tag:blogger.com,1999:blog-929550962887149072024-03-18T11:00:44.536-07:00Educational BlogCris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.comBlogger37125tag:blogger.com,1999:blog-92955096288714907.post-8051441428570752782017-03-06T07:04:00.003-08:002017-05-03T03:20:57.833-07:00The Changing Spaces of Reading and Writing<span style="font-family: "verdana" , sans-serif;">Innovations in technology have changed the way in which society acts. As classical scholar and university librarian James O’Donnell points out in the 1999 radio broadcast “From Papyrus to Cyberspace,” one generation’s frontier becomes the next generation’s reality. One can assume that with each new frontier there are gains and losses. For example, the invention of the automobile sparked a transportation revolution, but with this improved accessibility we also implicitly accept thousands of car-related deaths each year. Advancements in writing technologies have unpredictable changes in human roles and geography. Printing presses led to the spread of unorthodox ideas across the world and new forms of democratization, while the shift from a primarily oral to literate society brought with it new lines of exclusion between those who could read and those who could not.</span><br />
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<span style="font-family: "verdana" , sans-serif;">James Engell, Professor of English and Comparative Literature at Harvard, highlights the point that such revolutions of technology do not occur suddenly but are instead a gradual shift within societies. Just as manuscripts continued to be produced well after the invention of the printing press, it is common for information from the internet to be written down on paper. Thus the challenge with emerging digital technologies is not that such societal shifts are occurring, but finding the most effective way new technologies can be integrated with the way things are currently functioning. Learn more about the impact of the typewriter on literacy in my short documentary <i>The Shift from Handwriting to Typewriting</i>:</span></span><br />
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<span style="font-family: "verdana" , sans-serif;">The shift from handwriting to digital text and their associated issues continue to plague educators as one-to-one devices become the norm in schools. My English Department meetings often consist of heated debates concerning whether students should complete their coursework on paper or digitally. The topic seems to polarise the teachers within the department and we cannot collectively decide on the "correct" answer.</span></div>
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<span style="font-family: "verdana" , sans-serif;">"students who write out their notes on paper may actually learn more" (Mueller & Oppenheiner, 2014).</span></div>
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<span style="font-family: "verdana" , sans-serif;">In 2012, scientists find that the brains of preliterate kids respond like a reader's brain when they write their ABCs, but not when they type or trace the letters (Pauly, 2016). Another research team reports that college students who transcribed lectures on their laptops recalled more information than those who took notes by hand because the use of laptops results in shallower processing (Mueller & Oppenheimer, 2014). Across three experiments, researchers had students take notes in a classroom setting and then tested students on their memory for factual detail, their conceptual understanding of the material, and their ability to synthesize and generalize the information. The two types of note-takers performed equally well on questions that involved recalling facts, laptop note-takers performed significantly worse on the conceptual questions (Mueller & Oppenheimer, 2014). This research suggests that perhaps completing tasks on paper may be more beneficial for students.</span></div>
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<span style="font-family: "verdana" , sans-serif;">However, sometimes the purpose of note taking is simply to collect information. During novel studies I often have my students take notes to record key quotations or details from the book we are reading under the categories of the elements of fiction (e.g. setting, characters, style, theme). When forced to write on paper, I find students’ notes quickly become disorganised and chaotic. Factor in that a novel study last several weeks - sometimes months - I find students’ paper notes become more of a hassle than helpful.</span></div>
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<span style="font-family: "verdana" , sans-serif;">Instead of making the paper-or-digital choice for my high school students, I share research findings and we collaboratively discuss the benefits and advantages of each format. I then prompt them to make the choice for themselves and give them the opportunity to change formats if they feel they made the wrong choice. In Benedict Carey's book "<a href="http://www.goodreads.com/book/show/19288640-how-we-learn" target="_blank">How We Learn: The Surprising Truth About When, Where and Why It Happens</a>" he refocusses attention away from a mono-solution to the learning conundrum, by prompting learners to consider the task at hand: </span></div>
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<span style="font-family: "verdana" , sans-serif;">"It's not that there is a right and wrong way to learn. It's that there are different strategies, each uniquely suited to capturing a particular type of information. A good hunter tailors the trap to the prey" (Carey, 2014, p. 44). </span></div>
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<span style="font-family: "verdana" , sans-serif;">My vision for my students is for them to discover for themselves how they work best in a time where they are living and learning during this technological revolution. The following is a lesson to prompt a discussion surrounding the ambiguity of the paper of digital argument:</span></div>
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<span style="font-family: "verdana" , sans-serif;">While reading and writing remains at the heart of education, emerging technologies will continue to alter the concept of literacy itself. As we continue to move from written text to digitized information, educators must adapt their didactic methods to coincide with modern technologies. The technologies of handwriting and typewriting need not exist in a binary relationship in our postmodernist culture. They can co-exist, offering us a multiplicity of ways to communicate where each is geared for its own different purpose.</span></div>
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<span style="font-family: inherit;"><span style="font-family: "verdana" , sans-serif; font-size: x-small;">Mueller, P. A. & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6). </span></span></div>
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<span style="font-family: inherit;"><span style="font-family: "verdana" , sans-serif; font-size: x-small;">O'Donnell, J. & Engell, J. (1999). "From papyrus to cyberspace" [radio broadcasts]. Cambridge Forum.</span></span></div>
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<span style="font-family: inherit;"><span style="font-family: "verdana" , sans-serif; font-size: x-small;">Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.</span></span></div>
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<span style="font-family: inherit;"><span style="font-family: "verdana" , sans-serif; font-size: x-small;">Pauly, M. (2016). A Brief History of Handwriting. Mother Jones, 41(5), 60.</span></span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-13401062304285796612017-03-06T06:34:00.003-08:002017-12-19T09:50:18.325-08:00Information Processing Theory and Impact on Learning<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "verdana" , sans-serif;">The Information Processing Theory is an approach to cognitive development that suggests a way in which humans process the information they receive. This theory contrasts a behaviourist that humans simply respond to stimuli. This theory suggests that information is processed in stages, much like the way in which a computer processes data (Orey 2002). Information enters the brain (or computer) through our senses (mouse/keyboard). Next, the information is processed in our working memory (processor/ram), where it is stored and recalled from specific areas of our long-term memory (hard drive). This recalled information can lead to an output response to the stimuli (monitor).</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Turple, C. (2016).</span></div>
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<span style="font-family: verdana, sans-serif;">Our sensory memory intakes information through seeing, hearing, smelling, tasting and touching. If we decide to pay attention to certain stimuli, it moves into our short-term memory, also known as our working memory as it is the place where we process information. In order for information to be stored in our long-term memory and formally learned, the information must be elaborated on through rehearsal to consolidate the new data.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0EUhw4H09PYwiboQV_WSM_21dKphf7mbuGjGtVW4Ff3BmhYP9Qm6iMy3NFYzX9prTNP44Z_8eMnXigMV2rwGlLr1j3zdadP_fXipSlj6HlAXHhHNsUAIhKCBWHEOuHwprnrbf4TshLXs/s1600/Screen+Shot+2017-03-06+at+10.24.41+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "verdana" , sans-serif;"><img border="0" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0EUhw4H09PYwiboQV_WSM_21dKphf7mbuGjGtVW4Ff3BmhYP9Qm6iMy3NFYzX9prTNP44Z_8eMnXigMV2rwGlLr1j3zdadP_fXipSlj6HlAXHhHNsUAIhKCBWHEOuHwprnrbf4TshLXs/s640/Screen+Shot+2017-03-06+at+10.24.41+PM.png" width="640" /></span></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Turple, C. (2016). Adapted from: Lutz, S. & Huitt, W. (2003).</span></div>
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<span style="font-family: "verdana" , sans-serif;">We can then organize new information into existing knowledge sets (if information is similar to prior information) or create a completely new knowledge structure if the new information is unlike anything we have experienced before. Once information is stored in our long-term memory, we can later recall this knowledge back into our working memory to compare to incoming information or help elaborate on our knowledge experiences.</span></div>
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<span style="font-family: "verdana" , sans-serif;">Many of these operations involve executive function to pay attention to new information, attend to rehearsal practices in the working memory and help consolidate information into our long-term memory. Unfortunately, new information can be lost at all stages of information processing. If incoming stimulus is not paid attention to in our sensory memory, our brain does not notice the information. In our short-term memory, only a maximum of five stimulus can be used at once - if this information is not encoded within 15-30 seconds it will be lost altogether. In long-term memory retrieval, there are also chances of encoding failure during information consolidation if elaboration does not occur or the information cannot be properly organized in existing knowledge structures. Finally, information in long-term memory could be lost through a retrieval failure or “overridden” if new information contradicts something previously learned.</span></div>
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<span style="font-family: "verdana" , sans-serif;">Watch my visual breakdown of the stages of the theory and applications to classroom practice:</span></div>
