My Last Post

I cannot believe that time has flown right on by! I am going to post my final powerpoint presentation. It is a presentation that I can use in a jk class to teach the alphabet. Unfortunately, the original presentation is just way too big for me to host anywhere so you will all have to be content with the .pdf version. Enjoy!

I really enjoyed this class and the fact that I had opportunity to dabble in programs/services that I would never have used before (Blogger, Audacity, PowerPoint, etc.)

Alternatives to PowerPint

Don't get me wrong...I like PowerPoint. In the class discussion alot has been said about bad presentations. However, PowerPoint has to take some of the blame for this current scenario with ubiqituous presentations created on the drop of a hat. I started to look for some alternatives to PowerPoint. Hey, they can be misused just like MicroSoft's program but maybe they may make the presenter think a little more before creating the presentation. Here are the links:

Boycott PowerPoint
PowerPoint Alternatives
More PowerPoint Alternatives

PowerPoint Resources

I found some interesting PowerPoint resources. The first resource is for creating games within PowerPoint. For example, one could create a Jeopardy style game to engage the students. Students could also create their own games. With a little practice, I think this would be quite fun.

The second resource deals with inclusion. PowerPoint could be used to reach many special learners but we have to avoid many of the pitfalls of slide show creation. The resources goes into great detail to outline the basic formatting of slides and their effectiveness with special learners.

Plumo on the farm

I thought I would put my rubric to good use and evaluate a software title that I would find on my computer at school. Here is my evaluation of Plumo on the farm.

Software Evaluation Rubric: Completed!

I'm so excited to share my software evaluation rubric with you all. Upon reflecting, the entire process was quite empowering. I had never questioned some of the software titles on the computer in my classroom because I never felt qualified to do so. After designing my rubric I can say that I definately know what to look for and how to go about evaluation the program in question. Truthfully, I do like all of the software that is on the computer in my classroom. When I go back next fall there will likely be some new titles. I will be able to evaluate them more objectively now!

Software Evaluation Rubric

I think I've stumbled upon a nice software eval rubric that I could use in jk! I like the fact that it has many of the categories that I already think about when looking at software for my students:-easy setup-overall content-interactive,-appealing-overall feedback

Sorry Peter, I think Zork would receive a Level R if I had to apply this rubric to your game! ;-)

Source

Learn360.com

Have a look at http://www.learn360.com.

It is a web site that offers:

• Hand-selected video clips provide targeted curriculum support.
• Easily accessible from school or home 24/7.
• The only streaming service to offer slide show capability.
• Cutting-edge digitization brings you the best quality streaming media in the classroom and at home.

Source: learn360.com

I know this doesn't fall under a traditional software program but I was intrigued by the last thread about streamed video. Learn360 has loads of different videos for different age groups too. Plus, there is a 30 free trial! Check it out!

Digital Photography and Special Needs Students

Again, another interesting resource explaining the benefits of photography in the special needs classroom. I like how the article explains that the camera helps touch on one of the five senses and can be used to reinforce a concept taught in class. A student who has difficulty in verbalizing can use the camera to take pictures of images. For example, if I were teaching a lesson on shapes I could have the special learner (perhaps with the help of a parent volunteer) take pictures of example shapes found throughout the classroom. Plus, it would be fun! Kids are exposed to cameras at home and on special events; they would just love to use one.

Ideas for digital photography in the kindergarten setting

I found a pretty good link with ideas on how to incorporate digital photography in the classroom. Some of the ideas are not foreign to my class as I have been doing some of the points. In any event, the ideas are for students and teachers too!

Tips for teaching students how to use a digital camera

So the student has a digital camera...now what!?!

