e-beam.com and mimio.com and eno polyvision.com
http://paratsolutions.com/ unusual carts and discoverycartav.com
http://www.ljcreate.com/ smartboard software accessories
livescribe.com pulse smartpen
soundzabound.com
http://board-of-the-future.com/
spinscape.com
camcore.com and mylumens.com and brilliantechnology.com
strscopes.com and ken-a-vision.com
http://learnwithvirsona.com/
Pasco.com Spark
wyse thin client
legoeducation.com
Tuesday, June 30, 2009
NECC09: Top 10 Web 2.0 Tools for K-3 Learning
Top 10 Web 2.0 Tools for K-3 Learning
Gail lovely twitter glovely
10. vocaroo.com
record sound and imbed in website or url to point to it
easy to use
9. simplybox.com
easy visual bookmark and captures screen; very graphical and will tweet when add
can type notes on sites
can share boxes
8. kerpoof.com
interactive tool for making movies and stories, recently bought by disney
make a movie, choose background
characters for scene and timeline--gets smaller as move to background; actions, eg juggle, drag to timeline
has doodle tool to draw own character
7. yackpack.com
closed community for voicemail , verbal communication
messages to each other but only within a pack
yackpack live-can communicate live
opportunity for conversation
6. glogster.com/edu
glogster.com has a lot of teenage angst, but edu is usable, very straightforward
like a learning center, can imbed video; photos can thumnail and resize with click
this will capture and put it there; it will ask if want student accounts and generate accounts that can only communicate with each other
5. animoto.com
education.animoto.com has education version
4. skype.com
can connect to viturally anyone
3. voicethread.com
2. blogs: list including classblogmeister.com, 21classes.com, gaggle.net,
new favorite: yola.com
blogger next blog can be removed
1.wikis including wetpaint.com
little more flexible than blogs
Special consideration:
voki
nces.ed.gov/nceskids/createAgraph/default.aspx
yola.com
bubbl.us
glovely09.webpaint.com
Gail lovely twitter glovely
10. vocaroo.com
record sound and imbed in website or url to point to it
easy to use
9. simplybox.com
easy visual bookmark and captures screen; very graphical and will tweet when add
can type notes on sites
can share boxes
8. kerpoof.com
interactive tool for making movies and stories, recently bought by disney
make a movie, choose background
characters for scene and timeline--gets smaller as move to background; actions, eg juggle, drag to timeline
has doodle tool to draw own character
7. yackpack.com
closed community for voicemail , verbal communication
messages to each other but only within a pack
yackpack live-can communicate live
opportunity for conversation
6. glogster.com/edu
glogster.com has a lot of teenage angst, but edu is usable, very straightforward
like a learning center, can imbed video; photos can thumnail and resize with click
this will capture and put it there; it will ask if want student accounts and generate accounts that can only communicate with each other
5. animoto.com
education.animoto.com has education version
4. skype.com
can connect to viturally anyone
3. voicethread.com
2. blogs: list including classblogmeister.com, 21classes.com, gaggle.net,
new favorite: yola.com
blogger next blog can be removed
1.wikis including wetpaint.com
little more flexible than blogs
Special consideration:
voki
nces.ed.gov/nceskids/createAgraph/default.aspx
yola.com
bubbl.us
glovely09.webpaint.com
NECC09: Winning Strategies to Conquer Information Overload
Winning Strategies to Conquer Information Overload
Kathy http://kathyschrock.net/score/
netbook
very smart phonnes
youtube.com/watch?v=wZRuF-H172s
Peek-email device
chumby device for email facebook
Kindle-text surfing; kindle app for iphone
Low-tech -- take photos of board, flipchart, slideshow
Onlinetools
faxage: fax with pdf attachment
etherpad--new url on the fly up to 8 users, no account no password
glidedigital.com glidemobile.com glide OS 3.0
getdropbox.com, ripway.com, box.net, drop.io
thinkature
need to learn to extract the signal from the noise
Measure the quality: make list of sources; percent of last 10 posts useful; elim botto 50
data can be like clutter--dont't be packrat
will it mean anything in a year