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<span style="font-family: "verdana" , sans-serif;">When considering the stages of the Information Processing Theory, there are 5 easy steps teachers can take to support students in the acquisition of new information.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b><u>RECEPTION</u> to ensure teachers gain students’ attention using an abrupt stimulus change to focus students’ sensory memory on the lesson. </b></span></div>
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<span style="font-family: "verdana" , sans-serif;">I like to use music or short video clips to gain students’ attention. Catchy songs such as this <a href="https://www.youtube.com/watch?v=aMlDQlsna1U" target="_blank">Information Literacy Song</a> or the <a href="https://www.youtube.com/watch?v=uCMniNKxLFk" target="_blank">Literary Devices Rap</a> work well.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b><u>RETRIEVAL</u> educators should stimulate recall of prior learning and skills from students’ long-term memory into their working memory.</b> </span></div>
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<span style="font-family: "verdana" , sans-serif;">I like to use kinesthetic warmups that gets the students moving around and talking to peers other than their elbow partner. Simple activities work great such as having the students move around the room and when the music stops (often I use the songs above), I yell out a number. Students must form a group with that many people and answer a question about the content from the previous lesson. <a href="http://teacher.scholastic.com/products/mindup/" target="_blank">Scholastics's Mind Up Curriculum</a> books are full of such activities.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b><u>RECEIVE</u> information transmitted by the teacher that should have distinctive features and suggest a meaningful organization of ideas for students. </b></span></div>
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<span style="font-family: "verdana" , sans-serif;">I started “branding” my lessons by using the same template and colour scheme for all lesson within a unit. For other skills such as the MYP Approaches to Learning, I always use the same cover slide. I have also started using less unconnected slides and utilising animations to put together the “pieces” of a slide. Finally, acronyms and step-by-step procedures have become the focus of my lessons. For example, when I was teaching my students about how to find reliable online sources, I began the lesson by playing the research song, played the kinesthetics warmup game, then introduce an acronym to help them remember the criteria for reliable websites:</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b><u>RESPOND</u> or experience the information for themselves to absorb knowledge into their preexisting knowledge sets by eliciting performance from students. </b></span></div>
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<span style="font-family: "verdana" , sans-serif;">Arguably the most important step in student learning! Students need to immediately do something with their new knowledge. When introducing the CRAP acronym for determining reliable resources, I had students decide whether example websites are reliable or not. One issue I often run into for this stage is running out of time when I have 30 minute class time blocks. What I have come to learn is it is better to break up the learning into smaller pieces where students have the opportunity to immediately respond to new knowledge, rather than using a whole block to introduce content and the following block as a work period. </span></div>
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<span style="font-family: "verdana" , sans-serif;"><b><u>REINFORCE</u> by providing ongoing feedback to students and especially give them additional performance opportunities to apply the feedback. </b></span></div>
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<span style="font-family: "verdana" , sans-serif;">Encouraging students to make mistakes and learn from those “failures” is key. I try to give as many opportunities for students to experiment with new ideas by offering several chances to practice new skills. I aim to give my students individual verbal feedback once a week and written feedback every other week. Since I utilise Google for Education Apps Suite in my teaching, this is often done through the comments function. I have learned to create one ongoing template my students work in throughout a unit so all of my comments and their work is in one place. This way, it is easy for both myself and students to see their ongoing progress.</span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Turple, C. (2016).</span></div>
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<span style="font-family: "verdana" , sans-serif;">More than anything, learning about the Information Processing Theory reminded me of the importance of lesson warm-ups and "hooking" students into a learning activity. The theory also offers a simple explanation of how memory may work and is something I have even taught my students to make them more away of their own learning behaviours. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from <a href="http://www.edpsycinteractive.org/papers/infoproc.pdf">http://www.edpsycinteractive.org/papers/infoproc.pdf</a></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Information_processing">http://projects.coe.uga.edu/epltt/index.php?title=Information_processing</a></span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-43103026838325275942017-03-06T06:07:00.002-08:002017-05-03T03:21:55.822-07:00Digital Literacy vs. Digital Fluency<span style="font-family: "verdana" , sans-serif;">The rapid emergence of modern technologies had drastically changed the way the world works and the way in which information and knowledge is acquired. The internet generation (net geners) have begun to absorb information in new ways and have a limited tolerance for absorbing information which they could easily find through a Google search. Growing up digital “has encouraged this generation to be active and demanding inquirers - not passive consumers of media created for a mass audience” (Tapscott, 2008, p.18). The development of of these skills has been a coping mechanism to handle the information overload in the digital age.</span><br />
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<span style="font-family: "verdana" , sans-serif;">"If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, creative, and economic life” </span><span style="font-family: "verdana" , sans-serif;">(New London Group, 2000).</span></blockquote>
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<span style="font-family: "verdana" , sans-serif;">Effectively preparing students to be successful in the twenty-first century involves a development of digital fluencies that go beyond just being able to use digital tools - they must become producers of content and be able to take advantage of peer-to-peer learning opportunities, have a changed attitude toward intellectual property, develop the skills valued in the modern workplace, and have a more empowered conception of citizenship.</span><br />
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<span style="font-family: "verdana" , sans-serif;">So what does it mean to be digitally fluent? There seems to be much discussion about digital literacy in schools today, but I don’t hear as much chatter about digital fluency. While literacy refers to knowing what tools to use and how to use them, to be considered fluent one must be able to reliably produce a desired outcome. Just like most students arrive knowing what a book or pencil is and have some idea how to use them, they still need guidance to become fluent with the tool.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Source: SociaLens Blog</span></div>
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<span style="font-family: "verdana" , sans-serif;">An effective way to imagine the difference between literacy and fluency is to consider language. Developing fluency is like learning a foreign language: to be literate in that language means that you have learned some phrases and can share some basic ideas. However, to be fluent means the ability to create your own story and proficiently use the language in varying situations. Digitally fluent people are able create, re-mix, and share ideas through the use of technology. </span><br />
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<span style="font-family: "verdana" , sans-serif;">"The key idea is the ability to produce content rather than simply use technology" (</span><span style="font-family: "verdana" , sans-serif;">Crockett, L., Jukes, I., & Churches, A. (2011).</span></blockquote>
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<span style="font-family: "verdana" , sans-serif;">It is important to remember that literacy occurs on a spectrum and students don't simply become fluent after a single lesson. It takes time, practice, and continuing feedback much like the acquisition of most other skill sets. The Global Digital Citizen Foundation divides digital fluency into five categories: Information, Solution, Creativity, Collaboration and Media. The organisation has developed a structured framework to model the critical skills that today's students require to become digitally fluent.</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Source: Global Digital Citizen Foundation</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b>Great - yet another set of criteria I must integrate into my teaching.</b> </span><br />
<span style="font-family: "verdana" , sans-serif;">Teachers are already juggling an array of criteria that must be covered through their programs. I currently must satisfy the demands of the MYP concepts, objectives, ATL skills, a national curriculum and the ISTE Standards. The last thing I need is another set of criteria that must be infused into my program. However, what I like about The Global Digital Citizen Foundation is that the fluencies listed are easily integrated into already existing programs. Instead of restructuring my units, I simply reviewed my program with these standards in mind to see which areas I deficient in.</span><br />
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<span style="font-family: "verdana" , sans-serif;">There are many large and small scale educational activities which can be integrated into current teaching practices to promote technology competence and digital fluency. The following is a brief collection of classroom activities and technology tools I collected to encourage the acquisition of digital fluencies using the five categories identified by The Global Digital Citizen Foundation:</span></div>
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<span style="font-family: inherit;"><iframe height="800" src="https://docs.google.com/document/d/1XQlB2BRAFDJm9ZNJZACBK2LwDmOvT2-hbfMdiOWP2HE/pub?embedded=true" width="600"></iframe><br /></span>
