One Last Thing

What I really appreciated about this course was that it forced me to take the time to check out some tools that otherwise I might not have gotten around to looking at. I also know there is more out there than I will ever be able to know about. So, it was nice to have someone else pick out some of the more useful tools allowing me to spend my time learning them and not looking for them.

Probably the tool that has changed my daily routine the most is my Google Reader. I skim it almost every night and use information from it to give relevance to the content that students need to learn. Another tool that I have used is a wiki to help me collaboratively work on some curriculum projects.

I mainly keep up with new developments by word of mouth, through technology blogs and by just paying attention to some of the things newly graduated teachers are doing. If 23 Things Part II was offered, I would take it. Though, 12 Things might be more my speed.

I don't see myself keeping up with my blog because I don't really have an audience and writing to the void doesn't appeal to me. Though, I would be the first to argue that forcing yourself to write something down helps you to clarify your thoughts and internalize learning. I do however resolve to get a website of some kind up and running this year for the Science Resource Center.

I want to thank the whole Learning 2.0 Team for the work put into developing this course and for monitoring my progress. I also want to say thank you for all your patience with a student who needed more time to complete the task.

Now, that I have finally finished all 23 things I feel like I have really accomplished something.

Whoop!!

Thing #23 Beyond Facebook: Other Social Networks

In exploring the Ning, Classroom 2.0, I found several ways it could come in handy. There were videos explaining how to do something or showcasing new technologies like this one giving an overview about the planetarium software, Celesta. Besides presenting information for my learning, there were ways to use the Ning to directly enhance student learning. I liked the idea of posting student interviews about their science fair projects. Explaining the project forces the student to clarify his thinking and the Ning provides a potential audience so that the presentation has purpose.

I liked the tags that were organized by tool. That way I could quickly find ways teachers were using a tool that I was interested in like the links here to the collaborative concept maps tags.

I can see where Nings would be useful too if you needed to set up a communication tool for a new organization such as an athletic group or hobby group.

I checked out some other educational Nings and I really liked this one that organizes collaborative projects for students. I could see using that in our district curriculum.

Thing #22 Social Networking

It took a long time for friends to convince me to join a social network but I've been a heavy user now for about a year and a half. Or is it two and a half years? Of course when I did set up my Facebook page, I found out my father and great uncle had beat me to it. Sheesh...

Educators need to know how social networking functions so they can both utilize it for educational purposes and so they can help students avoid pitfalls. Students definitely need to be taught about the consequences that can occur if they aren't careful about what they post.

I first started my MySpace profile under duress so I could see my friend's profile. I was never really interested in it and haven't been on it in so long that I had to reset my password to get back in it tonight. I didn't like how anyone with a MySpace account could see my profile and it didn't easily connect me to friends. I did like how you could link a song to your profile and have it playing when it opened. Of course, you could only use music that had been uploaded to MySpace by the creators.

Facebook has been a very different experience. It was so easy to find current friends and old friends. I feel so much more connected to family and friends that I can't see often. Seeing the pictures and hearing about funny or even sad everyday events makes me feel like I'm part of their lives. I primarily use Facebook for posting and viewing updates and pictures. For awhile I was into games like Scrabble.

I used Facebook for an educational application last summer for a class I took. I took a 2 week field geology class through Texas A&M. Since the participants were located all over Texas, the professors used a Facebook Group to prepare us for the class. We had to meet each other and select roommates through Facebook. We also got assignments and other information from the Facebook Group. It was our main method of communication for the class and it worked very well. My only problem was that the building I was working in at the time blocked Facebook and I wasn't able to override the block at that time. Since I was going to be creating virtual geology field trips to use for work, I needed to do some work ahead of time from the office to coordinate the projects. Not being able to log in from work made this more difficult.

