, but via blogs, Skype, Twitter, personal videos and photos. Interaction between other people and myself … some I have met in person and know, others I have met online and have become ‘friends’. Within my graduate courses at Full Sail University, and I am only in month four, have established friendships that hopefully will last a lifetime … even if we are never together ‘face-to-face’.

Social media such as FaceBook (FB) and Twitter are great for reconnecting with those from the past. I have personally kept in touch with about twenty or so people from high school through phone calls and meeting socially for many years. And then came FB. I have now reconnected with so many people that at one time I would have considered friends, but as with most, our lives have taken different paths. I now know almost instantaneously when someone is a new grandparent. When I am struggling, a one-line post will have phones calls and response posts there to support me.

It was not more than a couple of minutes ago that I refreshed my FB page and saw a post linking to a newscast about a couple in Renton, WA. Please watch the video:

Embedded video from CNN Video

This story was posted only an hour before I saw it and only one week after the occurrence. I share this story because of my, as well as others in my circle of friends, reaction. We immediately want to help – to interact in a positive manner to this family that now feels betrayed. I would have never heard this story living in Pennsylvania, but the social network of FB and the viewing of video via the Internet, put me at the scene.

Social media today connects people. Social media today can demand justice and show mercy. Social media today has a voice. Social media today is the inroad to our global world becoming one. Social media today belongs in my classroom.

References

CNN Video (2009, August 22). Couple’s house ransacked as they wed. Retrieved August 22, 2009 from: http://news.aol.com/article/couples-home-ransacked-during-wedding

Nations, D. (2009). What is social media. Retrieved August 22, 2009, from About.com Web Site: http://webtrends.about.com/od/web20/a/social-media.htm

Blog #4: 21st Century Skills and Lifelong Learners

As I researched 21st Century Skills and Lifelong Learners, the one word that was noticeably missing was ‘student’. I have been mulling this over in my head for several days and came to the conclusion that I torn about its omission. There is no doubt that the skills that are necessary for today’s learners are nowhere similar to the ones I needed back in the late 60’s and early 70’s. The word ‘student’ implies a limited time a person is in a role, whereas, ‘lifelong learner’ implies personal responsibility that is unending. In some ways, I must admit that taking the word ‘student’ almost feels as though I my role has been diminished, whereas, in reality, I am empowering these lifelong learners. The skills that do overlap have also changed. As the Partnership for 21st Century Skills, Education & Competitiveness (2004) lists the skills needed for success after high school; Information and Communication Skills, Thinking and Problem Solving, Interpersonal and Self-Direction Skills, Global Awareness, Financial, Economic and Business Literacy and Civic Literacy, combined with the four categories of skills listed by the North Central Regional Educational Laboratory (2007); Digital Age Literacy Basics, Inventive Thinking, Effective Communication, and High Productivity Prioritizing, is causing my head to swim. I was required to do much of the same, but the scales and importance of students truly integrating them into the core of who they are, has not only greatly increased, but must be mastered at a much younger age! The parts they I missed in my undergrad years included anything and everything digital. I remember when the first hand-held radio came onto the market. How far we have come!!! But as I seriously consider not only what I need to do in my classroom, but what I will do, inspires me to be a better teacher. As a Family and Consumer Science teacher, I do not need to worry about the actual State testing per se (I reinforce skills, but my name does not appear next to the subject area as the teacher), so I can have fun with my students and experiment quite a bit with what I do. On the Welcome Page of my school Webpage, the first thing I state includes learning while having fun in a relaxed atmosphere. That has always been my motto and what students always remember about being with me. That was also true when I taught middle school math. I am a big believer in school should never be boring!

With these criteria in mind, how can I address what these students really need? For a WebQuest on ‘Internet Use and Safety’ that I am creating, I am integrating critical thinking questions, taking students to sites in which they must look at warranties, only to find it is clearly stated there is not one, effectively communicate through a student-created presentation, work with a partner or a small group (interpersonal and self-direction), and demonstrate learning of the information desired. I plan on re-evaluating every lesson to ensure that I am meeting at least three of the criteria our life-long learners need to succeed after high school.