<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Curated alongside: <span style="text-align: left;">Costello, J., Hamilton, D., Langford, C., Stigall, J. (2016)</span></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">References</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Briggs, C. (2012). The Difference Between Digital Literacy and Digital Fluency. Retrieved from <a href="http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency">http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Costello, J., Hamilton, D., Langford, C., Stigall, J. & Turple, C. (2016). Digital Fluency in the Classroom. Retrieved from <a href="http://digitalfluencyintheclassroom.weebly.com/toolbox.html">http://digitalfluencyintheclassroom.weebly.com/toolbox.html</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for the digital age. Corwin Press. </span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">Jukes, I. (2015). Global Digital Citizen Foundation. 21st Century Fluencies. Retrieved from <a href="https://globaldigitalcitizen.org/21st-century-fluencies">https://globaldigitalcitizen.org/21st-century-fluencies</a></span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;">New London Group (2000). A pedagogy of multiliteracies: Designing social futures in Literacy Learning and the Design of Social Futures, ed. Bill Cope and Mary Kalantzis. London: Routledge, p 9-38.</span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-60576134461444996312015-09-07T23:16:00.000-07:002015-12-03T19:29:33.249-08:00Copyright: The War against Piracy is Stifling Creativity<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white; font-family: "verdana"; font-size: 14px; line-height: 1.38; white-space: pre-wrap;">As an educator who utilizes technology in her teaching, I had so many questions about copyright that no one seemed to be able to answer: </span></div>
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<i style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; white-space: pre-wrap;"><b> What does copyright mean?</b></i></div>
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<i style="background-color: white; font-family: Verdana, sans-serif; line-height: 22.08px; white-space: pre-wrap;"><b> Where can I find free-to-use content?</b></i></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="background-color: white; white-space: pre-wrap;"><b><i> Do Fair Use principles cover me as an educator?</i></b></span></span></div>
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<span style="background-color: white; font-family: "verdana"; font-size: 14px; line-height: 1.38; white-space: pre-wrap;">My pursuit of answers that led me down a rabbit hole of information, contradictions, and legal jargon. Unfortunately contemporary copyright laws are convoluted and full of “grey areas”. The hypocrisy of how most laws have been established (through large corporations looking to cash-in) has stunted culture and put limits on creativity in the digital world. While I do believe direct copy and paste piracy should be illegal, today’s restrictions may be crippling today’s Creative Class of learners.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><a href="https://docs.google.com/presentation/d/1KBgmLXraKOpLVad_c8qIb-_EHUnspBkdDPVFzF4j4wA/edit?usp=sharing" target="_blank">See original slides with image / music sources here.</a></span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-56135898944935418482015-09-07T22:51:00.001-07:002015-09-07T23:27:33.169-07:00Finding Free-to-Use Content for Multimedia Projects<span style="background-color: white;"><span style="font-family: Verdana, sans-serif;"><span style="line-height: 1.38; white-space: pre-wrap;">I once tried what I thought was a fantastic idea as an English teacher: have students create a movie trailer for a book they had read to present to their classmates. Students did an excellent job carefully piecing together images, footage and background music using a variety of editing </span><span style="line-height: 22.08px; white-space: pre-wrap;">software</span><span style="line-height: 1.38; white-space: pre-wrap;">. When they presented in front of their peers, we filmed their presentations and posted them privately on YouTube.</span></span></span><br />
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><b>Then YouTube took down the majority of my students' videos </b></span></span><br />
<b style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; white-space: pre-wrap;">for copyright infringement. </b><b style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; white-space: pre-wrap;">Oops.</b><br />
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<span style="font-family: Verdana, sans-serif;">I also created a student-friendly printable "cheat sheets" to help students find content for their multimedia projects:</span></div>
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<span style="font-family: Verdana, sans-serif; font-size: large;"><a href="https://docs.google.com/document/d/1ZRsTm15NwQB-JBzXl0Ta2KON-jZNcEzzt8Ynuvu-isE/edit?usp=sharing" target="_blank">How to Find Creative Commons Music / Sound Effects</a></span></div>
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<span style="font-family: Verdana, sans-serif;">Please feel free to copy these materials and use them for educational purposes.</span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-91760371468364263972015-08-04T01:43:00.003-07:002015-08-04T02:24:48.388-07:00Digital Literacy is Crucial for Reading and Writing Instruction<div dir="ltr" style="line-height: 1.38; margin-bottom: 8pt; margin-top: 4pt;">
<span style="background-color: white; line-height: 1.38; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;">Literacy is known as the ability to read for knowledge, write coherently, and think critically about a language. The emergence of new technologies has brought about a need for the addition of digital literacy which refers to the ability to select appropriate technological tools and use them effectively. Though digital literacy goes beyond the use of specific tools to encompass a whole set of skills needed to flourish in today’s technology rich environment. </span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;">The Future Lab’s report </span><span style="background-color: white; color: black; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf" target="_blank">Digital Literacy Across the Curriculum</a></span><span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;"> defines digital literacy as having “access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.” <span style="font-size: x-small;">(1)</span> It’s about collaborating, staying safe and communicating effectively; it’s about cultural and social awareness and understanding; it’s about being creative. </span></span></div>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;">Digital literacy can be envisioned as a number of interrelated components:</span></span></div>
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<tr><td style="text-align: center;"><img height="400" src="https://lh4.googleusercontent.com/Ys8HhhjGyAYHYhen6Gl0f8041pHDASn6fEpv8op8nuhDWFfQowf4E_jhj9WVkqxH02V7L7raDEOD1OW1f02UGd93NFiRRZDpL0zT5-h72h3OATGZuiMGF086ShqrsgMq4kjCm40" style="border: none; margin-left: auto; margin-right: auto; transform: rotate(0rad);" width="400" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; font-size: 13.3333330154419px; font-style: italic; line-height: 18.3999996185303px; text-align: start; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;">The Components of Digital Literacy from <a href="http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf" target="_blank">Futurelab report</a> </span></span></td></tr>
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<span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">However, the education systems - and schools on both sides of the digital divide - have been slow to adapt this new type of literacy in reading and writing instruction. Troy Hicks (Central Michigan University) and Kristen Hawley Turner (Fordham University) offer a passionate plea for teachers to incorporate technology in more meaningful ways in their article </span><span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; text-align: left; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1026-jul2013/EJ1026Longer.pdf" target="_blank">No Longer a Luxury: Digital Literacy Can’t Wait</a> <span style="font-size: x-small;">(2)</span>.</span><span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; text-align: left; vertical-align: baseline; white-space: pre-wrap;"> They offer some examples of how teachers</span><span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; text-align: left; vertical-align: baseline;"><span style="line-height: 1.38; white-space: pre-wrap;"> commonly integrate technology tools in the classroom in an </span><span style="line-height: 22.0799999237061px; white-space: pre-wrap;">ineffective</span><span style="line-height: 1.38; white-space: pre-wrap;"> manner:</span></span></div>
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<span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; white-space: pre-wrap;">Hicks and Turner claim that educators should not just focus on students learning how to use specific technology tools, but we should be teaching students how to be literate across multiple forms of media and in a variety of contexts. </span></div>
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<span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; white-space: pre-wrap;"><i><b>Students should be able to:</b></i></span></div>
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<span style="background-color: white; color: black; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><i>critically consume information and share across time and space</i></span></span></div>
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<span style="background-color: white; color: black; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><i>co-create and collaborate to solve problems</i></span></span></div>
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<span style="background-color: white; color: black; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><i>persevere in light of setbacks</i></span></span></div>
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<span style="background-color: white; color: black; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><i>maintain flexibility</i></span></span></div>
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<span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">Understanding how technologies enable new literacies and meaningful communication should be a core curricular and pedagogical function of English education <span style="font-size: x-small;">(3).</span></span><span style="background-color: white; font-family: Verdana, sans-serif; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;"> Henry Jenkins (MIT Media Lab) calls this ability to function in online networks a “participatory culture” which has a relatively low barrier to artistic expression and civic engagement <span style="font-size: x-small;">(4)</span>. Benefits of this digital culture include peer-to-peer learning, a changed attitude towards intellectual property, diversification of cultural expression, modern workplace skill development, and an empowered conception of citizenship. Jenkins further claims that participatory culture is the new “hidden curriculum” in schools. </span><br />
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><br /></span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;">Digital literacy is a crucial component in modern literacy instruction and is necessary for today’s students to be productive members of a digital world. Teachers should focus on the skills related to digital literacy, not specific tools which will soon be obsolete in the ever changing world of technology.</span></span></div>
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<span style="background-color: white; color: black; font-family: Verdana; font-size: 10.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1. Hague, C. & Payton, S. (2010). </span><span style="background-color: white; color: black; font-family: Verdana; font-size: 10.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Digital literacy across the curriculum</span><span style="background-color: white; color: black; font-family: Verdana; font-size: 10.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Bristol, England: Futurelab.</span></div>
