Sunday, November 30, 2008
The educational landscape has experienced exponential growth and change, and will continue to do so whether we welcome change or not. Over the past couple months I have welcomed new approaches in learning, exploring new applications and researching the educational implications of Web 2.0 tools. My personal and professional Web 2.0 tool box is full of new learning, new experiences and new connections.
Focus on Staff Development
The best approach to integrating Web 2.0 tools in my school would be through school-based professional development. As a media specialist and technology leader, I remind myself that delivering onsite teacher technology professional development should be inviting, meaningful and relevant in making curriculum and instruction connections. The ever-present expectation of delivering the provincial Program of Studies goes hand-in-hand with Alberta Education’s focus on Information and Communication Technology (ICT) Outcomes. “The ICT curriculum is not intended to stand alone, but rather to be infused within core courses and programs” (Alberta Education, 2008). There are educators still struggling with these ICT outcomes even though these outcomes have been around since 2003. How do I help teachers move into the Web 2.0 when some are struggling with Web 1.0? Richardson (2006) reminds us that “education has been slow to adapt to these new tools and potentials” (p. 3).
Will Richardson’s book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms provides teachers and administrators with a hands-on approach, illustrating some of the most powerful Web 2.0 tools transforming education today. The 2008 edition now includes updated research, Internet safety and a section on information literacy.
A Web 2.0 Overview
What are Web 2.0 tools? What exactly does the emergence of Web 2.0 tools mean for teaching, for learning? I want to begin to integrate my Web 2.0 learning from this course into my school setting. As a teacher-librarian, one of my roles is as a technology leader. I would like to approach the introduction of Web 2.0 tools through a school-based professional development session. This would require me to begin at the beginning, presenting an introductory overview of the ever-evolving Web and an explanation of Web 2.0 tools. There are a few links to articles and websites that pay particular attention in highlighting the new read/write Web.
‘Net Know-How: Web 2.0 Overview
Alberta’s 2Learn.ca Education Society provides a brief overview of the new face of educational technologies, describing Web 2.0 “where the central theme is to facilitate creativity, collaboration, and sharing” (2Learn.ca Education Society, 2008). I particularly like this introduction because it talks about the new connecting technologies in three distinct areas:
Convergent Technologies: blogs, rss feeds, wikis, collaborative real-time editors, webcams, e-mail guestbooks, directories.
Portable Technologies: cell phones, picture/video phones. MP3/iPods, PDA’s.
Peer to Peer: realtime [i.e. Skype], direct sharing of files (audio, video, data). (2Learn.ca Education Society, 2008)
What is Web 2.0 Anyway?
This Techsoup article describes the new philosophy of the Web by saying that people are no longer passive consumers, instead “they should be active contributors, helping customize media and technology for their own purposes, as well as those of their communities” (Krasne, 2005). Krasne features three popular Web 2.0 tools:
-Tagging and social bookmarking
Web 2.0: A New Wave of Innovation for Teaching and Learning?
This Educause Review article is a more advanced reflection of the rapid developments in the world of Web 2.0. This resource would be more appropriate for technologically advanced colleagues who consistently use technology and the Internet to enhance their professional learning and teaching practices. As a technology leader it is imperative to recognize that teachers on staff will be in different stages of their own technology knowledge, instruction and comfort level. As educators we differentiate instruction for our students. It is equally important to differentiate professional development for our colleagues.
Blogs & Social Bookmarking
Blogs are one of the main tools that (I believe) provide a foundation for many Web 2.0 tools. Blogs present readers with a variety of ‘applications used with an application’. Readers are easily exposed to a selection Web 2.0 tools because blogs typically house different tools such as voicethreads, RSS feeds, blogrolls, YouTube videos, social networking references etc. The list is exhaustive. What makes blogs an important 21st century tool is that they are developed through a series of conversations and reflections, engaging readers with questions, links and ideas, and they ask readers to participate (Richardson, 2006). Learning is active participation. Expecting all staff members to jump into blogging is unrealistic, however encouraging them to comment on blogs is a goal that many could easily accomplish.
