Journal 4: Join the flock

 Ferguson, H. (2010). Join the flock. Learning and Leading with Technology, 37(8), 12-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Miller, S. (2010). Enhance you twitter experience. Learning and Leading with Technology, 37(8), 14-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

This article is about the importance of creating a "personal learning network" or PLN with the help on online resources such as Twitter. Twitter is a great tool for educators because it allows you to follow certain topics or people that your are interested in.  Educators can follow other educators and share information that they find.  Sharing such information through Twitter is called "tweets."  For example, through a tweet I can share an article with whoever is subscribed to me.  Through tweets, we can create our own online resource that can be read at our own convenience. 

Q: Why is Twitter an important tool in creating a PLN? 

A: Twitter is a realtime tool that can be beneficial for all teachers.  Teachers can "follow" other teachers and learn from others. When another teacher tweets something, it is instasntly posted to the website for others to view. Posts on Twitter can include, videos, links, pictures, and articles. When people post, others can comment which also allows viewers understand the information from a different perspective.

Q:  If we follow a lot of users, is there away to organize Tweets and make it more manageable?

A: Yes. According to Shannon Miller, applications such as Tweet Deck and Hootsuite, filters and arranges your feeds into columns according to hashtags. When organized, it allows you to find what you are looking for easily in all in one application.

Journal 3: More than words can say

Krauss Jane. (2012). Infographics: More than words can say. Learning & Leading, 39(5), 10-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

The article discussed the benefits of using infographics in the classroom. According to the article, an info graphic is a compelling representation of data sets that can be used to help clarify a complex idea or story. These pictures and graphs are beneficial because it incorporate words and visuals to help students both understand linguistically and non linguistically. Infographics have students critically think about the graphics and how it relates to the information given. Using info graphics in your cirriculum also help students learn how to make sense of data by analyzing and interpreting the information.  When using info graphics, it should tell a story. The pictures should represent the context and be clear.  The data used should be reliable and recent. When students use infographics, it allows them to better understand the context. For example, if a student is looking for a picture of the rain cycle, they would have to search, and figure out which one would best work for their assignment.

Q: Can info graphics be applied to all subject matter?

A: Yes, graphics doesn't only apply to presentations. Graphics can be used in math, science, literature or part of any lesson plan. Infographics doesn't have to be statistics, it can be a simple picture that would help supplement the context of the lesson plan.

Q: Are there interactive tools that students/teachers can use as info graphics?

A: Yes, there is a tool online free for class up to 40 students. http://www.polleverywhere.com/ is a website that creates a real-time poll results as students submit their responses through their cellphone via text. Since this tool provide real-time feedback, it  allows a dynamic classroom discussion based on the results that are changing.

Journal 2: If you give a kid a video camera.

Campbell, L. O. (2012). If you give a kid a video camera. Living and Learning, 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.asp(NETS 1,4)

 In the article titled, "If you give a kid a video camera" was about about the advantages of incorporating video in subjects ranging from math, science, PE and literature. The article provided several activities that could be used in and out of the classroom to supplement any lesson plan. Using technology not only makes it fun and interactive but it "adds a new dimension to learning." For example, in science, video technology can be applied by recording an experiment. Students can review the video and discuss the different outcomes of each group's video. By doing this, it allows students to analyze, observe, and figure out which experiment had the best results. My favorite video technique is the one used in math lessons.  Students go on a scavenger hunt, looking for different shapes, and record their findings.  In their video, they will identify and measure angles. After, students will participate in a metacognitive discussion about their findings.  I really like this project because math I know that math can be a boring subject , and by adding a different element to the learning process, students have fun and retain the information better. Teachers can also take the math lesson to another level! By collaborating with teachers and administrators,   we can create a permanent art that involve shapes and angles throughout the school. For example, having outlined shapes on the playground, or art murals on walls that involves angles. This also allows all teachers to conduct a scavenger hunt themselves.


Question 1: Providing digital video camera for each student or even 5 groups of students can be expensive, is their another alternative?

A: Teachers can always modify any lesson that is specific to the needs of the students or any resource that is available.  If there is only one camera available, have one group a day to participate in a scavenger hunt for the whole week. By the end of the week, all groups can discuss their findings. But today, we can find video cameras such as Flip handheld for less than $100.

Question 2: How can video technology be incorporated outside the classroom?

A: Students can take do similar projects at home with their family. For example, students in dual immersion programs can record themselves giving a tour and pointing out household objects in Spanish and English. Students will then present their video in a student-student instruction.