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<span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2. </span><span style="background-color: white; font-family: Verdana; font-size: 10.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">Hicks, T. & Turner, K. H. (2013). </span><span style="background-color: white; font-family: Verdana; font-size: 10.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">No longer a luxury: Digital literacy can’t wait</span><span style="background-color: white; font-family: Verdana; font-size: 10.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">. </span><span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">National Council of Teachers of English. English Education, 102(6), pp 58-65.</span></div>
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<span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">3. Grabill, J. T. & Hicks, T. (2005). </span><span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Multiliteracies meet methods: The case for digital writing in English education</span><span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">. National Council of Teachers of English. English Education, 37(4), pp 301-311.</span></div>
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<span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">4. Jenkins, H. (2009). </span><span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Confronting the challenges of participatory culture: Media Education for the 21st century</span><span style="background-color: white; color: #222222; font-family: Verdana; font-size: 10.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Cambridge, MA: MIT Press.</span></div>
Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com2tag:blogger.com,1999:blog-92955096288714907.post-6277051917964444162015-03-03T06:17:00.001-08:002015-08-04T02:25:45.110-07:00Gamifying Education: Not Just Playing Video Games<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; line-height: 1.2; white-space: pre-wrap;">The observed motivators which engage children in free play are tantamount to the key elements found in games </span><span style="background-color: white; font-size: x-small; line-height: 1.2; white-space: pre-wrap;">(1)</span><span style="background-color: white; line-height: 1.2; white-space: pre-wrap;">. Further, it is no question that video games are a dominant entertainment form in the twenty-first century and have the capabilities to engage users </span><span style="background-color: white; font-size: x-small; line-height: 1.2; white-space: pre-wrap;">(2)</span><span style="background-color: white; line-height: 1.2; white-space: pre-wrap;">. Such game mechanics are beginning to be applied outside the immersive environments of games themselves, to create engaging experiences for participants in the real world. Gamification is the concept of applying game-design thinking and game elements to engage users in solving problems and increase users’ self contributions </span><span style="background-color: white; font-size: x-small; line-height: 1.2; white-space: pre-wrap;">(3)</span><span style="background-color: white; line-height: 1.2; white-space: pre-wrap;">.</span></span><br />
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<span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;"><b><i>The gamification of education is NOT just playing video games in the classroom - sometimes it doesn't involve digital technologies at all.</i></b></span></span></div>
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<span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-fc1adcc7-dfeb-ff46-f0e3-a35699f5391c"><span style="font-family: Verdana, sans-serif; vertical-align: baseline;">Research reveals that the longer students stayed in school, the less likely they are to attend and feel engaged in their classes <span style="font-size: x-small;">(4)</span>. Yet, game players regularly exhibit persistence, risk-taking, attention to detail and problem solving skills - all behaviors that would be ideal for students to possess in the classroom. Games are important as they embody four elements associated with how people learn; games are “immersive, they require players to have goals and make frequent decisions, they adapt to each player, and they unfold within the context of a community that supports the social dimension of learning” <span style="font-size: x-small;">(5)</span>. Through the new media literacies of play and performance, players of games have the capacity to experiment with their surrounding as a form of problem solving, and can practice improvisation from varying perspectives <span style="font-size: x-small;">(6)</span>. Guiding learners through the curriculum by encouraging thought and action is the foundation of intellectual engagement and aids students in the development of original work, collaboration, and confidence as knowledge-builders <span style="font-size: x-small;">(4)</span>.</span></span></span></div>
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<span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;"><span style="vertical-align: baseline;"><span style="font-family: Verdana, sans-serif;">I synthesized my understanding of academic literature to create this visualization of the key elements of gamification:</span></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif; font-size: x-small;">Special thanks to <a href="https://twitter.com/tyriddick" target="_blank">@TyRiddick</a> for his input.</span></td></tr>
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<span style="color: black; vertical-align: baseline; white-space: pre-wrap;">The gamification of education supports the constructivist theory where knowledge is not simply transmitted from teacher to student, but actively constructed by the mind of the learner </span><span style="color: black; font-size: x-small; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">(7)</span><span style="color: black; vertical-align: baseline; white-space: pre-wrap;">. Games allow for role play and the immersion in experience through situated practice </span><span style="color: black; font-size: x-small; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">(8)</span><span style="color: black; vertical-align: baseline; white-space: pre-wrap;">. Well-designed games allow for players to “construct understanding actively, and at individual paces, and. . . enable players to advance on different paths at different rates in response to each player’s interests and abilities, while also fostering collaboration and just-in-time learning” </span><span style="color: black; font-size: x-small; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">(1)</span><span style="color: black; vertical-align: baseline; white-space: pre-wrap;">. Since the cycle between choice and result is much shorter in games than in life, hypotheses are regularly tested and refined, lowering the emotional stake of failing and encouraging risk taking </span><span style="color: black; font-size: x-small; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">(6)</span><span style="color: black; vertical-align: baseline; white-space: pre-wrap;">. With this increased willingness to experiment, players continue to make choices, contextualizing facts and information as tools for problem solving</span><span style="color: black; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;"> <span style="font-size: x-small;">(9)</span></span><span style="color: black; vertical-align: baseline; white-space: pre-wrap;">. The intrinsic motivations instilled in players of games is only increased through extrinsic positive or negative reinforcements such as awards, achievements, or loss of power often found in games. This sort of operant conditioning affects the users’ choices if faced with a similar scenario later in the game </span><span style="color: black; font-size: x-small; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">(10)</span><span style="color: black; vertical-align: baseline; white-space: pre-wrap;">. Students are forced to use their power of reasoning to construct knowledge for themselves when immersed in a game, no matter their age. The relevance of these capacities beyond a games context, form the basis of a modern literacy that should be developed by all young people.</span></span><br />
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<span style="background-color: white; white-space: pre-wrap;">See my (first) stop-motion video explaining the four principle elements in game that make them engaging to users:</span></span><br />
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<span style="font-family: Verdana, sans-serif; white-space: pre-wrap;">James Paul Gee is a psycholinguistics researcher who has crossed over into literacy and learning. His book "What Video Games Have to Teach Us About Learning and Literacy" is an excellent account of gaming principles and discuses how these elements can be applied to the k-12 classroom.</span></div>
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<span style="font-family: Verdana, sans-serif; vertical-align: baseline; white-space: pre-wrap;">Again, gamification is not playing video games - it in the idea that the elements of video games can be applied in other areas. </span></div>
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<span style="font-family: Verdana, sans-serif; white-space: pre-wrap;">See the video below for an overview of his work:</span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;">1. <span style="vertical-align: baseline; white-space: pre-wrap;">Klopfer, E., Osterweil, S. and Salen, K. (2009). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Moving learning games forward: Obstacles, opportunities & openness</span><span style="vertical-align: baseline; white-space: pre-wrap;">. The Education Arcade. Cambridge, MA: MIT Press.</span></span><br />
<span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">2.</span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">Prensky, M. (2001). </span><span style="font-family: Verdana, sans-serif; font-size: x-small; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Chapter 5: Fun, play and games: What makes games engaging</span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">. Digital Game-Based Learning. New York: McGraw-Hill.</span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">3.</span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">Deterding, S., Sicart, M., Nacke, L., O’Hara, K. & Dixon, D. (2009). </span><span style="font-family: Verdana, sans-serif; font-size: x-small; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Gamification: Using game design elements in non-gaming contexts</span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">. Vancouver: CHI. </span><span style="font-family: Verdana, sans-serif; font-size: x-small; white-space: pre-wrap;"> </span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">4.</span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">Willms, J. D., S. Friesen, & P. Milton (2009). </span><span style="font-family: Verdana, sans-serif; font-size: x-small; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">What did you do in school today? </span><span style="font-family: Verdana, sans-serif; font-size: x-small; vertical-align: baseline; white-space: pre-wrap;">Transforming classrooms through social, academic and intellectual engagement — First national report. Toronto, ON: Canadian Education Association.</span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="vertical-align: baseline; white-space: pre-wrap;">5. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Mouza, C. and Lavigne, N. (eds). 2013. </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Chapter 1: Emerging technologies for the classroom</span><span style="vertical-align: baseline; white-space: pre-wrap;">. Explorations in the Learning Sciences, Instructional Systems, and Performance Technologies. New York: Springer Science and Business Media.