Thing #21 More Google

Even though Google is my middle name, there were still lots of things out there that I wasn't up on. I haven't played around on Google Earth in a while so I downloaded the latest version and discovered that you can do historical views now. That is very useful in teaching Earth Science. You can look at features such as barrier islands and see how they change over time. This really comes in handy for looking at areas before and after events like hurricanes and landslides. I looked at Bolivar Island before and after Hurricane Ike and saved some images.


Jan. 8, 2008 & Jan. 30, 2009

I also tried out Google Alerts. I set up a few alerts so I'll be getting emails now whenever lunar eclipses are in the news and if anything comes up on some medical conditions I'm researching.

I've had an iGoogle page for a couple of years but I played around with it and did some rearranging. I love my iGoogle home page. It has my Google Reader that I usually skim through every night. It also has a translator, moon phase calendar, Wikipedia gadget, weather, Places to See, Art of the Day and of course my hamster.

My boss uses Sketch Up all the time and has produced some pretty impressive graphics. I'll have to save that for another day but I do need to be able to use it. I frequently need graphics for science tests or activities and I either can't find what I need or there are copyright issues.

Thing #20 Google Docs

There are things I love about Google Docs and I use all the time and others that don't meet my needs. I love the forms and use the survey tool frequently to collect information. I used to send out email surveys and spend hours collating the responses into a spreadsheet. Now, I send out the survey and a spreadsheet is created automatically from the results. I can export that spreadsheet to Excel and also share the results with everyone or just a few people. For example, I used this form to collect science TAKS scores from other area districts.

I'm glad that Google provides a free online software for people to create documents and spreadsheets if they need that service. However, I already have software that has better functionality so using the Google software instead of Microsoft Word or Excel doesn't help me any. The first thing that happened when I went to create a table in a document was that I couldn't do what I needed to do. I almost always end up merging cells in a table and there isn't an easy way in the Google document to do that. I went to the help forum and thought it was funny that the inability to merge cells easily was the first thing that popped up.

Instead of using Google Docs for that purpose, I use Dropbox if I need to collaborate on anything. I can upload the document to be collaborated on and it can be accessed from anywhere by the people given permission to edit. Since I am collaborating with people who also have the Microsoft Suite, software isn't a problem. If you would like to use Dropbox, use this link to sign up. You can have up to 2 gigs of space for free.

I also tried out the Google Presentation Tool to create this presentation on Natural Resources. I won't be using it though because PowerPoint is much more powerful.

Thing #7B Google Reader Revisited

Though I am the slowest student ever and it is taking me a long time to finish this course, I really have learned a lot that I continue to use. One of the things that has become part of my routine is skimming through my reader.

This story made me laugh which I value highly. Nice to know my beverage of choice is good for me.

This article about Canyon Lake Gorge provides me with some more information I can add to my virtual field trip about that site. This article gave me some background information about the arsenic poisoning in Bangledash. It is a good reminder that there are usually unintended consequences to our actions and that things are never as simple as we think they are.

Thing #19 VoiceThread

I definitely see potential for the use of VoiceThread in the classroom. Being able to easily do a voiceover to accompany a still picture while using the doodler to visually indicate what you are talking about is a great tool. The sample that I have embedded shows how this could be done to talk about the layers in sedimentary rock beds. If a teacher has a Promethean Board she could do the same thing live but if she doesn't then she could do a VoiceThread ahead of time and project it. Or for beginning teachers who aren't confident in their content or are overwhelmed by everything they have to do, they could use a VoiceThread that has been prepared by someone else.


I also liked the idea of using a VoiceThread to have students explain a process. I really like this example of students showing how to figure volume using water displacement.

Thing #18 YouTube

I think this rap about the Large Hadron Collider is great! It shows the potential for using songs and raps as both a tool to present information and as an assignment for students to show what they have learned.
Show all


This would be a great clip to show mass movement.




There are how to videos for all kinds of things on YouTube. In this video, you can learn how to change a tire on a bike.



This video is about the best dogs ever, Rhodesian Ridgebacks. You have to watch a short commercial first though and embedding is disabled so you have to use a link.