Kathy http://kathyschrock.net/score/
netbook
very smart phonnes
youtube.com/watch?v=wZRuF-H172s
Peek-email device
chumby device for email facebook
Kindle-text surfing; kindle app for iphone
Low-tech -- take photos of board, flipchart, slideshow
Onlinetools
faxage: fax with pdf attachment
etherpad--new url on the fly up to 8 users, no account no password
glidedigital.com glidemobile.com glide OS 3.0
getdropbox.com, ripway.com, box.net, drop.io
thinkature
need to learn to extract the signal from the noise
Measure the quality: make list of sources; percent of last 10 posts useful; elim botto 50
data can be like clutter--dont't be packrat
will it mean anything in a year
NECC09: Google Spatial Technologies: Maps Building Better Problem-Solving Skills
Google Spatial Technologies: Maps Building Better Problem-Solving Skills
http://www.isat.jmu.edu/stem
Recent Nationa acadey report
cocepts, tools of represenctaiotn , and processes fo reasoning
visualize vs analyze; must move beyond visualize and get kids to analyze
Google Earth: visualize not analyze
streetview
visualize the pattern of earthquakes, but need to analyze
can visualize past maps--not about maps, about making decisions
can get kml for more earthquakes at earthqueake website
AEJEE
Mac & PC Gis tool free
GIS-maps meet databases
ArcGIS row 3500
all about analysis
more detail work
PC only
MyWorld Mac at pasco booth
http://www.isat.jmu.edu/stem
Recent Nationa acadey report
cocepts, tools of represenctaiotn , and processes fo reasoning
visualize vs analyze; must move beyond visualize and get kids to analyze
Google Earth: visualize not analyze
streetview
visualize the pattern of earthquakes, but need to analyze
can visualize past maps--not about maps, about making decisions
can get kml for more earthquakes at earthqueake website
AEJEE
Mac & PC Gis tool free
GIS-maps meet databases
ArcGIS row 3500
all about analysis
more detail work
PC only
MyWorld Mac at pasco booth
Monday, June 29, 2009
NECC09: Global Connections through Natural Disasters: A Project-Based Learning Lesson
Global Connections through Natural Disasters: A Project-Based Learning Lesson
https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43653305
handout
Rowland_LessonPlanNaturalDisastersNECC09final.pdf 178 KB
(Global Connections PBL Lesson Plan)
Title IId initiative
21cs, hots, nets
Research based
Wednesday 8:30 159
Collaborated with tsunami students, greensburg kansas, had a tornado and manhattan ks
essential question: how do natrual disasters affect people?
https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43653305
handout
Rowland_LessonPlanNaturalDisastersNECC09final.pdf 178 KB (Global Connections PBL Lesson Plan)
Available at http://naturaldisasterspbl.wikispaces.com
forces of nature website with tornadoTitle IId initiative
21cs, hots, nets
Research based
Wednesday 8:30 159
Collaborated with tsunami students, greensburg kansas, had a tornado and manhattan ks
essential question: how do natrual disasters affect people?
Sunday, June 28, 2009
necc09: Sunday Keynote
Malcolm Gladwell
http://center.uoregon.edu/ISTE/NECC2009/program/keynotes.php
Get ready for Fleetwood Mac references
Growth of the Fleetwood Mac is a beautiful case study of "learning"
Rumors not an early album- it is their 16th album;
the band goes through a long tortured history before they move to LA; 16 different band members; 10 years;
When we come to people who master something, we telescope the learning took place--we underestimate the time and energy
hard to find people who make it to the top in less than 10 years.
Mozart first true masterpiece at age 23; beatles played 8 hours sets 7 days a week in germany
played 1200 times live before usa
most important implication behind learning there has to be an approach for effort, not talent
Math is an attitude to work and get through something that may appear to be difficult and impossible at the beginning
If u believe math is god-given talent, that is a terrible attitude toward learning.
when it comes to learning it is a simple funcition of what you put in.
fm does not succed from success, but build on failures
Learning style
Capitalization--people build on their strengths; until you reach some kind of optimal state.