I can image many pictures of the floor or out of focus or pictures snapped without any intention. To help my young students make good choices about taking pictures I found the following resource:

Teaching Photography to a 5 year old
-The above site is great as it explains tips to teach things like perspective, light and dark all to a 5 year old...I think I should be able to do this for a 4 year old! ;-)

The right tools for the job

Since we have been discussing digital photography in the classroom I stopped to think how I could adopt in my class. No doubt, there are many uses for a digital camera but, before I begin my digital photo adventure I had better get the right tools that can withstand a kindergarten pounding!
That being said, it would be foolish of me to purchase an expensive Nikon or Canon. There are just too many bells and whistles. I did some searching and reviewing and found the Kid-Tough Fisher Price camera. It costs $70 and can be found at Toys R Us. It is not so expensive that I couldn't get 4 or 5 for the class to share. I may need even fewer. This camera can take a punishment and it is easy for the kids to use. Thinking of some of the small things can go a long way later on!

Anyway, I do have a video commercial that I was able to obtain via Youtube. I was curious how to get a Youtube video and was able to download it via keepvid.com.

Technology for those with Visual Challenges

I'm not sure if this post is a better for the audio learner forum but it occured to me how we can get our visually impaired students to access the computer. This would be the opposite of the spectrum for these discussions. If I were to have a visually impaired student I would definately want him or her to use the computer. I was able to find some pieces of software that would allow for such a task:

1. JAWS - allows the computer to read aloud words displayed on the screen. This is much different than Kurzweil as it lets the visually impaired student navigate Windows and applications.

2. Zoom Text - allows for the student to zoom in on any screen to view enlarged graphics or text.

Source: http://www.2learn.ca

3. I also found a Microsoft resource guide for individuals with vision difficulties and impairments. Catering to the visual learner is an excellent strategy to employ. After all, we want to cater to a diverse group of learning styles. However, we shouldn't leave those who have exceptionalities behind in the dust; they can learn from this method too!http://www.microsoft.com/enable/guides/vision.aspx

Using digital photography in the classroom

I've included a link to a very interesting handout that identifies the various way we could extend lessons to use digital photography. The lessons don't concern themselves with learning how to use the camera per se but learning about the subject. In essense, that is what digital photography helps our students to accomplish; they will learn about the subject in a more engaging method than a textbook. The resource identifies extenstions to math, science, phys ed, etc. to name a few.

OSAPAC

In the threaded discussions we discussed the availability of Adobe resources for the classroom. It was made known that some Adobe resources were purchased and made available by the province. I decided to have a look at the Ontario Software Acquisition Program Advisory Committee (OSAPAC) web site to learn more. I found a listing of software titles available for my class to use in jk. Of course, there are other grade levels too but since we are discussing software resources for the visual learner it would be wide to see what is licensed for our computers to use. It is great that we are sharing resources but I often wonder if we are breaking any copyright laws installing some of the titles on our computers at school. In the case of the titles on OSAPAC, I can tell you with 100% certainty that we can use it and install it on a lab.

Adobe Resources

I suppose a discussion about digital photography in the classroom wouldn't be complete if we did not mention Adobe somehow or somewhere. In any event, Adobe has a collection of k-12 resources that make use of their image editing software. The downside to their applications is that they are so expensive. I remember a colleague of mine in the higher grades complaining that the Adobe titles were too expensive and they didn't have good education discounts (can anyone help me verify this claim?). Anyway, I thought I would share the resource for those of you who have Adobe photoshop or elements installed at your computers at school.

Ideas for using a digital camera in the classroom

I found a pretty decent web site that deals with way to incorporate digital cameras into the classroom. I don't consider myself picture savvy by any sense but I do use the camera a bit in jk to take pictures of the students in an activity or craft.

Irfanview software

I think it would be worthwhile to check out the Irfanview application found on Irfanview. Not only can it open and edit a myriad of different photo files but you can also add sound and make a slide show that could be played online....digital storytime anyone? The great thing is that it is free!