In this Ken Kay video, President of 21st Century Skills, I was challenged to think about what I need to be doing for my learners.







http://www.youtube.com/watch?v=0eGHAuV5yLo

References

Partnership for 21st Century Skills (2004). Twenty first century children. Retrieved August 16, 2009 from http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=188&Itemid=110.

The Partnership for 21st Century Skills (2008). 21st century skills education and competitiveness. A resource and policy guide (--). Retrieved August 15, 2009 from http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf

Blog Posting #3: Media Literacy

Media literacy is the process of analyzing, evaluating and creating messages in a wide variety of media modes, genres and forms. (http://en.wikipedia.org/wiki/Media_literacy)

Or

In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy:

The Ability to

Access

Analyze

Evaluate

and

Communicate information in a variety of format including print and nonprint.

(http://www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/article.html#What%20is%20Media%20Literacy)          

I chose to start this blog on Media Literacy with a video and the two definitions mainly because if I had been approached unaware, I am positive my answer would have resembled many of the students interviewed. Only after careful thought, I might have stumbled onto what appears to be the accepted standard definition. That should not be surprising since the United State lags behind almost every other 1^st World Country (countries that are technologically advanced with stable governments) in the area of Media Literacy. As a country, we have not taken Media Literacy to heart, hence have not yet given its true validity. If this fact continues to remain true, we will only lag further and further behind. The good news is that Universities like Full Sail are making enormous inroads into changing the views and the possibilities of our wonderful nation into becoming a leader, instead of being several steps behind where media literacy is concerned.

Progression is being accomplished on a state-by-state basis, as proven by North Carolina’s K-12 Skills statement. "The sheer mass of information and variety of media formats challenges every learner to filter, interpret, accept and /or discard media messages. Students are expected to be able to a.) recognize the selection of all media in news coverage b.) draw conclusions about cause and effect relationships between the media's reports and the public's response c.) recognize the effects of distortion, stereotyping, propaganda and violence in visual media and d.) recognize, interpret and create visual images.” (Visual Information Education Workshops: Linking Media Literacy to School Reform Restructuring). New Jersey, Oregon, Maryland, Georgia, Florida and North Dakota all have certain aspects of media literacy integrated into the certain aspects of curriculum, such as Social Studies or Health (most concentrate on evaluating commercials). What most schools are not recognizing is that media literacy can easily be integrated into the curriculum in the same manner that reading and writing skills have been in the past. Through my readings, I realize that students will analyze, create and evaluate media in the same way a piece of art might be interpreted. Given this opportunity, our students will embrace media literacy to the fullest extent of the definitions.

Frank W. Baker, is one of the nation's leading media literacy experts, creator and author of Media Literacy Clearinghouse (MLC).

“MLC's mission is to assist K-12 educators who want to:
- teach standards that include non-print, media texts
- learn more about media literacy
- integrate it into classroom instruction
- help students read the media
- help students become more media aware
- locate appropriate resources”

Baker’s site is broken down into teaching standards, complete with lesson plans, concepts, and all the way down to specific content areas at: http://www.frankwbaker.com/default1.htm

This is a site as an educator worth checking out!

References:

Baker, F. (2009, January). Media literacy clearinghouse. Retrieved August 14, 2009

from: http://www.frankwbaker.com/default1.htm

Considine, M. (1995, Fall). Telemedium, the journal of media literacy,

Volume 41, Number 2). Retrieved August 16, 2009 from: http://www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/article.html#TOC

Blog Posting #2 Learning 2.0

Once again, I am going to approach this topic based on where I am presently in understanding the terminology and use of all the technology I am learning. By reflecting on the variety of material, it enables me to internalize and feel confident I truly understand all I am being presented at such a rapid rate.