Compensation strategy you compensate for weaknesses. harder strategy, more powerful learning strategy
NFL quarterback study -- how can those who have every advantage underperform the ones chose 50-150
lower qbacks compensate via hunger and effort
compensation a more important learning strategy than capitalization strategy
trying harder is a much more impotant strategy for being good than being blessed with extraordinary talent
dyslexia need leadership to deveop a team; learn to designate, problem solve, oral communication skills-- learn to talk and be persuasive
the lesson here is to have a respect for difficulty
overcomeing obstacles is a crucial part of an effective learning environment
FM going through process of trial and error, figuring out what kind fo music therir talends were best suited for.
assumption that learning strategies are linear
we tend to thinki of genius like picasso--more important genius, the experimental innovation--find genius via long circuitous path of trial and error
value and treasure timely and targeted feedbackas an aid to effective learning
overconfidence in field; as knowledge grows, confidence grows faster;
least overconfidence--bridge players make decision and instant feedback
Learning does not take place all at once in burst of genius
no record lable would let group have 16 albums to get it right.
get a picture of meaningful learning, approach wiht joy, hope, excitement. Note where the learning takes place but how the learning takes place.
http://center.uoregon.edu/ISTE/NECC2009/program/keynotes.php
Get ready for Fleetwood Mac references
Growth of the Fleetwood Mac is a beautiful case study of "learning"
Rumors not an early album- it is their 16th album;
the band goes through a long tortured history before they move to LA; 16 different band members; 10 years;
When we come to people who master something, we telescope the learning took place--we underestimate the time and energy
hard to find people who make it to the top in less than 10 years.
Mozart first true masterpiece at age 23; beatles played 8 hours sets 7 days a week in germany
played 1200 times live before usa
most important implication behind learning there has to be an approach for effort, not talent
Math is an attitude to work and get through something that may appear to be difficult and impossible at the beginning
If u believe math is god-given talent, that is a terrible attitude toward learning.
when it comes to learning it is a simple funcition of what you put in.
fm does not succed from success, but build on failures
Learning style
Capitalization--people build on their strengths; until you reach some kind of optimal state.
Compensation strategy you compensate for weaknesses. harder strategy, more powerful learning strategy
NFL quarterback study -- how can those who have every advantage underperform the ones chose 50-150
lower qbacks compensate via hunger and effort
compensation a more important learning strategy than capitalization strategy
trying harder is a much more impotant strategy for being good than being blessed with extraordinary talent
dyslexia need leadership to deveop a team; learn to designate, problem solve, oral communication skills-- learn to talk and be persuasive
the lesson here is to have a respect for difficulty
overcomeing obstacles is a crucial part of an effective learning environment
FM going through process of trial and error, figuring out what kind fo music therir talends were best suited for.
assumption that learning strategies are linear
we tend to thinki of genius like picasso--more important genius, the experimental innovation--find genius via long circuitous path of trial and error
value and treasure timely and targeted feedbackas an aid to effective learning
overconfidence in field; as knowledge grows, confidence grows faster;
least overconfidence--bridge players make decision and instant feedback
Learning does not take place all at once in burst of genius
no record lable would let group have 16 albums to get it right.
get a picture of meaningful learning, approach wiht joy, hope, excitement. Note where the learning takes place but how the learning takes place.