I also checked out Teacher Tube to see if there were any videos I could use for elementary science. You really have to wade through a lot of videos that aren't very good to find something you can use. Makes me think about my own attempts to make teaching videos. I also wondered about some of the clips from commercial videos that were posted. Are they legal? Anyway, the kids that made this video on erosion did a nice job. I can see having students do something like this at the end of a unit. It would be a time hog though so I don't know how practical it would be. Maybe 4th grade could make them in May to review the main science concepts they need to retain for 5th.

Thing #7A Google Reader Revisited

Checking my Google Reader is pretty much a habit now. It is on my iGoogle homepage so it is convenient and easy to check. I've subscribed to sites for general news, personal interests and lots of science news. I really try to stay up on current science news so I can link what students have to learn to what is going on in the real world and so I can help teachers see why all this stuff is relevant.

Here are a few items from my reader today.

This link made me smile. They tried a fun little experiment to see if they could get people to take the stairs instead of the escalator. It worked! In the short term anyway. It would be interesting to see what happened in a month or so.

This link about how banded rocks reveal clues about conditions on Earth when the rocks were formed, directly supports the TEKS about interpreting sedimentary rock sequences.

I am super excited about something I learned on today's Tech & Learning Blog. It is about how to use SMS messaging for educational purposes. That isn't what I'm excited about though. One of the links I followed from the blog took me to this site. It shows how a group of educators used technology to share with each other what they learned at a conference. I'm so excited because next month is our state science conference and I got some good ideas for ways we can bring back and share info. We mean to meet afterwards but it ends up being very difficult to schedule and by the time we do talk we have forgotten lots of important information. One of the things this group did was create a Google survey that they filled out each day with a reflection about what they learned in a conference session. The spreadsheet that Google creates from the survey can be shared with the group so everyone can learn from each other. I LOVE THIS IDEA!! They also created a Wiki for bringing everything together. I'm trying to decide if that is needed or not.

Thing #17 Podcasts

Be afraid, be very afraid of podcasts!!! I started this assignment last weekend and meant to knock it out in a couple of hours. Instead I subscribed to a bunch of podcasts and kept following links from one thing to another and the hours went by. So then every evening during the week, I came home with the resolution to finish this activity and the same thing happened. The moral of this story is that for the obsessively curious, you must be very disciplined when you start subscribing to podcasts. (and blogs)

Some of my general findings about podcasts were that I prefer video to audio and if a transcript is available I will read that before listening to the podcast. Even when the podcast is of a NPR program that I love to listen to when driving, I have a very hard time just sitting and listening to it. I need to be physically doing something, ... like driving a car. :-)

I subscribed to podcasts in two ways with iTunes and with my Google Reader. Right now I prefer my Google Reader because I really like having everything in one place. The cool thing about the Google Reader is that the podcasts are right in with the blogs, journal articles etc... When I select the title, the podcast opens with a player so I can listen or watch it right there. I'm also putting them in iTunes with the idea of eventually using my iPhone to listen to podcasts. The problem is that I don't like using the earbuds with my iPhone, the speaker in the phone isn't loud enough for me, I don't know how to make it play through my car speakers and haven't been motivated enough to figure it out.

Some Podcasts that I sampled:

• Geek!Ed! - The episode that I listened to was like sitting in at a grade level meeting where teachers are analyzing a problem and trying to figure out why they are having the problem. I wasn't vested in their particular problem, I wanted to know about the issue on a national or international scale. While it might have had some broader implications, I didn't really want to listen to the raw data. I would rather a researcher attend hundreds of meetings like it and synthesize the data for me with maybe some excerpts from individual meetings.
• NPR: Books Podcast - I subscribed to this podcast because book reviews and author interviews on NPR are how I primarily find books to read other than suggestions from friends. I often hear an author talking about a book and stop at the store and buy the book before I get home or I order it from Amazon.com that day. I also come into the office talking about what I just heard and my coworkers end up buying the book too. I really should get commissions.
• Scientific American: 60-Second Science - I subscribed to a bunch of science podcasts but this was one of my favorite. That may say something about my attention span. It is very well done and they get an amazing amount of information into 60 seconds. I even like the intro where they say, "This is only going to take a minute." It makes me smile every time.
• EarthSky - In this episode, they talk about damage Hurricane Ike did to the TX barrier islands. I can really see using episodes from short, well done podcasts like EarthSky in the classroom to provide relevance for concepts students are learning about in science.
• TED: Ideas worth Spreading - These are amazing talks by fascinating people about a whole range of ideas. We currently use this episode in the 5th grade curriculum to spark interest in the concept of adaptations.
  

There are several ways I can see using existing podcasts in the science classroom. When I was in high school, my biology teacher required us to read and review one science article a week from a list of approved journals such as Scientific American. This was one of my favorite assignments from the class and obviously made an impact since I still remember it 25 years later. I can see giving a similar assignment to students but also using podcasts in the list of possible sources. Another way to use existing podcasts would be to play particular episodes for the class to illustrate a concept or provide a real-world application for that concept. I would like to provide links to certain episodes in the on-line curriculum but I worry about how long the links will stay viable. Then I wonder if it would be breaking copyright to download some podcasts and load them directly into the online delivery system instead of providing links.

I will also be getting into the production end of podcasting out of necessity. Well not really podcasting because I don't intend to create content on a regular basis that people can subscribe to. I will however, be producing video and audio files that will be posted in a way that people have access to them. I need to create virtual field trips from the geology trip I took this summer. They will need to be produced in such a way that classroom teachers can use them with their students to address particular student expectations. I really need to get busy on that assignment. I also need to create files for the purpose of staff development. Both FOSS and STC have created teacher how to videos to guide teachers step by step through the lessons that go with their kits. I need to do the same thing for other things in the curriculum. Sometimes teachers can't make it to a traditional staff development session, they forget what was said at the training, or the training was canceled due to lack of interest. Short videos might provide just what they need, when they need it. My problem is that I don't really believe there will be much of an audience so I'm not very motivated to put in the hours needed to produce a good product.

Thing #16 Library Thing

I checked out the different aspects of Library Thing. I'm already using the Visual Bookshelf on Facebook. They are similar in that both allow you to keep track of your books and read other people's reviews. I like the VB because it is simple and I can see what my friends are reading quickly. Library Thing has a lot more functionality with the tag clouds, and recommendations. I like following a tag to see what other books in that category are out there. I usually do that through lists on Amazon. The book suggester didn't work for me. It just brought up the book I entered.

For work, I could see creating a group to explore books on science. It could be a way of doing a book study for staff development.

Thing #15 My First Wiki

Tyrissa Wiki is my very first wiki. This is definitely just in time staff development. I need to create a wiki for a geology class I'm taking that starts on Saturday. So, I was very motivated to learn how to do this. I need the wiki for my class because my team will be creating virtual field trips for our assigned locations and we'll need a space to work in collaboratively. We'll be working on the virtual field trip while we are on the trip but we'll need to finish it when we get back. Since the participants live all over TX, a wiki is perfect for this purpose.

I thought the instructions were straight forward and I would whip this thing out. Like normal, I was wrong. I seemed to have to try everything a couple of times before I could get it to work. I don't know if it is really that hard or if it is just part of the whole no sleep thing. One of the hardest things for me to do was to get my layout to save correctly. It would all be lined up right in the edit mode but when I selected save, the pictures and text would move about. I finally got them to stay in line by putting many rows between each picture and each section. Then when I selected save, everything stayed where it belonged.