</span></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="vertical-align: baseline; white-space: pre-wrap;">6. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Jenkins, H. (2009). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Confronting the challenges of participatory culture: Media Education for the 21st century</span><span style="vertical-align: baseline; white-space: pre-wrap;">. Cambridge, MA: MIT Press.</span></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="vertical-align: baseline; white-space: pre-wrap;">7. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Piaget, J. & B. Inhelder (1967). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">A child’s concept of space</span><span style="vertical-align: baseline; white-space: pre-wrap;"> (F. J. Langdon & J. L. Lunzer, Trans.) New York: Norton (Original work published 1948).</span></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="vertical-align: baseline; white-space: pre-wrap;">8. </span><span style="vertical-align: baseline; white-space: pre-wrap;">New London Group. (1996). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">A pedagogy of multiliteracies: Designing social futures</span><span style="vertical-align: baseline; white-space: pre-wrap;">. Harvard Educational Review. 66(1), 60-92.</span></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="vertical-align: baseline; white-space: pre-wrap;">9. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Gee, J.P. (2003). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">What video games can teach us about literacy and learning</span><span style="vertical-align: baseline; white-space: pre-wrap;">. New York: Palgrave-Macmillan.</span></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="vertical-align: baseline; white-space: pre-wrap;">10. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Skinner, B. F. (1953). </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Science and human behavior</span><span style="vertical-align: baseline; white-space: pre-wrap;">. New York: Macmillan.</span></span></div>
Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com2tag:blogger.com,1999:blog-92955096288714907.post-73078130410707896502015-03-03T05:24:00.001-08:002015-05-30T02:10:04.331-07:00Using the Power of the Internet to Connect People<div style="text-align: start;">
<span style="font-family: Verdana; font-size: 13px; line-height: 17.1599998474121px; white-space: pre-wrap;">Online performance artist Ze Frank's discusses his "web playroom" in the video below. </span><span style="font-family: Verdana; font-size: 13px; line-height: 17.1599998474121px; white-space: pre-wrap;">Traditionally, art endevours have been transmissive and do not involve the audience, whereas Ze Frank utilizes technology to connect humans to one another. </span><span style="font-family: Verdana; font-size: 13px; line-height: 17.1599998474121px; white-space: pre-wrap;">What resonated with me was his pursuit</span><span style="font-family: Verdana; font-size: 13px; line-height: 17.1599998474121px; white-space: pre-wrap;"> "to feel and be felt." This is not a new idea, but rather a long time need for humans which has been augmented by the development of new technologies. It is a concept I think our Generation Z students struggle with on a daily basis.</span><br />
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<span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">I find the idea of interactive art is very common in Asia. Around the city there are frequently art exihibtions which encourage interaction from the audience. Holiday decorations are even built as small cities meant to be walked through and experienced. Last November, there was a participatory show in Hong Kong called </span><span style="color: #1155cc; font-family: Verdana; font-size: 13px; line-height: 1.32; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.westkowloon.hk/en/murs" style="line-height: 1.32; text-decoration: none;">MURS</a></span><span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"> described as an immersive, interactive outdoor Smart show.</span><br />
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<span style="font-family: Verdana; font-size: 13px; line-height: 1.32; white-space: pre-wrap;">This show really hit home with me because it brought a crowd of complete strangers together in an engaging manner. In a city like Hong Kong, with one of the highest population densities in the world, a place where you are NEVER alone (quite literally unless you are in your home) there is an overwhelming sense of disconnect among the people. I still cannot believe how lonely it can feel standing in a large crowd of people. Hong Kong is a city always on the go: people are in a rush to commute, aggressive to close a business deal, storefronts and buildings are in a constant renovation cycle, and the workforce is transient. All these factors contribute to a place where no one feels grounded and are aching to connect. I think this is one of the reasons an interactive show like this was so popular, and why art which brings people together goes viral.</span></div>
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<span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">In my eyes this is one of the greatest capabilities of new technologies for educational purposes. Teachers can transcend the walls of their classrooms to reach audiences around the globe. I have long been a fan of Dr. Ruben Puentedura’s </span><a href="https://sites.google.com/a/msad60.org/technology-is-learning/samr-model" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Verdana; font-size: 13px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">SAMR Model</span></a><span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"> which helps educators to think about HOW they are using technology. </span></span><br />
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<span style="font-family: Verdana; font-size: large; vertical-align: baseline; white-space: pre-wrap;"><i>Is a technology just a different way of doing the same old task or it is adding something and transforming the learning experience? </i></span></div>
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<span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">I often refer back to this model when working with teachers to help them move up the ladder. Technology seems a bit less daunting when there are clear goals laid out to assist tech integration.</span><br />
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-10383181271855230252015-03-03T03:29:00.003-08:002015-07-31T20:32:05.576-07:00Exploring Culture, Identity, and Representation through Art Education<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Culture is understood in Anthropology as the symbolic, ideational, and intangible aspects of human societies. The “essence of a culture is not its artifacts, tools, or other tangible cultural elements but how the members of the group interpret, use, and perceive them” (1)</span><span style="background-color: white; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">.</span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> It is the values and beliefs based on knowledge and perceptions chosen and expressed through behaviour, image, and sound. </span><span style="background-color: white; font-family: Arial; font-size: 15px; line-height: 1.38; white-space: pre-wrap;">According to my students, culture is about food and religion and clothing.</span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20.7000007629395px; white-space: pre-wrap;">I realized that these slides my students created as part of a lesson on global issues are just the beginning of an authentic exploration of culture, identity, and representation. This realization was particularly important to explore on a more meaningful level in the multicultural learning environment of my school.</span></span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: large; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How are educators to challenge the assumptions surrounding culture? </span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: large; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we decide whose voices will be heard?</span><br />
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<span style="font-family: Arial;"><span style="font-size: 15px; white-space: pre-wrap;">One approach to facilitate learning surrounding culture and identity is through art education. Art can provide us with a tangible object to discuss intangible concepts of identity, and help bring words and understanding to such abstruse constructs. Art is experienced through the senses and acts as a window into cultural representation. The representational power of art is intertwined with the interpretation of symbols used to communicate cognitive processes that are unique to each person. The creation of art can also be used to help students construct meaning surrounding culture and identity.</span></span><br />
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">As an art educator, Stacy Friedman explores issues of racism through puppetry. She has students design, create and script puppets with a commentary on conflicts surrounding identity representations. She notes that the puppets “serve as sort of metaphorical Trojan horses helping us to enter into uncomfortable discourse through a seemingly benign medium” (2)</span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">. Friedman’s intent is that the puppets open up a door to higher critical thinking and have the potential to become a mechanism for exploring the thoughts and voices of others. Art is an individual encounter based on the mental filters and prior experiences of a specific person.</span></div>
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<span style="background-color: transparent; clear: right; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://lh3.googleusercontent.com/GWLmODmi8y1oPveEjYoYpyCGbIAThXyOAyR747D7gPMF-XnpLFH-qy9ztl0c0ytnRwLMhNdPJOiOQn_PRqsfC0UZT-GzoHOVAMWRZnx6-Lo802A-yZcoox7ytCWooRpXcbQT6vQ" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: black;"><img border="0" height="267" src="https://lh3.googleusercontent.com/GWLmODmi8y1oPveEjYoYpyCGbIAThXyOAyR747D7gPMF-XnpLFH-qy9ztl0c0ytnRwLMhNdPJOiOQn_PRqsfC0UZT-GzoHOVAMWRZnx6-Lo802A-yZcoox7ytCWooRpXcbQT6vQ" style="-webkit-transform: rotate(0rad); border: none; transform: rotate(0rad);" width="400" /></span></a>French artist JR’s street art toys with identity by challenging preconceptions and reductive images propagated by advertising and the media. He work can be found in war-torn and conflict ridden areas of developing countries. JR snaps black and white portraits of local people and literally pastes blown up paper photocopies of these images in the streets. Powerful images of women were pasted around a slum in Kenya, Israeli and Palestinian portraits were placed next to one another in the Middle East, and portraits lined the streets of poor areas of India. JR does not explicitly explain the meaning of his art but instead allows the audience to interpret the art themselves by collecting the stories of those featured in his portraits. He also notes that his projects aid in the construction of his own mindset regarding culture and identity.</span><span style="background-color: transparent; clear: right; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="background-color: transparent; clear: right; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="background-color: transparent; clear: right; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="background-color: transparent; clear: right; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="font-size: large;"><i><span style="background-color: transparent; font-family: Arial; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Shouldn't students become producers of art </b></span><b style="font-family: Arial; line-height: 1.38; white-space: pre-wrap;">as an alternative to the traditional </b></i></span></div>