As I commented in my last posting, I view blogs as having two distinct purposes - blogs as professional development and blogs for professional development - I would promote both purposes to teachers. There are blogs to suite general educational needs, and blogs to suite specific subject areas. Here is one example of a provincial blog suitable for all teachers on my staff:
Alberta Assessment Consortium Blog
An extension of AAC’s webpage, the Consortium focuses on a wide range of assessment topics, quality professional development, and partnerships with a variety of educational stakeholders.
Once educators can recognize the power of the blog, it is equally important to introduce them to the power of student blogging.
Teachers may have some preconceived thoughts that blogging is for older students or even adults…not the case. Blogging? It’s Elementary, My Dear Watson! talks about using this engaging tool at the K-6 level by discussing what you need to begin blogging and Internet safety concerns.
It is important to not only provide technology professional development from a teacher’s perspective, but also from an administrator’s perspective. Miguel Guhlin wrote a three part series on essential Web tools for administrators. In his second article, Five Essential Tech Tools for Administrators Part 2, he challenges administrators to blog because as leaders they (administrators and blogs) can “empower powerful conversations” (Guhlin, 2008). Guhlin quotes Dan Ostreich’s (2008) blog Unfolding Leadership by further stating that “the reflective leader opens the difficult conversations that people in a relationship need to have… blogs can help us explore those conversations -- and because of their openness, invite conversations that help us learn as leaders -- in advance, as theoretical exercises before we ever have them in person”.
“Whether it’s blogs or wikis or RSS, all roads now point to a Web where little is done in isolation and all things are collaborative and social in nature” (Richardson, 2006, p. 89). All roads must lead to social bookmarking!
Saving bookmarks on individual computers (at home, at school) is an ‘old out-of-date way’ to access bookmarks, or to quote Lee LeFever from Common Craft, he would say “boo!”. The cumbersome task of transferring bookmarks through hyperlinks or cut & past documents are steps that many teachers will no longer have to endure. This is the second essential tool for teachers to place in their Web 2.0 toolbox.
Once teachers see the exciting possibilities of integrating new emerging technologies, the transition of 21st learning and teaching can truly take place. My school has embarked on a formal ‘professional learning community’ project this year and what better way to promote new Web technologies than to infuse technology into our PLCs, after all “web 2.0 is all about open-ness and collaboration”(MacManus, 2007) and so are professional learning communities.
2Learn.ca Education Society. (2008). Retrieved from http://www.2learn.ca/nkh/nkhw2about.asp
Alberta Education. (2008). About information and communication technology (ICT). Retrieved from http://education.alberta.ca/teachers/program/ict.aspx
Guhlin, M. (2008). Five essential tech tools for tdministrators part 2. Retrieved from http://www.educationworld.com/a_tech/columnists/guhlin/guhlin008.shtml
Krasne, A. (2005). What is the web 2.0 anyway? Retrieved from http://www.techsoup.org/learningcenter/webbuilding/archives/page9344.cfm
MacManus, R. (2007). Fear of web 2.0. Retrieved from http://www.readwriteweb.com/archives/fear_of_web_20.php
Ostreich, D. (2008). Unfolding leadership. Retrieved from http://www.unfoldingleadership.com/blog/?p=171
Sunday, November 23, 2008
Weblogs (or blogs) are extraordinary vehicles for building collaboration and exploring professional development through non-traditional means. Blogs connect global communities of professionals together to support professional networking and is a means for educators to express (and find) new found knowledge, share instructional practices & research as well as interact within educational communities not bound by traditional boundaries.
Traditionally each year educators outline and plan their professional developments needs through school, district and provincial opportunities by attending seminars, workshops, conferences. Since blogs are created, posted and saved on the Internet, the world of professional development is at the convenience of the Internet user. I view professional development through blogs in two ways:
-Blogs as professional development
-Blogs for professional development
Alberta Education defines professional development as follows “Alberta's teachers are lifelong learners. Professional development and other learning opportunities equip them with the tools and knowledge they need to help students reach their full potential” (Alberta Education, 2008).