NECC09: Best Practices in Fair Use for 21st-Century Educators
Best Practices in Fair Use for 21st-Century Educators
http://www.mediaeducationlab.com
Renee Hobbs, Temple University, Media Education Lab with Katie Donnelly, Kristin Hokanson, Michael RobbGrieco and Joyce Valenza
Site for session: http://copyrightconfusion.wikispaces.com/NECC09+Workshop
Slideshow intro
Media literacy: communicaton skills plus critical analysis
purpose of copyright: not to protect owners to make money
rather to promote creativity, innovation, and the spread of knowledge Article 1 section 8 us constitution; promote the progress of science and useful arts
where did our misunderstandings of copyright come from?
section 1 10 1976 copyright law you can use legally obtained material for classroom instruction
interviews show 3 attitudes:
see no evil
close the door
hyper-comply--sometimes more rigid with students than themselves
One souce of confusion: Educational Use Guidelines are confusing
These are not law, rather negotiated agreements between media and education groups; crafted out between lawyers; were trying to make it easier for educators, made it way more difficult
Kenneth Crews, "the illusiont of the fair use guidelines" 2001 The documents created by the negotiated agreements give them "the appearance...
Dotrine of fair use Section 107 copyright act of 1976
the right to use copyrighted materials freely with ou t payment or permissions for purposes...
Handout: Code of best practices Page 10
Educators can:
1. make copies of newspaper articles, tv shows, and other cr works and use them and keep them for educatial use
2. create curr materials an dwcholarship with cr materials embedded
share, sell and distrigubte curr materials with cr materials embedded
Learners can :
4. use cr works in creatinv new materil
5. distrubute their wirks digitally i fthey meet the transformativeness standard
You are exempt from lawsuit if apply reasonable standard
bill graham archives vs dorling kinderslyey 2006
tried to negotiate but could not agree; used the 11 images anyway; sued and lost;
purpose of original: to gereate publicity for a concer
purpose of the new wor: to document and isslustrate the concert events in historical contex
Is your use of copyrighted materaials a fair use?
1. did the unlicensed use transform the material taken fromt eh coprighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intenet and value as th original?
2. was the material taken appropriate in a kind an damnout considering the nature of the coprightee work and of the use?
user has to determine via context and claim fair use
code of best practices is to educate educators
Mike RobbGrieco, doctoral studnet
Media Remix
to use or quote a wide range of texts to produce something new
remisxded media may quote sound over...
celbratory remix
critical remix--eg beyonce single backward step to feminism; mix with andy griffith scenes
Remix in education
Potential benefits & challenging concerns
use transformativeness to have students critically address original ideas
Use fair use concepts to spark inquirey
effects on potential markets not if transformative
Groups with scenarios
http://www.mediaeducationlab.com
Renee Hobbs, Temple University, Media Education Lab with Katie Donnelly, Kristin Hokanson, Michael RobbGrieco and Joyce Valenza
Site for session: http://copyrightconfusion.wikispaces.com/NECC09+Workshop
Slideshow intro
Media literacy: communicaton skills plus critical analysis
purpose of copyright: not to protect owners to make money
rather to promote creativity, innovation, and the spread of knowledge Article 1 section 8 us constitution; promote the progress of science and useful arts
where did our misunderstandings of copyright come from?
section 1 10 1976 copyright law you can use legally obtained material for classroom instruction
interviews show 3 attitudes:
see no evil
close the door
hyper-comply--sometimes more rigid with students than themselves
One souce of confusion: Educational Use Guidelines are confusing
These are not law, rather negotiated agreements between media and education groups; crafted out between lawyers; were trying to make it easier for educators, made it way more difficult
Kenneth Crews, "the illusiont of the fair use guidelines" 2001 The documents created by the negotiated agreements give them "the appearance...
Dotrine of fair use Section 107 copyright act of 1976
the right to use copyrighted materials freely with ou t payment or permissions for purposes...
Handout: Code of best practices Page 10
Educators can:
1. make copies of newspaper articles, tv shows, and other cr works and use them and keep them for educatial use
2. create curr materials an dwcholarship with cr materials embedded
share, sell and distrigubte curr materials with cr materials embedded
Learners can :
4. use cr works in creatinv new materil
5. distrubute their wirks digitally i fthey meet the transformativeness standard
You are exempt from lawsuit if apply reasonable standard
bill graham archives vs dorling kinderslyey 2006
tried to negotiate but could not agree; used the 11 images anyway; sued and lost;
purpose of original: to gereate publicity for a concer
purpose of the new wor: to document and isslustrate the concert events in historical contex
Is your use of copyrighted materaials a fair use?