Thing #14 Exploring Wikis

I enjoyed reading Vicki Davis' blog on Wiki Wiki Teaching. I think it is really cool when kids get excited about a project and take over ownership like that. I checked out some of the study guides that the students put together. The real value in something like that is for the students creating it and the ones reading and adding or editing it. However, it wasn't easy to figure out the dates for what I was looking at. I had to go back to look at the history to figure out that it was from 2005. It made me think about all that data out there. I wonder if students from the next year figured the wheel had already been created so they could just use the existing page? Would they learn as much? Should the old ones be taken down? It made me also think about the geology class that I'm taking this summer. The preparation for the field portion is being done through a website, blogs and a Facebook group. Last year's website is still out there too and a teacher that was just added to the class found it and ended up confused about what we will be doing this year. She thought she was looking at the page for this year. Just something to think about when leaving everything out there.

I also checked out 1001 Flat World Tales. I loved the idea of have students from around the world collaborate on writing. I found the site confusing though and it looks like it has been abandoned. It would be nice if the creator posted something about that so you weren't left hanging.

I found the SalutetoSeuss site very satisfying. The purpose of the site was very clearly stated and it had a beginning and ending date posted. Students were to create wiki, blog or other product about a Dr. Seuss book. It was easy to find the student work also.

Code Blue was a creative way to combine having students learn about different medical careers while also having to show that they understand how a body system works.

Most of the wiki pages I looked at seemed to be organized by having links to the different pages on the left sidebar.

I'll be creating and using a couple of wikis. I'll create one wiki for the Science Resource Center. It will have delivery schedules, inventory sheets, FAQ's, and other resources dealing with science materials and equipment. It will be a restricted wiki though because not everyone will be able to make changes on it. Another wiki I will be creating is for my virtual field trip team for the geology class I'm taking this summer. That wiki will serve as a place for us to continue to collaborate after the field portion of the class. We'll be needing to produce a product and we live all over the state. I might also create a wiki for the Regional Science Fair committee members so we can make sure we all have the same information.

Thing #13 Using Delicious

Using Delicious to keep all my bookmarks in a central place accessible from any computer is a no-brainer for me. I love the idea of having access to other people's bookmarks too. Patty suggested we start a district science account on Delicious. I think that is a great idea. While writing curriculum last week, I kept saying, "Remember that link I emailed out?" Everyone would then start searching their email archives to find the link to the website we needed. If they had been saved in a science delicious account, we could have saved all that time!

Thing #7a Update from the RSS Feed

Gladwell Calls out Insipid Digital Utopia caught my eye because I'm interested in all things Gladwellian. Gladwell reviewed Chris Anderson's, Free: The Future of a Radical Price. Anderson believes that digital information will eventually all be free. Gladwell contends that this is wishful thinking. He compares this thinking to claims in the 50's that nuclear power would be free. The people in the 50's were wrong because they didn't consider the cost of infrastucture, distribution, waste disposal etc... and Anderson is wrong too because he can't begin to consider all aspects of digital distribution. Gladwell concludes by saying, "The only iron law here is the one too obvious to write a book about, which is that the digital age has so transformed the ways in which things are made and sold that there are no iron laws."

Thing # 12 Discovering Web 2.0 Tools

I used Blabberize to create the talking photo. However, when I saved it the mouth didn't move anymore. I tried a couple of times without success. Not sure how to use this efficiently in the classroom. You could just shoot video to begin with or do a voice over. Maybe you could use it to have the organisms in a food web explain their positions. It takes a while to get the mouth selected so it moves correctly and then of course you would have to see if it works in the end. This site is open to comments so it has a social aspect in that way.

I created a to-do list in Ta Da and I checked out 30boxes but I would never use them. I already have a to-do list and calendar in Outlook and I'm trying to simplify my life not complicate it. I need everything in one place.

I created a poll in Poll Daddy but can't get it to post here. I use polls and surveys all the time in my job to find out what teachers need or want. I can definitely see using them in the classroom also. You could do a pre-class and post-class science attitude survey. I'll probably stick to using the survey option in Goggle Docs though unless I need a different type of functionality.