Podcast episode 2

Well, this is my second attempt at a podcast but really all I am doing is just linking to my audio files. I don't think anyone search/subscribe for them in iTunes. I tried using feedburner to publish the audio feed but once again...nothing. :-(

Since this is my blog I'll get on my soap box and claim that this process of creating a podcast is not easy. Too many different programs have to come together to pull this off. I still think podcasting has huge benefits but I think the number of hoops that one has to jump through is quite big and the learning curve is quite steep. I'm almost wondering if this could serve as a turn off to some students. In any event, I'll keep trying to get this podcast working...even though it does not look good.

podcast episode 1

This is my first kindergarten podcast that could be used for centre time.

Audacity resources

If you're like me, then you're probably new to audacity. I found a pretty good resource straight from the people at Audacity; they have a wiki on their web site chock full of tutorials and help files. This looks like a good resource for teachers and students alike who are hungry for Audacity answers.

7 Steps to Create a Digital Story

I found the following resource from the following site. It is a pretty good graphic representation of the steps to create a digital story. It may be useful to share these steps with our students as there is lots of planning to do in order to pull off the digital story.

Digital Storytelling

Digital storytelling is a powerful combination of the spoken word and electronic media. In terms of format, digital storytelling could incorporate graphics, audio, and/or animation to get a message across. The audience for this form of storytelling is quite large as it would be available via the Internet. In essence, digital storytelling puts a new spin on something quite old – storytelling. I think that it empowers people to recount tales in a medium that they are comfortable using (i.e. digital). At first I thought that podcasting and digital storytelling were one in the same. Digital storytelling is defined as the modern expression of the ancient art of storytelling (www.umass.edu, 2008). Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights (www.umass.edu, 2008). Podcasting could be the means of delivering a digital story to an intended audience.

The following web site has some good points that highlight the major elements of digital storytelling:
· Point of View: "... the goal of digital storytelling is to allow a writer to experience the power of personal expression. Therefore, students' digital stories need to be constructed from their own experience andunderstanding. Using the first-person pronoun "I" rather than the more distant third-person point of view is essential."
· A Dramatic Question: "A story that holds the attention of the audience has a dramatic question that is resolved by the end of the story. This characteristic distinguishes the digital story from a travelogue. Narratives that lead the reader to become invested typically pursue a compelling question that evokes interest and commitment."
· Emotional Content: "The most effective digital stories evoke an emotion from the audience. We often see laughter, tears, and expressions of pleasure from the audience when digital stories are screened. This can be tremendously rewarding to student writers, validating the effort and investment they havemade."
· The Gift of your Voice: "The pitch, inflection, and timbre of the storyteller's voice convey meaningand intent in a very personal way. This has proven to be one of the most essential elements that contribute to the effectiveness of a digital story. There is no substitute for using your own voice to tell your story."
· The Power of the Soundtrack: "Properly employed music can enhance and underscore the accompanying story, adding complexity and depth to the narrative."
· Economy: "Modern digital editors offer a plethora of special effects and transitions. It can betempting to replicate the visual onslaught of music videos on MTV. We have found that the effective digital story uses only a few images, a few words, and even fewer special effects to clearly andpowerfully communicate intended meaning."
· Pacing: "Monotonous refers to an unvaried inflection and pace. The word has become synonymous with boring because an unvaried pace will not hold the audience's attention. For student writers, pacing means pulling back or racing forward when the story calls for it, as opposed to when the time limit approaches."

Source:

Podcasting in the classroom

Students enjoy using technology from their video game consoles to their mp3 playback devices. We as educators should focus on how to use these technologies to deliver an authentic learning experience to our students. Podcasting is not limited to the computer science class and can be implemented in just about any grade or subject area. For example, students that practicing their French vocabulary could create a podcast of the new verbs that they learned how to conjugate. A science class could post their experiment observations to a podcast and the list goes on. If anyone believes that podcasting is a diversion from real learning then guess again!

“Educators are starting to see how podcasting can help hone students’ vocabulary, writing, editing, public speaking, and presentation skills, said Dan J. Schmit, an instructional-technology specialist at the University of Nebraska’s college of education. Students can also learn skills that will be valuable in the working world, such as communication, time management, and problem-solving, he said." (Else, 2008)

By employing a technology that students love to use, educators can begin to engage students. The benefits from this learning experience are immense!