Kim Cofino is someone I have been following on Twitter for a couple months now and learned a great deal from her blogs, tweets, and involvement in emerging educational technologies and 21st century learning. She has created a wonderful diagram showing the models of professional development delivery as outlined on her blog posting titled Sustained Change: The Next Level of PD. Kim describes focusing on group PD as an essential next step to “building a community of learners in an institution” (Cofino, 2008) and a step that can be truly be enhanced through Web 2.0 tools. Doug Johnson seconds this notion on her blog by commenting that her writings resembles his knowledge on Professional Learning Communities established by educational guru Richard DuFour. Confino (2008) also reminds educators that focusing on group professional development allows people “to tap into a diverse group of experiences, knowledge and imagination”.
Blogs as Professional Development
The Fischbowl is a staff development blog for high school teachers exploring 21st century learning, constructivism and technology instruction. This award winning blog gives the teachers on staff a chance to explore professional development by exploring collaboration and sharing through a blog forum.
Blogs for Professional Development
K-12 Online Conference is a unique online conference organized by educators for educators since 2006. This blog provides a plethora of amazing resources and materials for educators interested in emerging technologies in education. Blog resources include links to wikis, video & audio podcasts, voicethreads, supporting links and blogs.
I would say without doubt that my participation in writing a blog, as well as my subscriptions in following blogs would be defined as blogs as and for professional development. One of the first assignments in this course was to sign up for a minimum of five blogs to enhance my own personal professional development. It was hard to know where to begin because the more I searched for blogs, the more the found. My professional development focus was going to revolve around Web. 2.0, technology and teacher-librarianship. I decided to choose a balance of bloggers from different areas within the field of education, some well-established bloggers in the field, and some with a smaller audience.
A Year of Reading
Also titled ‘Two teachers who read. A lot’. I was quite impressed with this blog as it is updated daily and has been online since 2006. Two teachers (who are also authors) dedicate their daily blogging to posting book reviews and poems the in the field of children’s literature. As a teacher-librarian, subscribing to this blog is having daily valuable professional development….free.
Beth’s Thoughts on Technology in the Classroom
Beth Knittle is a K-12 Technology Integration Specialist in a large school district. One of the statements that stood out in Beth’s ‘About’ section said “blogging has been an integral part of my growth as an educator. I tend to write about Learning and Educational Technology” (Knittle, 2007). For me, this statement fit perfectly into my blogging professional development commitment. In recent posts, Beth has committed herself to ‘Be a Better Blogger’ through a personal thirty-day challenge. This November focus is timely because my course is quickly coming to an end and I wonder if I will be challenged to not only sustain my blogging but continue to improve my blogging. What professional challenges will I encounter as I try to continue blogging?
Judy O’Connell’s well-established blog is journey through emerging technologies & Web 2.0 and how it impacts school libraries. The multifaceted focus between technology, Web. 2.0 tools and school libraries were all of the components I wrote up on my professional growth objectives submitted to my administrator in September. Over the past couple months this site has provided valuable insight into media literacy education, microblogging etiquette, and Twitter. I have become an avid Tweeter on Twitter because of Judy’s enthusiasm, and will continue to follow her blog and her tweets.
Kathy Schrock’s Kaffeeklatsch
Kathy was on my professional development radar years ago when I attended a one day session on best Internet sites for education – Kathy’s name came up several times during that presentation. This blog has provided valuable website links that I have used several times over and posted on my own blog (ie. Dumpr).
The New Digital History Education
Joel Ralph has introduced me to interesting and interactive Web 2.0 tools and links, my favourite being Wordle. Recently I used Wordle in a grade 3 technology project to formulate and create a word cloud from a vocabulary list students typed into Microsoft Word.
It was not a difficult decision to follow Will Richardson’s blog, after all his book Blogs, Wikis and Podcasts was on the required reading list for this course. Richardson writes for educator’s and bloggers alike, communicating all things Web 2.0. I have accessed an abundance of resources (current and archived) from wikis and RSS, to links and best practices.