After watching an endless number of videos and reading a variety of articles on Learning 2.0, I have come to recognize that everyone appears to agree on several things; the traditional manner of learning is now obsolete in connecting today’s student with real life application, emerging technology is a part of home and school life, (O’Hear, 2006). That being said, the disconnect occurs in the local district acknowledging the time for change is NOT coming, but has already arrived. As the school year is about to commence and I reconnect with my colleagues, I share with them about all I have been learning through the classes, projects, collaboration, research and readings. The responses are becoming almost predictable, sadly. “That is so cool that you are doing that, but I don’t have the time to figure out how to put anything else into my curriculum.” “I have everything finally in order. You are nuts to start changing everything now.” “Do you really think that you are going to get the access to the computers and sites that you need to implement what you are telling me.” If people that I work with and respect maintain this attitude, then the fight to move forward is a small army indeed. My school district has reaffirmed this line of thinking. I am required to submit pre-approval for every course in order to pursue my Masters +60. The course that we have next month, Training and Motivational Development was denied due to the fact the district can not justify how I will ever use this course in my classroom. I am realizing more and more how much of a trailblazer I will need to be first in my classroom, then my building and ultimately in my district. I am going to find a solid support of peers to walk beside me, encourage me and defend me when the challenges are voiced. Fortunately, I know those to include in my foundational structure in pursuing these emerging technologies.

As a relative novice to all this technology, this video helped me to comprehend a little more about the goals I need to pursue in order to be a true 21^st Century classroom.

3 Steps for 21^st Century Learning

http://www.youtube.com/watch?v=aPQlu5Vxm28

References

O’Hear, S. (2006, August 8). Read, write, web: e-learning 2.0 - how Web technologies are shaping education. Retrieved August 12, 2008 from http://www.readwriteweb.com/archives/e-learning_20 .php

Blog Posting #1: Web 2.0

I am one of the many people that use the Internet to purchase items, chat, send email and socialize using Facebook, but had never heard the term Web 2.0 until a few months ago. I started attending Full Sail University's online course as a means to obtain my Masters +60 and satisfy all my state's requirements to maintain my teaching degree. Needless to say, my eyes have been opened to many aspects of the Internet that have existed all along, but I was not seeing. In researching Web 2.0 information, I have discovered a wealth of knowledge. But I needed to begin at the beginning in order to have a clearer picture of how the Internet arrived to the position it is currently. Here is a short summary of what I found out:

Web 2.0 is in reality a misnomer. In order for something to be entitled the next numerical step, in this case Web 1.0 to Web 2.0, a complete reformation must occur. This is not true in this situation. In ComputerWeekly.com, "inventor of the World Wide Web Tim Berners-Lee has said that some of the supposedly defining characteristics of Web 2.0, such as collaboration and user involvement, are what the web was supposed to be about all along. He has pointed out, as others have, that Amazon was incorporating user-generated content (book reviews began in 1996) and Rest (Representational State Transfer) in its developments long before the term Web 2.0 came into use. So in effect, we are simply at a later stage of Web 1.0." In spite of that being said, the characteristics of Web 2.0 should be acknowledged (2008).

Tim O'Reilly, publisher of developer's handbooks, stated, "Google 'began its life as a native web application, never sold or packaged, but delivered as a service, with customers paying, directly or indirectly... none of the trappings of the old software industry are present.' There were no scheduled software releases, ‘just continuous improvement - or perpetual beta" (2005). So once again, the argument can be made that Web 2.0 is really an expansion of Web 1.0. The only reason this topic intrigues me, is that the ‘talk’ on the Web is the emergence of Web 3.0. For someone as naïve as myself, it makes my head spin,

Here is what I do understand about Web 2.0; I, as an individual, have access to have my voice heard to more people than is even comprehendible. I can collaborate with others ‘live’ as a proposal, article or other piece of written document is created. I can instantly share photos, my thoughts and ideas. I can comparison shop and be notified when something is on sale, or someone needs my help. I can rejoice and grieve in the lives of those I care about within moments. I can connect with those I see everyday, or those from long ago. I can create, imagine, dream, intellectualize, be silly, play games, and challenge others or myself to greater heights. I can be me, without judgment or condemnation. And the door is opened just a little further every day through this wonder we call the Internet.

http://www.youtube.com/watch?v=0LzQIUANnHc&feature=quicklist

References

Langley, N. (2008, Febuary 11). Web 2.0: What does it constitute? ComputerWeekly.com Retrieved August 4, 2009 from http://www.computerweekly.com/Articles/2008/02/11/229337/web 2.0-what does-it- constitute.htm

O’Reilly, T. (2005, September 30). What is web 2.0:Design Patterns and Business Models for the Next Generation of Software. Retrieved from O’Reilly Website: http://oreilly.com/web2/archive/what-is-web-20.html