Here are some examples of podcasting being used in the classroom setting in the form of a school podcast:

-Radio Willowweb
-Radio Sandaig Pordcasts
-Room 208
-Mills Murfee Podcast

Checklist for Podcasting

So you think podcasting might be an interesting tool to use in the classroom? Podcasting has many opportunities and can be used in many different subject areas. However, you as an educator should check that your computer lab has some of the essential pieces of hardware and software before embarking on this voyage. We wouldn’t go on a trip without packing a toothbrush or our wallet? You also don’t need to run over to Best Buy and purchase an expensive iPod or iPhone. In fact, all you need are the following:

1. Hardware
-A computer with the following: sound card, speakers, microphone and an Internet connection.
-If you plan on doing voice recording outside of a lab then you will need a hand held digital recorder.

2. Software
-Playback) Since a podcast is nothing more than an .mp3 file (a compressed audio file), all that is needed is software to play the mp3 files such as iTunes or Media player (http://www.podcast411.com)
-Recording & editing) To create the podcast you will need voice recording software. I would recommend audacity as it is free! (http://audacity.sourceforge.net). For royalty free music, let’s face it our students are going to want to use music in the background, I would suggest Incompetech (http://www.incompetech.com).
-Uploading) Placing your podcast online is the key to having it noticed. I would recommend using blogger.com as it is free and easy to setup (plus the students get a blog too). (http://www.blogger.com). You will, however, need a valid email to subscribe.

3. Creativity
-I would recommend checking with your students. I am positive that they could supply an endless amount of ideas for podcasting!

1. Podcasting in the classroom – What is podcasting?

Before embarking on a new voyage it is often worthwhile to understand our destination. In this case, the destination is podcasting. Most educators may have already heard of the term “podcast” but they might be confused by the terminology. A podcast does not require an expensive iPod nor is it something that only smartest of computer scientists can create. Quite simply:

"Podcasting is one of the most exciting and wonderfully disruptive technologies to emerge in recent history. Podcasting is exciting because any one can get involved, express themselves, exchange ideas, or pitch their products. Whatever interests people have, there is a place for them in podcasting....
Podcasting puts the power to communicate into the hands of the individuals. Thousands (at the time of the writing of this book)of people are already involved, each as unique as their podcast....
The price of admission is some basic equipment and a desire to communicate - that's all. Podcasters, with their first podcast can reach a more geographically diverse audience than a radio station with the most powerful AM/FM transmitter in the world....
The whole world really is listening. Access to such a huge potential audience was a privilege once reserved only for large corporations and governments, but podcasting has changed everything. The individual has been empowered and given a voice - this means you." (Else, 2008)

Think podcasting is a fad, think again! Potentially, the audience for podcasting is enormous. It is an inexpensive way to get your message out on the Internet.

Source: Else, Shaun. “Podcasting in Education”. Retrieved on Saturday, January 24, 2009 from http://chatt.hdsb.ca/~magps/boylit/Podcasting%20in%20Education

Podcasting Intro Resourse

I found quite a good resource on getting started in podcasting that I'd like to share. I know very little on the topic but I am interested in trying to create a podcast. Of course, I'm going to walk before I can run so I think I will try to subscribe to a podcast first. I do have the iTunes software and I just download iPodderX. I'll report back on how well this goes!

Anyway, here is the link: Start your own podcast

Audio in my jk classroom

I posted the following to the discussion forum of the course but I also thought it relevant to post here as well to give you the reader a bit of a background of my classroom.

Audio is a valuable instructional tool. For example, I will use a stereo to play a morning welcome song, birthday song, theme related songs (Xmas, etc.). From these recordings that are usually on CD the class will learn the lyrics and sing along. I’ll also use the stereo in gum class where I will play a listen and move activity. Students hear the word gallop and the accompanying sound. Then the word is taken away and only the sound effect is played. Students are expected to identify the sound effect with the action (gallop in this case). During play time I will also have a listening centre that students can choose to visit. At the center there is a tape recorder with audio tapes and a story book; these books and tapes are changed every week. Of course, in the computer lab the children have earphones for their computer applications that involve audio. These computer applications are mostly age appropriate games such as Millie’s Math House, Bailey’s Book House, Sammy’s Science House and Reader Rabbit to name a few.