My professional development over the past three months is immeasurable as the educational value of blogs is priceless. I have engaged in professional development at home and at school through the RSS subscription feeds in my Google Reader account. Richardson suggests that educators must become bloggers to fully understand the learning potential of blogs as instructional tools. Now that I have blogging experience, can I promote the power of blogs to my professional colleagues. I would begin introducing blogs by promoting following blogs relevant to their instructional and professional focuses. After that, the next step would be to conduct an introductory blogging PD session for colleagues ready to participate in the process. Many of the blogging applications are free and quite easy to set up. Using my blogging knowledge and experience thus far, Blogger would be my first choice. However, there are other applications worthy of mention:
As a blogger I will continue to reflect on my voice in the blogosphere, concentrating my postings on Web 2.0 and teacher-librarianship for and as professional development.
Alberta Education. (2008). Professional development. Retrieved from http://education.alberta.ca/teachers/role/pd.aspx
Cofino, K. (2008). Always learning. Retrieved from http://mscofino.edublogs.org/2008/11/09/sustaining-change-the-next-level-of-pd/
Dyck, B. (2004). Log on to a blog. Retrieved from http://www.educationworld.com/a_curr/voice/voice123.shtml
Knittle, B. (2008). Beth’s thoughts on technology in the classroom. Retrieved from http://www.bethknittle.net/WP_Blog/?page_id=91
Monday, November 17, 2008
What is RSS?
“By using RSS, users get more control over what they see and when, and save themselves time as well” (Butterfield, 2007)
RSS (Really Simple Syndication) is a digital format for delivering regularly updated web content “from news sites, online catalogs and blogs without the laborious process of visiting individual sites, wading through outdated content and managing annoying pop-up ads.” (Ly, 2005). RSS benefits online readers who want to “subscribe to timely updates from favored websites or to aggregate feeds from many sites into one place. RSS feeds can be read using software called an "RSS reader", "feed reader", or "aggregator” (Wikipedia, 2008). Lee LeFever’s RSS in Plain English video provides a basic explanation of RSS feeds and how this benefits regular Internet information seekers.
Renovated Reading Through Aggregated Feeding
Subscribing to RSS feeds solves a problem for people who regularly use the Internet. Using a feed reader or aggregator allows web users “to easily stay informed by retrieving the latest content from the sites you are interested in. You save time by not needing to visit each site individually” (WhatIsRSS, 2008). Feed readers can display subscriptions from hundreds of different websites on a single page in the form of a short summary. Users then can scan through summaries quickly and decide whether they should the headline links to read complete articles or postings (Ly, 2005). There are plenty of choices to sign up for a free feed reader:
I chose to use Google Reader as my aggregator for no other reason than I currently used Google applications in variety of other capacities. Setting up a Google Reader account is extremely easy and only requires a current email address, a password and agreeing to the Google Terms of Service. After that, I began copying and pasting blog URL’s into the ‘Add Subscription’ box and my aggregator was now up and running.
Expert Village has created a ‘How to Use Google Reader’ 15 part video series, detailing how to change settings, find and organize content, searching and sharing tips, subscribing to feeds and bookmarks as well as using Google Reader on your cell phone.
Introduction to Using Google Reader -- powered by ExpertVillage.com
RSS Feeds in Education
Will Richardson has written a RSS: Quick Start Guide for Educators outlining everything you need to know regarding RSS feeds for:
-weblog and website searches
-combing RSS feeds
There are a variety of ways in which RSS feeds can specifically enhance instruction in the classroom.
-Educators can collect student blog content in an aggregator using RSS feeds
-Students can subscribe to new blog comments or specific topic content tailored to their learning needs
-Educators can track the written content going in student blogs through RSS feeds
-RSS feeds provide parents and other staff members with the opportunity to view student work as they are interested
-Students can syndicate Internet bookmarks using Furl or Delicious by creating RSS feeds or subscription tags in these accounts
-Students can follow their favourite authors or keep up with the latest book releases
-Educators and students can RSS subscribe to broadcast podcasts (video and audio)
Andy Carvin provides an introductory overview RSS Feeds: Making Your Favorite Websites Come to You through the PBS Teachers website. He reminds educators that while all blogs and news websites provide RSS feeds, some site take it a step further by providing multiple RSS feeds based on category topics and subject areas. One example of this is the New York Times which categorizes dozens of specific subject areas supporting the idea of users being able to customize their news content feeds. This kind of customized news site is advantageous for students wanting to follow streamlined news events such as world news, book reviews, or science news.