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<span style="font-size: large;"><i><b style="font-family: Arial; line-height: 1.38; white-space: pre-wrap;">consumption-centred model </b><b style="font-family: Arial; line-height: 1.38; white-space: pre-wrap;">to emancipate students from media bias </b></i></span></div>
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<b style="font-family: Arial; line-height: 1.38; white-space: pre-wrap;"><span style="font-size: large;"><i>and offer a different perspective of how meaning is created?</i></span></b></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Authorship of media texts and tangible art can be applied to forms of critical analysis that “open up alternative positions from which students can think, debate, <span id="docs-internal-guid-d55c168a-df61-99b3-3847-5ffc9435c3c6"><span style="vertical-align: baseline;">act” (3)</span><span style="vertical-align: baseline;">. </span></span> Not only can art serve as a surrogate of abstract ideas surrounding culture, but the “truths” about identity and culture can be interrogated and constructed through the production of artifacts.</span><br />
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<span style="background-color: transparent; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-d55c168a-df63-1f59-8632-6446475eff41"><span style="font-size: x-small;"><span style="background-color: white; vertical-align: baseline;">1. Banks, J.A., Banks, & McGee, C. A. (1989). </span><span style="background-color: white; font-style: italic; vertical-align: baseline;">Multicultural education</span><span style="background-color: white; vertical-align: baseline;">. Needham Heights, MA: Allyn & Bacon.</span></span></span></span></div>
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<span style="font-size: x-small;"><span style="background-color: transparent; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: white; vertical-align: baseline;">2. </span></span><span style="background-color: white; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;">Friedman, S. (2004).</span><span style="background-color: white; font-family: Arial; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> Responsibility and re/presentation: Reflection on digital video and puppet-based inquiry</span><span style="background-color: white; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;">.</span></span></div>
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<span style="font-size: x-small;"><span style="background-color: white; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;">3. </span><span style="background-color: white; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;">Goldfarb, B. (2002). Students as producers. </span><span style="background-color: white; font-family: Arial; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Visual pedagogy: Media cultures in and beyond the classroom </span><span style="background-color: white; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;">(pp. 57-83). Durham: Duke University Press.</span></span></div>
<br />Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-24878763102258927722014-11-17T22:44:00.001-08:002015-05-30T02:11:55.239-07:00Utilizing the Tech You Have: Mobile Devices in the Classroom<span style="font-family: Verdana, sans-serif;">If 1:1 laptops have not yet reached your classroom, there is most likely other tools which can be utilized for learning. M</span><span style="font-family: Verdana, sans-serif;">any</span><span style="font-family: Verdana, sans-serif;"> students in the intermediate secondary levels already have their own cell phone and are often able to use them at school for educational purposes thanks to</span><span style="font-family: Verdana, sans-serif;"> many school boards' BYOD policies.</span><br />
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<span style="font-family: Verdana, sans-serif;">Are you utilizing this tool to improve learning?</span><br />
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<li><span style="font-family: Verdana, sans-serif;">Clearly define when, how and why mobile devices are being implemented</span></li>
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<li><span style="font-family: Verdana, sans-serif;">Co-create a clearly defined set of rules with students which compliments the school's established Responsible/Acceptable Use Policy.</span></li>
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<li><span style="font-family: Verdana, sans-serif;">Practice using devices in group settings first to ensure students are familiar with the technology and can effectively use it.</span></li>
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<li><span style="font-family: Verdana, sans-serif;">Ongoing reflection of your teaching practice: Is the use of technology modifying or transforming the learning task?</span></li>
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<span style="font-family: Verdana, sans-serif;">There are many softwares which support the use of mobiles in the classroom. The following are not limited to use with mobiles, but can easily be integrated into a BYOD setting:</span></div>
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<span style="font-family: Verdana, sans-serif;"> <a href="https://infograph.venngage.com/publish/a572ddaf-d6c8-4654-9b91-49474e7776f1" target="_blank">See the original infographic at VennGage</a></span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-72616517137054458532014-08-04T05:30:00.001-07:002015-05-30T02:12:52.622-07:00Alternatives to PowerPoint: Web-Based Presentation Slide Programs<span style="font-family: Verdana, sans-serif;">I used to teach Grade 8 English for 90 students. That meant whenever there were class presentations....I watched 90 of them. Thus, one would understand why I absolutely <b>refused</b> to let my students create boring, unengaging presentations using static, simple technology.</span><br />
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<span style="font-family: Verdana, sans-serif;"><i>I didn’t restrict what software my students could use, rather I restricted what they couldn’t use by banning PowerPoint.</i></span></blockquote>
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<span style="font-family: Verdana, sans-serif;">However, I learned as a teacher to be sure to direct students to programs that fit the criteria of the assignment. Since my oral presentation had to include a live speaking portion, students who chose the PowToons option were left starting and stopping their video. You can imagine how NOT smooth my nervous 13 year old students were in doing this in front of an audience of their peers.</span></div>
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<span style="font-family: Verdana, sans-serif;">When providing options for students to create a presentation, it makes sense to me to seperate technology by presentation slides and presentation videos. </span></div>
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<span style="font-family: Verdana, sans-serif;">See my review of various technology to create slides (could also be used as a student resource):</span><br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1P9omCRWGYkjbtazMrsgNh4KbITVf2yK11KMRy2bi4aQ/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><a href="https://docs.google.com/presentation/d/1P9omCRWGYkjbtazMrsgNh4KbITVf2yK11KMRy2bi4aQ/edit?usp=sharing" target="_blank">See the slides here.</a></span></div>
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<span style="font-family: Verdana, sans-serif;">To create short videos or animations to accompany presentations, see my Pinterest board of Video Creation Resources:</span><br />
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<a data-pin-board-width="400" data-pin-do="embedBoard" data-pin-scale-height="200" data-pin-scale-width="80" href="http://www.pinterest.com/cristurple/video-creation-resources/">Follow Cris's board Video Creation Resources on Pinterest.</a><!-- Please call pinit.js only once per page --><script async="" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com1tag:blogger.com,1999:blog-92955096288714907.post-85168925357980770042014-08-03T21:48:00.000-07:002015-05-30T02:13:56.178-07:00Flipping the Classroom: Don't Re-Invent the Wheel, Find Pre-Made Video Resources Online<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">There has been a lot of talk lately around the theory of ‘flipping the classroom’. Essentially, students preview lesson material and lectures at home to make time to do more hands-on, collaborative activities in class. </span></div>
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<span style="font-family: Verdana, sans-serif;">Watch the following short video or view <a href="http://www.knewton.com/flipped-classroom/" target="_blank">this infographic</a> for more details.</span></div>
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<iframe allowfullscreen="" height="313" mozallowfullscreen="" src="//player.vimeo.com/video/70893101" webkitallowfullscreen="" width="500"></iframe></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;">Source: <a href="http://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped" target="_blank">Center for Teaching and Learning</a></span><br />
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<i style="font-family: Verdana, sans-serif;"><b>However, what teacher has the time to create a high quality video for each lesson?</b></i></blockquote>
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<span style="font-family: Verdana, sans-serif;">Allow me to be so bold as to say: no teacher. </span><br />
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<span style="font-family: Verdana, sans-serif;">Though I have seen success from teachers who simply record themselves teaching a lesson at the front of the class or from an aerial view then posting it in a place students can access such as on YouTube or school LMS. This simple act allows the student to pause or rewind any confusing parts of a lesson which promotes self-regulation in the learner.</span><br />
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<span style="font-family: Verdana, sans-serif;">Further, I have also seen success from teachers who record their screens during a lesson using tools such as <a href="http://www.educreations.com/" target="_blank">EduCreations</a> or the recording feature on <a href="http://exchange.smarttech.com/" target="_blank">SmartBoards</a>. What’s great about this format is the accompanying online learning community of educators who have posted their own lessons to share. You could further check out places such as <a href="https://www.opened.io/" target="_blank">OpenEd</a> or <a href="http://www.sharemylesson.com/teaching-resources/" target="_blank">Share My Lesson</a> for lesson sharing in a video format. </span><br />
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<span style="font-family: Verdana, sans-serif;">Flipping the classroom has many benefits: instead of students listening to a transmissive, passive lecture, teachers can utilize the collaborative environment of the classroom by guiding cooperative and exploratory tasks. It also frees up the teacher’s time to provide personalized instant feedback to students and differentiate instruction by pulling small groups of learners to work with. </span><br />
