Reflection for ISTE NETS Standard #5

For my final project, I created a screen cast regarding how to use Del.icio.us, an online bookmarking site, using Camtasia. This process was completely new to me and very exciting. I have been wanting to create a screen cast for a while and I really enjoyed putting this together. The hardest part for me was editing. When I first started, I had over twenty minutes of screen cast, not including the introduction, the teachable lesson plan, or the quiz at the end. Needless to say, I had to cut it down quite a bit. The next thing that I found most challenging was videotaping myself. It was really difficult to get the lighting right and I still didn't like the quality of video that I received from my laptop camera. But, sometimes you just have to work with what you have. I also really enjoyed editing the final copy of the screen cast. It was a lot of fun creating and altering the zooms and pans on what was captured. These effects gave the piece an even more high-tech feel, helping to emphasize certain aspects of what was recorded. Plus, they made me look even more skilled in relation to using Camtasia.

The standard that relates to this project is ISTE NETS Standard number five: Engage in Professional Growth and Leadership. Below is more detailed information about the standard:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Ironically, the fact that I use Del.icio.us on a regular basis in my own life meets the needs of (a) on its own. Creating this screencast regarding how to use Del.icio.us expands on (b) by explaining how to use the skill of bookmarking as well as how current technologies enhance the use of that skill. Although this just skims the surface in relation to the regularity with which (c) needs to be addressed, through the use of Del.icio.us with other educators once can certainly learn even more about other emerging tools for student use. By sharing this screencast with other teachers, (d) will most certainly be accomplished.

Reflection for ISTE NETS Standard #3

My most recent project was to create a survey in Google Docs. It took me a while to come up with what I deemed to be a "worthy topic," but I quickly discovered that looking to various individuals that I interacted with online and asking them about where they get their news from could be very interesting. This is where the idea for the survey Does Social Networking Effect Where We Get News From? was born.

I really enjoyed the creation of the survey: determining which questions I should ask and what the possibility of answers should be. I also wanted to allow people the opportunity to include their own opinions and include answers that I may not have thought were possible responses. I also enjoyed checking the results of my survey for the 48 hours that it was available to responders. It really excited me that I received 104 responses during that period. I have to admit that I felt special knowing that I probably had the most in our class. I guess that shows a bit of a competitive streak, doesn't it?

The most challenging aspect of this assignment was reviewing and analyzing the data once it had been collected. To be honest, I'm not sure why we downloaded it into Excel for manipulation. Shouldn't Google Docs be able to handle doing that as well? At least that would have made the most sense to me. My biggest disappointment with the data manipulation was the difficulty that I had getting charts created. I found this to be very frustrating, as did others in the class. Fortunately for them, their data sets were smaller so they could count them by hand and manually create the charts if necessary. My data set was much too large for that. I am still not sure if the issue with the chart creation was on my end (with several others having the same problems) or on Excel's end. I guess the only way to really find out that will allow me to learn more is to keep using Excel for data manipulation and chart creation. I might have to see if Google Docs also has that capability. It seems as though it should, but I have not used it enough to know for sure.

This project fits into ISTE NETS Standards number three: Model Digital-Age Work and Learning. This standard emphasizes the following:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

The actual creation of the survey using Google Forms meets (a) as I have created surveys in the past for NMU's student chapter of Phi Delta Kappa using Survey Monkey. It was interested to see the differences between the two programs. This project allows for (b) by providing a venue through which I have been able to learn how to look at data and what types of questions are more promising for use in surveys. This will allow me to get more accurate feedback from individuals that will help me to provide better instruction to my students in the future. The use of Excel and PowerPoint relate best to (c) as they are the vehicles through which the data was reviewed and shared with others. The conceptualization of using Google Docs fits (d) as it is an emerging Web2.0 tool that succeeded in allowing me to complete my research and share it with others.

Reflection for ISTE NETS Standard #1

For this project, I created a narrated PowerPoint presentation that students could watch on their own. I had a difficult time deciding what to cover, but eventually decided that the correct usage of the comma would be helpful as it is something that many students and even adults have difficulty with.