Alberta Education has a RSS feed on their homepage inviting all stakeholders (administrators, teachers, students, parents) to subscribe to news feeds released within the Ministry.
RSS feeds are offered in an assortment of subject areas and topics. If you have an online appetite for regularly updated digital content or news, there’s probably a feed to fill your informational needs…
The Weather Network
Word of the Day
Unique RSS Icons & Buttons
Create Your Own RSS Icon
View the latest pictures on Flickr
Butterfield, G. (2007). Tech teacher: Cut through the web noise. Retrieved from http://www.edutopia.org/pdfs/tech_teacher.pdf
Carvin, A. (2006). RSS feeds: Making your favorite websites come to you. Retrieved from http://www.pbs.org/teachers/learning.now/2006/09/rss_feeds_making_your_favorite.html
Ly, A. (2005). RSS feeds collage students’ diet for research. Retrieved from http://www.usatoday.com/tech/news/2005-08-01-rss-research_x.htm
Wikipedia. (2008). RSS. Retrieved from http://en.wikipedia.org/wiki/RSS_(file_format)
WhatIsRSS. (2008). What is RSS? Retrieved from http://www.whatisrss.com/
Saturday, November 8, 2008
This Web 2.0 topic could be the largest one to tackle. Where to begin? “Social networking websites help people connect with others who share their interests, build online profiles and share media such as photos, music and videos” (Glaser, 2007). Social networking allows people to come together ‘virtually’ by sharing common backgrounds, goals, topics of conversation or collaboration.
Wikipedia lists over 100 hundred social networking websites with a little disclaimer “please note the list is non-exhaustive, but is limited to some notable, well known sites” (Wikipedia, 2008). What motivates the first-time user to join an online social community? It may be sparked by an electronic invitation from family/friend or colleague, a professional purpose or simple curiosity.
As I researched online to find out which networking sites
were the most popular in 2008, I quickly discovered that each resource I found posted slightly different results. Two social networking powerhouses that consistently ranked in the top two were MySpace and Facebook, while others listed in the top ten changed slightly. Here are a few of the most common sites from my search:
The most popular of the networking sites, with a Wikipedia listing of over 240,000 registered users. Interactive network full of personal profiles, blogs, photos, videos and music.
A network utility that connects members with friends, family and colleagues unique to their world.
A social media network where members share their profile and can explore videos, music, authors and join in groups which share common interests.
Helps members stay in touch with existing friends and create new ones.
Find and connect with friends and acquaintances throughout schooling from kindergarten to university.
Focuses on career networking for potential clients, field experts and business providers that can also help provide job opportunities.
A micro-blogging social community that allows users to read each other’s updates, also known as ‘tweets’. Posts must be 140 characters or less in length.
Find friends, display photostreams, or build a homepage to express your personal profile.
(Image created using Wordle)
Why Join a Network?
A social network provides members with unique connections between people that might not otherwise be possible outside of the Internet. Imagine building relationships that have no global boundaries, sharing experiences, problem solving, collaborating, learning and teaching all through a free social network. “Social networking is currently one of the most interesting phenomena on the Internet. Millions of people belong to online social networks” (Bell, 2007). A Dummy’s Guide to Social Networking gives new social consumers a quick introductory guide to contemplate before making a commitment to a network.
It is important to be familiar with the Terms of Service for each network as they all vary slightly. Wikipedia’s List of Social Networking Websites page provides a comprehensive overview of the 100+ most notable sites that include defining the membership’s focus group, number of registered users, and registration requirements (ie. Open forum, invitation only, age restriction etc). It is noteworthy to find out whether or not the social network you are interested in has membership fees that will only then provide all-inclusive access to the network. An example of this is joining Classmates.com. Initial sign-up allows users to register a free account, but information and access is quite limited without purchasing a Gold membership.