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<span style="font-family: Verdana, sans-serif;">However, there are many problems to the flipped classroom as well. What if the students don’t do their homework? What if there were technology issues? What if every subject teacher expected a student to learn lesson content the night before (how many hours of homework is that??)</span><br />
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<span style="font-family: Verdana, sans-serif;">The more prominent downfall I spotted in my sideline analysis of the flipped classroom is that student grew tired of the format. Making an educational video entertaining is a hard feat! Creating even a simple animation or instructional video to accompany or substitute a face-to-face lesson takes much effort and time on the teacher's part. </span><br />
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<span style="font-family: Verdana, sans-serif;">What I realized is that I did not have to create the video myself - what it came down to is finding the best resource to fit my teaching needs. Why re-invent the wheel? Luckily there are many free educational video resources available online. </span><br />
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<a data-pin-board-width="400" data-pin-do="embedBoard" data-pin-scale-height="200" data-pin-scale-width="80" href="http://www.pinterest.com/cristurple/video-resources-for-lessons/" target="_blank">Follow Cris's board Video Resources for Lessons on Pinterest.</a><!-- Please call pinit.js only once per page --><script async="" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script>
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<span style="font-family: Verdana, sans-serif;">I’ve also learned when it comes to the flipped classroom, as with anything, it works best in moderation. I appreciate many educational benefits to ‘flipping the classroom’. But I also am going to teach a lesson in the format which I feel worked best for the topic and my learning goals. </span><br />
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<span style="font-family: Verdana, sans-serif;">For instance, I chose to flip a lesson during a speeches unit I taught. In this lesson, I had students view Martin Luther King Jr.’s infamous “I Have a Dream” speech at home, identifying literary devices and observing the vocal skills used in the speech. By flipping the lesson, students could view the video as many times as they liked. For the in-class lesson, we discussed the answers in groups and as a class before viewing another video which deconstructs the speech. </span><br />
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<span style="font-family: Verdana, sans-serif;">I used the extraordinarily user-friendly site <a href="http://ed.ted.com/lessons" target="_blank">Ted Ed Lessons</a> to create this lesson, along with embedded instructions, formative assessment , and discussion forum. </span><br />
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<a href="http://ed.ted.com/on/KsvZotkD" target="_blank"><img border="0" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq5aj1QQAMJIBgxTDRfY-L-Y7x04Ig_oDMxA9YfoKhkdNuN_jk9PzR0xD1oMK-hORya3M8xhcEhoW9PF_L-8i6drm7KPuZxOXSf0XLPenn9ZDzYlKtyUGUn-8YtH3LJ5E6XHnEh-tx7Ic/s1600/mlk.PNG" width="400" /></a></div>
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<span style="font-family: Verdana, sans-serif;">The website sends the lesson creator a link to view what students have started the lesson and to review progress. Other teachers can also customize the lesson to suit their needs.</span></div>
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<span style="font-family: Verdana, sans-serif;"><a href="http://ed.ted.com/on/KsvZotkD" target="_blank">See the Ted Ed Video Lesson here</a></span><br />
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<span style="font-family: Verdana, sans-serif;"><a href="https://docs.google.com/document/d/1aLWiDShu3ZpbTyUsMrS_bCMa_KEyMm2gkvz2emrpiW0/edit?usp=sharing" target="_blank">See the Full Lesson Plan here</a></span></div>
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<span style="font-family: Verdana, sans-serif;"><a href="https://docs.google.com/document/d/1_AHcnXwmgl6ucPMJM9Xxh9EqMZYVIT5zZIniF7KCgUg/edit?usp=sharing" target="_blank">See the Unit Plan here </a></span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com1tag:blogger.com,1999:blog-92955096288714907.post-1149442021832539392014-08-03T20:39:00.002-07:002015-05-30T02:15:07.448-07:00Reaching the Visual Learner: Software to Create Digital Posters or Infographics<div dir="ltr" style="line-height: 1; margin-bottom: 2pt; margin-top: 2pt;">
<span style="font-family: Verdana, sans-serif; line-height: 1; white-space: pre-wrap;">Ever find yourself drawing incomprehensible doodles as you attempt to explain an idea to a student? I do all the time. </span></div>
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<span style="font-family: Verdana, sans-serif;">There is no doubt in my mind that I am a visual learner. I see this come out in my teaching, as I break down complicated ideas for my students in the same way I did to make sense of it for myself. Taking large amounts of text and synthesizing those ideas to create an aesthetically pleasing, symbol-saturated visual representation is something I truly enjoy doing. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5xuVDJPfarMTl7N0tKdmtsBWKishBnOIqc19x4wZN0gQys2cI5CQoE_CCGhU3cMOQ2Fj6TMs6dg5hRmlEGW-nKOwsPwSUO2r4VCc1UYDvKGH2wu2Nfcqpd6-MsgbTgG6pIlXuPlLVeTw/s1600/visual.PNG" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="100%" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5xuVDJPfarMTl7N0tKdmtsBWKishBnOIqc19x4wZN0gQys2cI5CQoE_CCGhU3cMOQ2Fj6TMs6dg5hRmlEGW-nKOwsPwSUO2r4VCc1UYDvKGH2wu2Nfcqpd6-MsgbTgG6pIlXuPlLVeTw/s1600/visual.PNG" width="100%" /></a><br />
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<span id="docs-internal-guid-a56cf987-9f18-b3b3-9097-b781f57731ed" style="background-color: white;"><span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Source: </span><a href="http://www.onlinecollege.org/what-type-learner-are-you/" style="text-decoration: none;"><span style="font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">OnlineCollege.org</span></a></span></div>
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<span style="line-height: 16px;"><span style="font-family: Verdana, sans-serif;">See my Pinterest board for resources to make digital posters or infographics as well as </span></span><span style="font-family: Verdana, sans-serif; line-height: 16px;">editing programs for photo manipulation</span><span style="font-family: Verdana, sans-serif; line-height: 16px;">:</span></div>
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<a data-pin-board-width="600" data-pin-do="embedBoard" data-pin-scale-height="200" data-pin-scale-width="110" href="http://www.pinterest.com/cristurple/digital-postersinfographics/">Follow Cris's board Digital Posters/Infographics on Pinterest.</a><!-- Please call pinit.js only once per page --><script async="" src="//assets.pinterest.com/js/pinit.js" type="text/javascript"></script>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-8634393739937764802014-07-28T22:15:00.000-07:002015-05-30T02:15:25.145-07:00Reaching the Auditory Learner: Text-to-Speech Software and Voice Comments <span style="font-family: Verdana, sans-serif;">It's undeniable that students learn best in different ways. So much time is spent classifying learners as auditory, visual, or kinesthetic yet often I find students are a combination of various learning styles - I know this is true for myself. </span><br />
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<tr><td class="tr-caption" style="font-size: 13px;"><span style="font-family: Verdana, sans-serif;">Source: <a href="http://www.onlinecollege.org/what-type-learner-are-you/">OnlineCollege.org</a></span><br />
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<span style="font-family: Verdana, sans-serif;">Sometimes it's not enough to have the voice in your head reading along with you; sometimes it's just easier to have accompanying audio to text you are reading. Text-to-speech software is a great teaching tools for ELL students, struggling readers, students with learning disabilities like dyslexia or auditory learners. The following are my top text-to-speech tools:</span><br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1DjDGGh2lWS4u6n_Gw9zofCifsDMGGUuUZ7yRYR5KrdA/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<span style="font-family: Verdana, sans-serif;"><a href="https://docs.google.com/presentation/d/1DjDGGh2lWS4u6n_Gw9zofCifsDMGGUuUZ7yRYR5KrdA/edit?usp=sharing">See link to the slides here.</a></span></div>
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Some of my students this past year requested I leave them audio comments on their work instead of written text. Perhaps this was due to the high ESL population at my school who find speaking and listening to the English language much easier to understand than reading and writing. Or perhaps these students truly did identify with being auditory learners.</span><br />
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<span style="font-family: Verdana, sans-serif;">Sometimes students just prefer to receive feedback in a certain way. As an educator who is a strong believer in differentiating my instruction, I am open to leaving comments in a form most useful for my students. </span></div>
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<span style="font-family: Verdana, sans-serif;">Technology can be utilized to support various feedback mediums. </span><span style="font-family: Verdana, sans-serif;">Here are various ways to give audio feedback on your students' work:</span></div>
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1ORmrzMQCWPZN5-oz8-_One1BNqLYt8DNXEFaHVjwXWc/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br />
<span style="font-family: Verdana, sans-serif;"><a href="https://docs.google.com/presentation/d/1ORmrzMQCWPZN5-oz8-_One1BNqLYt8DNXEFaHVjwXWc/edit?usp=sharing">See link to the slides here.</a></span><br />
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<span style="font-family: Verdana, sans-serif; font-size: large;"><i>How do you reach your auditory learners?</i></span><br />
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com3tag:blogger.com,1999:blog-92955096288714907.post-23376324889809984422014-07-22T06:30:00.002-07:002015-05-30T02:16:24.168-07:00Learning Skills and Work Habits: Tech Tools for Tracking Student Behaviours<div style="text-align: center;">
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<span style="font-family: Verdana, sans-serif;">The first statement of the Learning Skills section of the Ontario Ministry of Education’s publication <a href="http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf" target="_blank">Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools</a> states, “The development of learning skills and work habits is an integral part of a student’s learning” (p. 10).</span><br />
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</div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">Teachers are expected to report on six categories:</span></div>
<ul><ul><ul><ul><ul><ul>
<li style="text-align: left;"><span style="font-family: Verdana, sans-serif;">Responsibility</span></li>
<li style="text-align: left;"><span style="font-family: Verdana, sans-serif;">Organization</span></li>
<li style="text-align: left;"><span style="font-family: Verdana, sans-serif;">Independence </span></li>
<li style="text-align: left;"><span style="font-family: Verdana, sans-serif;">Collaboration</span></li>
<li style="text-align: left;"><span style="font-family: Verdana, sans-serif;">Initiative </span></li>