Tools to help the auditory learner

After reading and reflecting on the new module, I came to think of how I could apply an auditory tool to one of my lessons to help support the auditory learner. I immediately thought of a concept mapping activity that I do with my students to highlight all they know and don't know about certain animals when I am teaching my thematic units. The concept map is an excellent tool for students as it gives them a visual of their knowledge. For the auditory learner, I would like a tool that would represent the same concept map but in audio format.

I did manage to stumble upon one such piece of software entitled, "Visual Thinking" by Logotron Educational Software . The software allows the user to create a concept map with voice support.

This feature would be excellent for the students who are still learning to read and for those who are stronger with language.

How do auditory learners learn?

We as educators have a responsibility to ensure that we understand just how our students learn. From this knowledge we can incorporate the correct strategies into our lessons and resources. Three common learning types include kinesthetic, visual and auditory. The auditory learner is characterized by the following traits:
-Good recollection of what they hear,
-Difficulty remembering things that they read,
-Difficulties in reading and writing,
-Have difficulty reading facial and body language,
(S. Wurtele, 2008)

-As educators, we can make use of the following strategies in our planning to accommodate the auditory learning style:
-Record lectures of yourself reading the important parts of the notes,
-Employ the buddy system so that the auditory learner can talk about the main points or ideas from a lesson or reading,
-Use flashcards for the auditory learner and have them read it aloud.
-Read aloud,
-Make sure the audio component of the lecture is as clear and captivating.
(S. Wurtele, 2008)

Source:
Wurtele, S., 2008. “Learning Styles”. Retrieved from http://www.trentu.ca/academic/geography/swurtele/slr/learningstyles.html on Monday, January 19, 2009

Some sites...

I have done some hunting for computer use policies for the kindergarten classroom and have found some thus far. Please feel free to visit them and comment if you would like:
http://www.greatschools.net/cgi-bin/showarticle/ca/526
isite.lps.org/lfuller/InternetinK.pdf.pdf

Computer use policy for my classroom

Many of the discussions on Internet security and student use has made me think of putting in a policy in writing for my jr kindergarten parents. I believe that the school does hand out a policy in a package with other documents but I’m sure this document gets hastily read, signed and thrown to the bottom of the pile. What I would like is a document that is not written using “technobabble” or “legalese”. I’d like something in plain English that communicates the point home to my parents what they can expect about computer use and my expectations too. Of course, my classroom policy will be congruent with my board’s policy. I’d like to think of my policy as the extension.

This will be a work in progress and your input is welcome!

Here are some of the proposed sections so far:
Internet safeguards
Classroom Internet and email rules
Computer use permission (in this section the parents would indicate what levels of access they would like for their children – Internet and/or email)

Finally, something we can use!

I visited the government of Canada's web site on safe surfing entitled www.safecanada.ca. From there I clicked on the Chat, Discussion and News Groups link and then the Chat Lingo Library(http://www.internet101.ca/en/chatlingo.php). The library will give you great insight as to chat terms that almost seem like piglatin to most adults. Ever wonder what afaik means? Go have a look. I think our students (the digital natives) would be impressed if we (the digital immigrants) were able to speak their language!

Cyber bullying

I read some very good tips today to help prevent cyber bullying. Remember, an ounce of prevention...