While I don’t personally have Facebook or MySpace accounts any longer, I do not miss them. I have chosen to participate only in social networking for professional purposes through places such as Ning and Twitter. I don’t want to be social networking in the same places students and parents may be venturing and so I have consciously chosen to limit my social networking interactions. I have made unbelievable professional contacts with specialists from around the world in the area of education, technology, media, literacy and music. My most exciting social networking gain came from attending the Internet Librarian 2008 Conference in Monterey. By noon of the first day conference attendees were tweeting comments about the conference, it was listed on the front page of Twitter Search as one of the hot topics. Out of nowhere I could view dozens of conference participants who also actively networked on Twitter.
Embracing Social Networking as a Professional
My focus on incorporating social networking would mainly be at the collegial level at school. Educators have wonderful opportunities at their fingertips in finding networks suitable for enhancing online professional learning opportunities, instructional areas of interest or professional growth needs. A few examples…
NECC 2008 (National Educational Computing Conference) site gives attendees an online professional development opportunities to extend learning post conference.
Yahoo! Teachers is a peer social network strictly designed for teachers, created by teachers.
Social Networks in Education Wiki houses a wide range of social networking websites for educators categorized into helpful topics and subject areas.
Classroom 2.0 is a “social network for those interested in Web 2.0 and collaborative or transformative technologies in education” (Hargadon, 2008). This is a support network for educators who want to engage in digital dialogue, share video and photos, access wikis and blogs as well as join groups of interest.
TeacherLibrarianNing is an online community build for teacher-librarians and educators by Joyce Valenza.
New Social Literacies
As educators we must recognize the world in which our students live in and that one of social community and networking. We must teach our students how to be socially effective in the digital world, how to engage responsibly, interact safely and be well-informed 21st century citizens (Smith, 2007). Social networking can not only change the way educators instruct lessons, but change the way students look at education and expect instruction. If schools have access to social networking sites, educators may embrace teachable moments with these sites and help address new merging social literacy skills. Students need direction in developing and nurturing these new skills to ensure safe, responsible decisions as they connect to digital communities around them.
Stephen Abram (2008) highlights the importance of emerging literacies in education, specifically social literacies. Schools must now “expand the teaching of information literacy, computer literacy, media literacy, critical literacy…” (p. 21). The security watch-dogs of these social sites try make them as safe as possible, however Abram (2008) reminds us that “they are only as safe as the user has the awareness and skills to make good judgements” (p. 21). He suggests to parents and educators that at different stages in a young person’s life we help them define a level of awareness about their personal information.
“What would we tell others about ourselves in our family?
What information would you email grandma versus a stranger?
Do you share more or different things when you’re out in your neighbourhood?
When do you tell people your whole name and address?”
(Abram, 2008, p.23)
Not only do social networking sites promote new social literacies, they can also support student learning by:
-Building online communities
-Promoting social discussions and collaboration
-Allowing shared grade level or subject specific resources and research
-Creating interest groups and forums
Social Networking Safety Concerns
Many school districts block sites such as MySpace and Facebook. These sites are often not as secure as they need to be, and anyone can view profile information and contact users who set up an account. Educators want to encourage students to express themselves with healthy social networking interactions but can a school computer lab provide the safety net young students need? Can educators guarantee that students will maintain privacy settings while using a social site at school? Social networking sites also can open up behavioural concerns with a relatively new phenomenon called cyber-bulling. Cyber-bulling can be defined as “the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to harm others" (2Learn.ca, 2008). The 2Learn.ca Education Society has excellent resources for educators and parents on Internet safety as well as a Web 2.0 overview. I do not have access to these kinds of sites at school and I don’t think that I would jump into using them if access was opened up as there is a complex process to ensure all students have parental permission in using accounts such as these.
Abram, S. (2008). Scaffolding the new social literacies. MultiMedia & Internet@Schools. 15(2), 21-23. Retrieved from ProQuest.