I thought Gliffy was going to be a homerun since collaborative concept maps are a standard in science instruction. It only has a 30 day free trial though and then you have to subscribe. So, it is out.

I really like Wordle. I can see having students come up with terms that relate to science and then having to defend their choices. They could print their final product to decorate the cover of their science notebook. I could not get this to post here though using the html so I had to print it to pdf and then convert the pdf to a jpg file and upload it as an image.

I think Weebly has possibilities too. I need to have a website for the Science Resource Center. Right now we are talking about putting up a wiki for it in the district wiki site. I don't know if that is what we really need though. Wiki's are for collaboration and for the SRC site, I just want to post information.

Thing # 11 Using Image Generators

I created the sun image using the Visual Poetry template from ImageChef. I used the Word Mosaic template from ImageChef to create the conserve water droplet image. I liked Patty's idea of using these to have kids make an image of an element's symbol with words describing the element inside the symbol. It tried to simplify that and think of ways to use it with elementary students.

I also played around with some of the Flickr Mashups. I especially liked Colr Pickr. However, I didn't want to spend time crediting everyone so I deleted my creations. :-(

Thing #10 Embedding a Slideshow

Renewable Resources

This slide show reviews renewable natural resources as defined by TEA

in the 5th Grade Science TAKS study guide. I used slide.com to create

the slideshow. It has a music option but nothing seemed appropriate.

The slideshow was very quick and easy to create once the photos

were located. The only thing I didn't like was that the title of the

slideshow doesn't show. I had to put a label above it in the blog so that

it made sense. Having to create links to both the photo and

the photographer's photostream on Flickr was very time consuming.

Photo Credits

1. Soil by Soil-Science.info

2. Animals by law_keven

3. Water by snapr

4. Air(Oxygen) by [xinita] is Oliver Twist!

5. Plants by pusteblume

Thing #9 Using Flickr

As part of this assignment, I decided to search for pictures of renewable natural resources. I liked this cool cow picture that law_keven posted on Flickr and decided to download it. I'll use it as part of a slideshow on natural resources.

In exploring how other educators are using Flickr, I really liked how Teacher Dude used it to teach vocabulary. Students had to find pictures to illustrate words. Since having students illustrate key terms is a basic strategy for vocabulary instruction, this just adds another way of going about doing that.

Overall, Flickr isn't quite as user friendly for me as Wikimedia Commons. It seems like you have to go through more steps to find what you need. That may just be lack of familiarity on my part. It does provide me with another source of photos though. I didn't realize before that some pictures in Flickr had Creative commons licensing.

Thing #8 Using Creative Commons

I love Creative Commons. It has made my job sooo much easier. I am constantly looking for good quality images to illustrate different science concepts particularly in Earth Science. As a classroom teacher it wasn't such a problem because I could generally use a picture in my classroom under fair use rules. Now that I need to put together materials to post for many others to use, it is a big problem. So I had to start taking the pictures myself, or get permission from someone else to use theirs. I have found pictures protected by the big C and gotten permission to use them but that process is very time consuming. Before so many CC images were available, a group of local science supervisors even banded together to create our own image bank.

Now I use Wikimedia Commons all the time. That is where I first learned about CC licenses. I also use the Earth Science World Image Bank which gives educators rights to use the images but doesn't use CC licenses. I intend to upload some of my images to Wikimedia and feel very guilty that I use that resource extensively without giving back. I just can't seem to find the time to get it done. Really the only negative to using CC images is keeping the proper attributions linked to the photo. Usually when I save the photo, I put all that information in the properties of the photo so it doesn't get separated. So, if I have pictures that I own, they are still the easiest to use.

I was very excited about OER Commons when I first heard about it but really haven't found much that is useful at the level I teach. I need to remember to keep checking back. I didn't realize I could do a Google search specifying to only find pages with CC licenses. I'll have to try that more.

Who owns the teaching materials that I produce on the job? Mesquite ISD does. Since they pay me to produce curriculum materials, they retain the copyright on those materials.