Anyway, here are some of the tips I thought I'd share. These could be used to help arm our students against bullying:

• Place / keep computer(s) with Internet access in an open, commonly used space
• Never give out personal information or passwords, P.I.N. numbers etc..
• Don't believe everything you see or read.
• Use Netiquette
• Don't send a message to someone else when you are angry
• Don't open a mesage from someone you don't know
• If it doesn't look or feel right, it probably isn't
• You don't have to be "Always On" turn off, disconnect, unplug, try actual reality instead of virtual reality!
• Don't reply to messages from cyberbullies
• Inform your Internet Service Provider (ISP) or cell phone/pager service provider
• Inform your local police
• Do not erase or delete messages from cyberbullies
• Protect yourself and never meet with someone that you met online unless your parents are with you.

Source: http://www.cyberbullying.ca/

Internet safety

The following site is not a blog but an interesting site about Internet safety. Parry Aftab has helpful suggestions for both student and parent alike.

http://www.wiredsafety.org/internet101/blogs.html

FirstClass blogging tool

If anyone is using FirstClass at their school board, they will be delighted to know that they can easily create a blog with that tool. I think using FirstClass would be more advantageous than blogger.com or other blogging sites in that:
1. It is a tool found on every computer that can be accessed but staff and student alike via the FirstClass client program or via the web through a web interface.

2. Students and staff can access FirstClass from home or at school (or anywhere an Internet connection is available).

3. FirstClass has a email, web chat, and personal web page features to name a few.

4. The FirstClass blogging feature is one that is very secure for students. Blogs are not advertised removing unwanted outside contact.

I am not on the FirstClass dole but I really think that it would be a superior blogging tool!

Engage or Enrage

I would suggest having a look at Marc Prensky's blog at http://www.marcprensky.com/blog/. For those of you who do not know, Marc is an advocate for technology in the classroom. Essentially, he mentions that we as educators should apply technology to all levels of the curriculum to make the learning as engaging as possible. He advocates for the use of educational video games as such a tool. I did read his August 08 update (yes, it has not been updated in a while), and mentions that educators are sticking to what worked in the past i.e. the rote memorization of facts. Good old fashion 'drill-n-kill' ignores the reality of how things are done. Would we ask someone to tell us the time without a watch? No. Would we ask an electrician to repair a fuse panel without consulting some form of documentation? Of course not. However, we do have our kids practice rote memorization all of the time. Prensky noted that this hearkens to a time when knowledge was much smaller and information was harder to find. Today, students can surf information on their desktop, laptop, phone or hand held gaming system. Yet we do not let them use their day to day tools in education. Perhaps, we as educators should jump on these tools and engage the students.

Blogs...a versatile tool

I just finished reading "The Educated Blogger: Using Web logs to Promote
Literacy in the Classroom" by Huffraker. Blogs are a new tool to me as I have never used one in the past but Huffraker claims that they are excellent tools to promote literacy across a number of different subjects. The blog is unlike the diary or journal of old in that it is intended for an audience. Since the blog has an audience in mind it is a means of storytelling and storytelling is a means to promote and sustain literacy (Huffraker, 2005). For example, students may post short stories for their peers to read and make comments.

After reading the article I came up with some ways I could try to use blogs in kindergarten:
1. Create a blog for each student and have samples of their work posted to the blog so that their parents, guardians or grandparents could follow along from home. The students just love to tell their parents what goes on in the classroom and this avenue would give the kids a visual to go with their story! I'm sure busy parents who cannot always visit the school due to work, etc. would love to be able to keep up with their child's progress.

Hello! My name is Elisa Cunha and I am a j.k. teacher currently on maternity leave. I have taught j.k. for the past five years at an elementary school in Milton. I graduated from Brock's concurrent ed. program and have taken both reading part 1 and ESL part 1 online exclusively through Brock. I used to be very reluctant of on-line courses but once I registered in reading part 1 last year there was no looking back. I just happen to really enjoy the on-line experience! Now that I have a little guy at home to tend to (his name is Xavier and he is just over 2 months old), I find that the on-line experience is very flexible.

I am very interested in learning more about the computer as an educational tool and I have always wanted to increase my knowledge of computers and computer application programs. Computers are a great tool to engage the kids. Moreover, I really look forward to working with you all and learning new things that I can take back to the classroom next fall!