2Learn.ca Education Society. (2008). Net know-how: Cyberbullying overview. Retrieved from http://www.2learn.ca/nkh/nkhcboverview.html
Bell, E. (2007). A dummy’s guide to social networking. Retrieved from http://www.pcworld.ca/news/column/8ba3be240a010408011d3f0bae419646/pg0.htm
Glaser, M. (2007). Your guide to social networking online. Retrieved from http://www.pbs.org/mediashift/2007/08/your-guide-to-social-networking-online241.html
Hargadon, S. (2008). Classroom 2.0. Retrieved from http://www.classroom20.com/
Smith, F. (2007). How to: Use Social-networking technology for learning. Retrieved from http://www.edutopia.org/how-use-social-networking-technology
Wikipedia. (2008). List of social networking sites. Retrieved from http://en.wikipedia.org/wiki/List_of_social_networking_sites
Friday, November 7, 2008
November 6-8, 2008, Story: Bridging Worlds
This was my first Kaleidoscope Conference sponsored by the Alberta School Library Council. I have been waiting to attend this conference for a couple years now as it only runs every four years. The conference celebrates children’s literature through interaction with a plethora of internationally recognized authors and illustrators. My highlights include meeting:
Ian Wallace (The Sleeping Porch)
Janell Cannon (Verdi)
Shaun Tan (The Arrival)
Tim Wynne-Jones (Rex Zero, King of Nothing)
Melanie Watt (Scaredy Squirrel at the Beach)
Wallace Edwards (Alphabeasts)
Today’s opening plenary session was a provocative presentation by Dr Jack Zipes (Professor at the University of Minnesota) titled Resisting Happy Ends: Telling Tales of Truth to Children. His lecture begins “Once upon our time, truth vanished from our globe…”. Storytelling pervades all cultures and all boundaries. It does not make distinctions between adults and children. Can we continue to tell tales today to bridge cultures? How can storytelling provide hope for children? What stories should young children read? These are just a few of the questions Jack touched on through his unique perspective of fairy tales and folklore. At one particular moment in his presentation he declared that 90% of children’s literature is schlock and there are no nutrients in schlock! Interesting statement considering the audience demography!
Shaun Tan knew at the age of 12 he wanted to be an illustrator/author. His description of a picture book being ‘sustained meditation’ speaks volumes in his choice to author characters that don’t speak through words, but instead invite natural storytelling to take place through drawings. The Arrival was book that took several years to come to a final format. This book originally started off as a 32 page picture book with abstract cartoon like characters. Tan wanted The Arrival to be a book where readers would slowly digest the illustrative detail on each page, thus the process of getting rid of the words and transforming this into a ‘wordless read’ began to take shape.
I was terribly excited to listen to Ian Wallace. After all, his book The Huron Carol is listed on my blog slideshow as one of my ‘Favourite Children’s Literature’. According to Wallace “the cover is the most important image in the book” as this image invites the reader in for the first time. And yes, those of us in the audience were treated to a few bars of the Huron Christmas Carol by Ian himself.
Saturday, November 1, 2008
“A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to leave comments in 5 ways - using voice (with a mic or phone), text, audio file, or video (via a webcam). Share a VoiceThread with friends, students, and colleagues for them to record comments too” (VoiceThread, 2008, p.1). YouTube offers up multiple pages of VoiceThread videos providing tutorials, educational platforms for integration, and quick guides for new users. TeacherTube hosts just as many selections for VoiceThread video tutorials, in addition connects viewers to videos specific to classroom instructional frameworks. What better idea to introduce students to the concept of creating their own VoiceThread by playing a tutorial video titled How To Use VoiceThread moderated by two elementary students.
Voice Thread is a Web 2.0 application that captures and publishes educational voices. Brenda Dyck (2007) points out that by giving children a voice in education we support educational philosopher John Dewey’s work claiming “that the inclusion of student voice is a necessary step in learning (p.10). She further describes VoiceThread as an important tool which provides students the opportunity to record educational commentary about experiences important in their personal learning.
Creating a VoiceThread
In order to create a VoiceThread, you must first create an online account using the VoiceThread homepage. Signing up for an account, like most other Web 2.0 tools, was a simple process using an email address and creating a personal password. As usual, I jumped instantly into the tool’s ‘create’ mode by uploading digital pictures from one of my travel adventures. In each new Web 2.0 application I use, I like to go straight into working in the application and compare the ease in which users (like me) can navigate through the learning and creating process. There are three main tabs: Browse, Create, and MyVoice. The Browse tab gives users the opportunity view new files in three categories: Today, This Week, This Month. It is amazing scroll through the three category pages of the Browse tab and see the diverse range of topics and image for each thumbnail.
