Journal 8

Course Management (CMS)

I looked up and followed threads on course management systems on the classroom 2.0 website. Course Management Systems or CMS are also known as virtual learning environments. It's a software system that is designed to support teaching and learning in an educational setting, as distinct from a Managed Learning Environment (MLE) where the focus is on management. CMS work over the Internet and provide a collection of tools such as those for assessment communication, uploading of content, return of students' work, peer assessment, administration of student groups, collecting and organizing student grades, questionnaires, tracking tools, wikis, blogs, RSS and 3D virtual learning spaces.

There are many couse management systems available but Moodle was the one that was discussed the most on the treads I followed. Moodle is a free and open source e-learning software platform and users had mixed reviews of Moodle. Many users had trouble installing it and needed admin help and support. For the most part, most of the teachers liked Moodle and gave positive feedback. A few things they said included "I still have a lot to learn. The hook to get the staff involved has been the testing features. It is a huge time saver for them allowing them to focus on new pedagogies and learning new technology skills." Another Moodle user said "Best bits for me: forums, glossaries, and how it easily embeds audio/media. Testing features I didn't get into, as I have a php script I'm used to using. I crashed and burned with the Moodle wiki so am now sticking with wikispaces. Blogs - not great in Moodle yet I think, so I have avoided them. Also students would like a 'homepage' - and social features like this ning site, which don't exist in Moodle." It really seems like Moodle is an all around great CMS. I would love to learn more about it because I have never even heard of Moodle before this assignment but for a new teacher it would be a good way to manage my classroom courses.

Inspiration - NETS*T

Journal 7

Mining for Gold

Bigenho, C (March/April 2009). Mining for Gold. Learning and Leading with Technology, 36, Retrieved March 17, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/

Author Chris Bigenho explains how integral RSS can be to teachers in the education of students. RSS (Real Simple Syndication or Rich Site Summary) technology is a tool which allows an Internet user to collect specific information and receive it all on a specific page, rather than surfing a myriad of sites. It is comprised of two parts, feeds and aggregators. The feed finds the information through HTML and the aggregators read, track and notify you of the new information.

A savvy teacher is able to subscribe to various RSS feeds on sites that contain news on the specific topics of curriculum and bookmark them for their students to access through the schools learning management system. Then to keep track of each students blog, the educator can subscribe to their blogs through subscriptions as well.

What are some benefits of using RSS in a classroom?
If your students have a classroom blog RSS helps save time because it tells you when there are new posts. RSS also allows a collaborative learning environment for both teachers and students. The teachers and students can learn from each other.

What is the difference between an Internet hosted aggregator and client based aggregator?
An Internet hosted aggregator, such as iGoogle or Google Reader, allows the user to access their feeds from any location or computer. A client based aggregator, like Safari requires the user to be at the computer to access the feed.

Journal 6

Grow Your Personal Learning Network
David Warlick

Warlick, D (March/April 2009). Grow your personal learning network. Learning and Leading with Technology, 36, Retrieved March 13,2009, from http://www.learningandleading-digital.com/learning_leading/200904/


In summary, author David Warlick’s article introduces and encourages all computer users to expand their traditional thoughts, as it relates to their Personal Learning Network (PLN.) As noted PLN is not a new concept. For many years we have learned from many sources; Family, community, television, newspapers. With the continual development of the Web, our options for PLN expands tremendously. Warlick strongly suggests educators to familiarize themselves and make use of the various blogs, Skype, Google Talk and wikis, just to mention a few. There are three main types of PLN.

Personally maintained synchronous connections which includes traditional means such as people and places you would look for information. This also includes direct chat on line and Twitter.

Personally and socially maintained semisynchronous connections are very similar to the former, however it is not particularly real time. By making use of discussion boards, comment walls and blogging.

Dynamically maintained asynchronous connections is the third type of PLN. This avenue connects us with content on a particular topic. The primary tool is the RSS aggregator. By indentifying a particular topic of interest, the educator is able to subscribe to an RSS feed from a bookmarked website or search site and the feed will update when new information, blogs, and such have been made.

By developing a wider PLN based in the Web, teachers are more able to collect information on a topic, keeping updated by RSS aggregator feed. This is very impactful in saving time and gathering current and worldwide information.

Why is a web based PLN important in education?

Teachers have a finite amount of time, as well as a personal interpretation to knowledge. By using the RSS aggregator tool, they are able to collect many views and updated material from a worldwide base in a fraction of the time. This allows the students to benefit from a wider and updated source.

Is there a downside to PLN?