1. did the unlicensed use transform the material taken fromt eh coprighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intenet and value as th original?
2. was the material taken appropriate in a kind an damnout considering the nature of the coprightee work and of the use?
user has to determine via context and claim fair use
code of best practices is to educate educators
Mike RobbGrieco, doctoral studnet
Media Remix
to use or quote a wide range of texts to produce something new
remisxded media may quote sound over...
celbratory remix
critical remix--eg beyonce single backward step to feminism; mix with andy griffith scenes
Remix in education
Potential benefits & challenging concerns
use transformativeness to have students critically address original ideas
Use fair use concepts to spark inquirey
- benefit to socity vs cost to cr holder
- tranformativeness: is purpose transformed? is context transformed? add value, repurpose?
- what is the effect on potential markets
- is the mount of source...
effects on potential markets not if transformative
Groups with scenarios
Saturday, June 27, 2009
necc09 Cell Phones for Classrooms, Calendars, and Life Management
http://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43689875&selection_id=48010549&rownumber=3&max=6&gopage=
http://celled.wikispaces.com/
create a backchannel chat:
http://www.chatzy.com/492808953110
edutopia.org video
Rules for cell phone: if it is out, must be used for class, if not, then shut off; if leave for bathroom, then must put phone on teacher desk
Survey: How many have cell phone that will:
make calls; send text messages, take pictures, take videos, send picture messages, send video messages, access the internet
How much does it cost you to:
make sure unlimited text is mobile-to-mobile as most are not web-to-mobile
Consider freebies:
determine cost per assignment and percent availability
share phones, can students really see it? truly two, so if 50% or less availability then teacher truly can't use it ; if cost per assignment over 0.99, zone of cost prohibition without permission
graph percent of students availability and cost per assignment; if 100% and zero cost;
cell phone using voice recorder, photography, video all offline (with deactivated cell phone available)
Must get permission to use student phones even if low cost
must survey to know the costs to know what capabilities you can use in classroom; survey and calculate your zone of optimal use
book Lisa guerin smart policies for workplace technology
60% teens drive while texting
4:30 monday session talking about this issue with scott mcleaod
Picture policie-- eg bathrooms, locker rooms, etc.--are important
Qik
QR codes; Barcode hardlinking; snap picture of barcode to text you info or take you to webinfo;
Wed 12:00
http://celled.wikispaces.com/
create a backchannel chat:
http://www.chatzy.com/492808953110
edutopia.org video
Rules for cell phone: if it is out, must be used for class, if not, then shut off; if leave for bathroom, then must put phone on teacher desk
Survey: How many have cell phone that will:
make calls; send text messages, take pictures, take videos, send picture messages, send video messages, access the internet
How much does it cost you to:
- make call (monthly access rate for airtime + cost for minutes you went over/ number of airtime minutes)
- send text message (monthly access rate for messages+cost for messages you went over/ number of messages)
- send video message
- Access Internet
make sure unlimited text is mobile-to-mobile as most are not web-to-mobile
Consider freebies:
- audio recording on cell phone that doesn't require phone call
- take pictures not sent as message
- record video not sent as a message
determine cost per assignment and percent availability
share phones, can students really see it? truly two, so if 50% or less availability then teacher truly can't use it ; if cost per assignment over 0.99, zone of cost prohibition without permission
graph percent of students availability and cost per assignment; if 100% and zero cost;
cell phone using voice recorder, photography, video all offline (with deactivated cell phone available)
Must get permission to use student phones even if low cost
must survey to know the costs to know what capabilities you can use in classroom; survey and calculate your zone of optimal use
book Lisa guerin smart policies for workplace technology
60% teens drive while texting
4:30 monday session talking about this issue with scott mcleaod
Picture policie-- eg bathrooms, locker rooms, etc.--are important
Qik
QR codes; Barcode hardlinking; snap picture of barcode to text you info or take you to webinfo;
Wed 12:00
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