I really like putting together PowerPoints. I especially enjoy locating the themes and photographs to use in the presentation. However, I have only had Office 2007 for just over one month and have noticed many differences between it and the 2003 version. While most are changes for the better, there are far fewer themes (formerly known as backgrounds) in this version. Plus, the backgrounds that I used to have did not copy to the new version when I was issued my new computer (at least I have all of my important files). That was a bit frustrating and I will simply need to use the 2007 version more just to get used to it. Also, it took me a bit of time to find a free program that would allow me to change the PowerPoint into a video so that I could upload it to YouTube. I found one, but it places the phrase "Evaluation Copy" at the bottom of the video. Eventually, I will need to find a converter that works well for that. I was also disappointed in the quality of the video that went up onto YouTube. The original was much clearer; although, I'm not sure if that is the fault of the converter or of YouTube as I have other videos that have gone up on there that are not as clear as the originals. Beyond that, I also need to learn how to add audio to PowerPoint that is not a loop from the beginning to the end. This way, if I make a mistake I can re-record what I have said rather than allowing an error to remain with the final copy.

This project fits into ISTE NETS Standards number one: Facilitate and Inspire Student Learning and Creativity. This standard focuses upon the following:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

The narrated PowerPoint supports (a) by showing students an alternate way to use a familiar program. By having the viewer interact with the presentation (answering questions aloud, looking for items in photographs, etc.), the viewer is building on schemas they are familiar with through (b) while using digital resources. While I did not personally explore collaboration with this medium, and the final project does not apply to (c) or (d), it could be easily altered to do so. Due to the nature of PowerPoint, it could easily be emailed between students for virtual collaboration in creating a similar style project. In addition, this type of project could also require students to research specific information in order to teach it to others through this type of format.

Reflection for ISTE NETS Standard #2

I recently put together a project that related to manipulating and interpreting data in Excel. I thought that students would find the information particularly interesting as it relates to something that likely was very influential upon them during their childhoods: animated films. The data set that I discovered online includes how many seconds of alcohol use and tobacco use are found in several dozen films that were issued between the late 1930s through the late 1990s. I took some time to add to the data set by using IMDb to determine when each of the films was released.

During the lesson, students will reflect upon films they remember from their childhood, recall whether or not there was alcohol or tobacco use, and question if they recollect that having an immediate influence upon them. During this discussion, we will also look at the data set itself and focus upon how an outlier can affect the presentation of information to the reader in the form of a chart.

This project fits into ISTE NETS Standard number two: Design and Develop Digital-Age Learning Experiences and Assessments. This incorporates the following concepts:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

The creation of the spreadsheet and chart are reflective of part (a), the first portion of the standard. The manner in which the lesson has been setup meets section (b) by allowing students to physically manipulate the information to create further understanding. Although I feel that if I had been aware of this goal prior to the creation of the project, I would have made certain alterations to fit these criteria and make the lesson more meaningful. Honestly, I do not feel that this truly meets the goals of (c) either. These are aspects of the standard that I will need to incorporate further in the future. The lesson provides (d) both formative and summative assessment opportunities through in-class observation as well as tangible information documented in the worksheet that students complete as part of their homework.

ISTE NETS Standards #4 Reflection

I have recently created a website on Google Sites for the Rules of the Road Project that provides information to students about digital citizenship, appropriate use of the internet as a resource, as well as information relating to copyright and plagiarism. This site provides links for students to learn about these topics in a more interactive manner.

The standard which relates to this project is number four, which is titled: Promote and Model Digital Citizenship and Responsibility. The aspects of this standard are listed below:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

The site itself is a model for the first item (a) under standard number four. Throughout the website, references are made in relation to where I retrieved certain copyrighted items. This shows students that it is important to indicate where information is ascertained. In relation to the second item (b) there are links for students to use which lead them to other websites that provide interactive options to learn about the specific topics more in depth. The website promotes etiquette and responsible social interaction (c), particularly in relation to using the internet for homework at home. In addition, the page which deals with the Student Internet Usage Pledge provides details about inappropriate online contact/interactions and when to speak with an adult or parent about online situations. While this project does relate to (d) digital culture, it does not necessarily address students' personal cultures. I will need to think about the possibilities of how to incorporate that a bit more.