Absolutely. As Warlick points out, it is human nature to align ourselves with those who think as we do. It is necessary to collect information that challenges our own views to better teach in an unbiased way.

Implementing Technology in my 2nd grade class - NETS (3)

NETS powerpoint

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Journal 5

Collaboration in a Web 2.0 Environment

Bull, Glen (April 2006). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 7, Retrieved March 10, 2009, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642

Web syndication is transforming the way in which people communicate. If used effectively, RSS (Really Simple Syndication or Web feeds) feeds make it possible to do such things as collaboratively edit and publish a paper instantaneously with other classmates. As students, this saves time and effort and provides a convenient way to meet and complete group projects. Writely is one of the programs used for collaborative projects.

Web 2.0 services are making it easier to use a multitude of programs at the same time. For example, NetVibes contains instant access to Flickr, Writely, and Gmail, and other common Web 2.0 services. The best thing about these services is that they are live. With such features, the possibilities are endless, whether it be in a web classroom, business conference site or any other collaborative environment.

What are some of the services available through Web 2.0?

The latest in web communication is to include RSS feeds to such services as Flickr, Gmail and Writely, all on the same homepage to instantly link to live feeds of all these programs. You can edit a paper as quickly as you can type it, view photos as soon as they are posted, or send and receive e-mail in a second. Other programs include NetVibes, FeedDigest, TaDa and Bloglines.

How are Web 2.0 services transforming the way in which educators are teaching?

In a society where there is never enough time, or meeting with a group often seems impossible, educators are manning their classrooms differently through the use of the latest in Web technology. By making RSS feeds available on a class Web page, educators can provide students with all the necessary information for the class, and tools to turn in assignments without ever turning in a paper. Services such as Writely and Bloglines are also helpful tools for students to meet and collaborate on a project, without ever leaving the house. These live feeds allow you to edit and publish a paper from any computer with internet access.

Journal 4

“Create, Collaborate, Communicate: Empowering Students with 21st Century Skills"

Riedel, Chris. "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills." T.H.E. Journal. January 2009. Retrieved February 28, 2009 from http://www.thejournal.com/articles/23872_1

Riedel started of his article with a very empowering sentence that set the scene for what this article is about. "We need to change the way we teach." The author outlined key points Howie DiBlasi made at a conference about teaching technology. A shocking statistic DiBlasi used was according to a study that ranked 55 industry sectors by their level of IT intensiveness, "education ranked 55. . .below coal mining." To me that is just amazing. We need to get current teachers who are uncomfortable with technology informed.

How do we get teachers who are unfamiliar with current technology more comfortable?

I loved one of DiBlasi's suggestions, hug a geek. It's true. Teachers who are not up to date with current technology, should befriend someone who is. Ask questions, and get extra help. Put in the time and effort to learn more, so that your students won't outshine you. Teachers should know what their students are doing when it comes to technology.

Why is it so important for students to develop problem solving and critical thinking skills and how can you do this?

It's important to start developing these skills at a young age because once you leave school and start looking for jobs most corporations and businesses are looking for people with strong Creative problem solving skills, critical and analytical thinking skills, and the ability to gather and evaluate information. These skills can be developed in school by taking time out to give students brainteasers, puzzles and time to visit online Web sites such as fantasticcontraption.com that will help students think critically.

Journal 3

Keep Them Chatting

Cole, Jeanie (February 09). Keep them Chatting. Learning and Leading with Technology, 36, Retrieved February 17, 2009, from http://www.learningandleading/- digital.com/learning_leading/200902

Jeanie Cole’s article on ways to keep students interested and participating in online learning through collaborative chatting and research offers encouraging ways to incite pertinent conversation. As in everything we do, a good foundation outlining the objectives and desired outcomes is critical. Cole urges teachers to select questions that force their students to collaborate online. She offers examples of the types of questions that have proven to be successful, as well as the results. Since the students’ work is viewed and compared by other students they tend to be more motivated and take ownership of their assignments.


How do teachers maintain a cohesive and robust discussion on assignments via chatting and message boards?

Selecting a topic that students may relate to is the first step in getting them interested in researching the assignment. Asking open ended questions to get them started is a critical component in the process. This may take added effort for the teacher, however the end result will be more enthusiastic participation for the group of students. Collaboration is critical to teach our students, since when they become working adults most projects involve collaborative efforts.

Why use online discussions rather than traditional in class discussions?

The digital world has opened up a wealth of perspectives as it relates to sharing and broadening critical thinking. It offers a vehicle to other cultures and societies that offers other views of the same subject.