Clicking on the Create tab opened up a blank page for uploading images, documents or video. I had no difficulties uploading a small group of digital pictures from my computer. There are several other pathways for uploading including Flickr, Facebook, existing VoiceThread files and direct URL addresses. I arranged the digital pictures into order and gave each slide a title. Using my trusty inexpensive microphone, I recorded brief comments for each picture. The recording process took longer than I had anticipated. While not a difficult task, I was not satisfied with my recording the first time through for any of my eight pictures. The finished product was now ready for uploading to my blog. Using the Share button in the Create tab provides three options before uploading or embedding the final product. Users have options such as private/public viewing, moderation on/off feature and listing your project on the VoiceThread browser. The application defaults to private, so in order to share this on my blog I had choose the public option. This was something I did not realize at first because I embedded my VoiceThread and in trying to view it for the first time online I received a message saying that this was a private VoiceThread and was not viewable. Easy problem to fix. I re-embedded my now public VoiceThread using the Blogger choice as my uploading destination. My first VoiceThread was created and posted on my blog.
The Centre for Learning and Performance Technologies (C4LPT) ranked VoiceThread in spring 2008 in the top 25 free online Web 2.0 tools educators should have in their toolbox. VoiceThread is a versatile tool for both educators and students to utilize within instructional and learning environments.
VoiceThread promotes asynchronous discussion and learning for all subject areas. An asynchronous is advantageous because it gives students control over when and where they conduct their learning and participation in a VoiceThread project. Asynchronous learning also supports flexible scheduling for collaboration between students to work at their own pace.
It encourages collaborative feedback and interaction on a project for participants and viewers to collectively share thoughts and narrate while watching simultaneously.
Using this tool naturally supports differentiated learning by supporting students who have difficulties communicating through the writing process. Verbal-linguistic learners can thrive in this type of learning environment as the tool provides oral narration and storytelling participation preferences.
This application is also a great investment for educators to focus on teaching new multimedia skills, building interactive participation for all and developing new approaches to curricular projects while infusing ICT outcomes.
The amount of educators using VoiceThread is growing rapidly. There is no shortage of ideas, project initiatives, resources and professional development online. One of the first websites to visit would be the Delicious VoiceThread Tag. There are over 6000 bookmarks tagged using this application, more than enough resources to encourage first time creators to jump right in.
What’s the Buzz?
Comments posted on the Centre for Learning and Performance Technologies (2008) website from educators who classify VoiceThread as one of their favourite ‘must use’ Web 2.0 tools this year:
"I love the collaboration feature of this tool. It's great for digitalstories and even greater because participants can comment on each other's stuff...with audio!" by Janice Petosky
"Social audio and social imagery personified. A perfect demonstration of how digital media can be integrated into the curriculum and at the same time explains the value of digital storytelling." Andrew Middleton
"Again, new, and FREE. I’ve had students creating and commenting on each others’ projects. Nice work, easy tool, good fun." John Curry
Examples of VoiceThread Resources
Educational Software Wiki
A wiki dedicated to VoiceThread tutorials, projects, classroom ideas and embedded examples.
EdTechTalk: #112 VoiceThreads
The Teachers Teaching Teachers series on EdTechTalk podcast narrative discussion on VoiceThread in education.
VoiceThread 4 Education Wiki
A comprehensive collection of educational focuses using VoiceThread.
VoiceThread for Educators Ning
This Ning site is for educators who develop, build and collect VoiceThread resources for use in their own classroom.
Centre for Learning and Performance Technologies. (2008). Top tools. Retrieved from http://c4lpt.co.uk/Top100Tools/voicethread.html
Dyck, B. (2007). VoiceThread: Capturing and sharing student voice with an online twist. Retrieved from http://www.educationworld.com/a_tech/columnists/dyck/dyck019.shtml
VoiceThread. (2008). About VoiceThread. Retrieved from http://voicethread.com/about/