<li style="text-align: left;"><span style="font-family: Verdana, sans-serif;">Self-Regulation</span></li>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Learning Skills <b><u>should not</u></b> be considered in the determination of a student’s grades. </span><span style="font-family: Verdana, sans-serif;">Instead, the assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills should be done separately.</span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">Though some may identify other skills as being crucial to student success, it is clear that a student’s work habits significantly contribute to their success in school and for life beyond the classroom. </span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><a href="http://www.oecd.org/pisa/35070367.pdf" target="_blank">The Definition and Selection of Competencies (DeSeCo) Project</a>, sponsored by the <a href="http://www.oecd.org/" target="_blank">Organisation for Economic Co-operation and Development</a> (OECD), has underlined the importance of identifying and developing key competencies as follows:</span></div>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><i>Globalisation and modernisation are creating an increasingly diverse and interconnected world. To make sense of and function well in this world, individuals need, for example, to master changing technologies and to make sense of large amounts of available information. They also face collective challenges as societies – such as balancing economic growth with environmental sustainability, and prosperity with social equity. In these contexts, the competencies that individuals need to meet their goals have become more complex, requiring more than the mastery of certain narrowly defined skills.</i> </span><span style="text-align: center;"> </span></blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">(OECD, p. 4)</span></blockquote>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">We are preparing students for an information saturated world where they will need to be self-directed learners with the skills to collaborate with others, are organized, have initiative, and set and monitor personal goals. As educators it is our responsibility to foster and help develop these skills in our students.</span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">When it comes time for report card data entry, our tracking should be consistent and accountable to result in accurate reporting of students’ learning skills and work habits. </span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: Verdana, sans-serif;">The following are three simple tools for tracking students behaviours for the reporting of learning skills:</span></div>
<br />
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1zyRLL-mJfqb-qnWfhvolTfjxu_QTL2nd4ckeuvjKmoA/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br />
<span style="font-family: Verdana, sans-serif;"><a href="https://docs.google.com/presentation/d/1zyRLL-mJfqb-qnWfhvolTfjxu_QTL2nd4ckeuvjKmoA/edit?usp=sharing" target="_blank">See the slides here.</a></span><br />
<br /></div>
Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com2tag:blogger.com,1999:blog-92955096288714907.post-26726530265638226702014-07-22T01:20:00.000-07:002015-07-30T22:02:12.982-07:0021st Century Tools: The Role of the Teacher <span style="font-family: Verdana, sans-serif;">Once again, I refer to Dr. Matthew J. Koehler's model of <a href="http://cristurple.blogspot.hk/p/tpack.html" target="_blank">TPACK</a> to conceptualize the interconnected and overlapping realms of teacher knowledge. The question posed is concerning the role of the teacher as it pertains to learning and understanding 21st century tools. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">The TPACK model shows a breakdown of the areas of expertise teachers are expected to know, including content knowledge, pedagogical knowledge and technological knowledge. According to this model, teachers should strive to reach the middle area where all three realms overlap. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
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<span style="font-family: Verdana, sans-serif;"><b><u>Content Knowledge</u></b>: this is the information on the subjects we teach.</span><br />
<span style="font-family: Verdana, sans-serif;">But I think we can all agree that being an expert in a field does NOT necessarily equate to being a good teacher.</span><br />
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<span style="font-family: Verdana, sans-serif;"><b><u>Pedagogical Knowledge</u></b>: this is ‘the art of teaching’.</span><br />
<span style="font-family: Verdana, sans-serif;">It includes such things as taking into consideration learning styles, differentiating instruction, creating a classroom environment and assessment practices. Basically, its your philosophy of education.</span><br />
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<span style="font-family: Verdana, sans-serif;"><b><u>Technological Knowledge</u></b>: this is the tools used to teach.</span><br />
<span style="font-family: Verdana, sans-serif;">Today, many people’s immediate thoughts are of modern technologies. However, it can also includes things as simple as a pencil or a calculator.</span><br />
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<span style="font-family: Verdana, sans-serif;">The overlapping area between content and pedagogy covers the core business of teaching. It is what to teach and the best way to teach it. However, it is often the third realm of technology with its overlapping areas that tends to be the most challenging for teachers.</span><br />
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<span style="font-family: Verdana, sans-serif;">It’s true, that technology is advancing at exponential rates and there’s no way any one person could keep up with it all.</span><br />
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<span style="font-family: Verdana, sans-serif;"><i><b>So how should teachers face the daunting task of learning and teaching with 21st century tools?</b></i></span></blockquote>
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<span style="font-family: Verdana, sans-serif;">First, teachers should remember that technology (including new computer-related software and hardware) are merely tools to use to support student learning. The foundation of teaching still lies in a teacher’s knowledge of the content and their own personal teaching pedagogy. Effective technology integration does not consist of using it as a gimmick or reward for students. Instead, technology should be utilized as a teaching tool for lessons firmly rooted in calculated pedagogy and closely linked to content and curriculum outcomes.</span><br />
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<span style="font-family: Verdana, sans-serif;">Second, it’s important for teachers to realize that they only need to know enough about new technologies to integrate it into their specific classroom - the same way that we only use teaching practices which fit our pedagogy and content knowledge which relates to our subject. Teachers do not need to be tech experts to effectively use technology in the classroom. Instead, the best 21st century educators know of a tools which fits the context of their teaching, some basic skills of how to use and tool, as well as the courage to try it out!</span><br />
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<span style="font-family: Verdana, sans-serif;">Third, teachers should remember that a proper education in the 21st century must include teaching and learning with new technology. Educators must equip students with technological skills to be digital citizens and successful in the world. It is the role of the teacher to learn alongside his or her students as technology advances to guide students on their journey and model self-sufficiency when learning about new technologies.</span><br />
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com2tag:blogger.com,1999:blog-92955096288714907.post-87343846711108371362014-07-15T13:23:00.001-07:002015-05-30T03:30:29.700-07:00Microsoft Word Online vs. Google Docs<h3 style="clear: both; text-align: left;">
<span style="font-family: Verdana, sans-serif; line-height: 1;">Why Both Are Great:</span></h3>
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<li><span i="" style="font-family: Verdana, sans-serif;"><u>Collaborate and share with others</u> - </span><span style="font-family: Verdana, sans-serif;">work on a document in live time; collaborate on whole folders of documents; share with others via a link or email with various levels of editing rights</span></li>
<li><span style="font-family: Verdana, sans-serif;"><u>Auto-save feature</u> - </span><span style="font-family: Verdana, sans-serif;">no more backup files as documents save every few seconds</span></li>
<li><span style="font-family: Verdana, sans-serif;"><u>Sync all your documents in a clouded drive</u> - </span><span style="font-family: Verdana, sans-serif;">access your work from any device by signing into an account</span></li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn1b2MWPvkd69jz0Ee9TsJv3T9acPpT3Vdz4Jd5EkpX1P6NSRYqeXmmTt91ppFAwP6qCJ_WfBLRGzGXHDkAZjL-Vj8Az-GCQPgoMQ4U2fBe0PDx_HHOcjqizeEf1whtHY6m8vj1Gs3XYg/s1600/vs.JPG" imageanchor="1" style="font-size: medium; font-weight: normal; line-height: normal; margin-left: 1em; margin-right: 1em;"><img border="0" height="124" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn1b2MWPvkd69jz0Ee9TsJv3T9acPpT3Vdz4Jd5EkpX1P6NSRYqeXmmTt91ppFAwP6qCJ_WfBLRGzGXHDkAZjL-Vj8Az-GCQPgoMQ4U2fBe0PDx_HHOcjqizeEf1whtHY6m8vj1Gs3XYg/s1600/vs.JPG" width="320" /></a></h3>
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<span style="font-family: Verdana, sans-serif;">How They Differ:</span></h3>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">At first glance, One Drive and the comparable Google Drive offer many of the same types of documents to create. OneDrive does not offer a Drawing option, but this is not that great of a feature in my opinion as there are many better drawing tools available online.</span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;"><br /></span></span>
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">A major benefit of One Drive over Google Drive is an online version of OneNote.</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><img height="331" src="https://lh6.googleusercontent.com/L_iw9nEGdUFtdtzswFMRm4e7oYB9Bp_FpS0jkpuaTrWCh7NOG-TTqO9J6fH0Wlr0vqOFybPfJ4jCYNNXaHJoi2B5msTtO2d_060Z-iEuhz8WzRllMvWp0pqS5iY6td68ew" style="-webkit-transform: rotate(0rad); border: none;" width="100%" /></span></div>
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<span style="font-family: Verdana, sans-serif; line-height: 16px;">But apparently <a href="https://chrome.google.com/webstore/detail/onenote-online/ciniambnphakdoflgeamacamhfllbkmo?hl=en-US" target="_blank">Google offers OneNote as as an App</a> in the Chrome Store:</span><br />
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<span id="docs-internal-guid-813fc0e3-3bbb-706d-c3dd-62674110a3be"><span style="font-family: 'Trebuchet MS'; font-size: 12px; vertical-align: baseline; white-space: pre-wrap;"><img height="372" src="https://lh3.googleusercontent.com/EishNq3C6g0ocsX-P6avX5JNZJ1nXaSNETl5w03eKXhM_wihEKG7ednjvRHbwx-htMabLxnUrIotmFYC5jpD2c4wFr79SzhSvR1wcNiu9HxEAoZQQ6LyGbT2T2QX3taoLQ" style="-webkit-transform: rotate(0rad); border: none;" width="100%" /></span></span></div>
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<span height="337px;" img="" src="https://lh3.googleusercontent.com/EishNq3C6g0ocsX-P6avX5JNZJ1nXaSNETl5w03eKXhM_wihEKG7ednjvRHbwx-htMabLxnUrIotmFYC5jpD2c4wFr79SzhSvR1wcNiu9HxEAoZQQ6LyGbT2T2QX3taoLQ" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="578px;"></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">What’s a greater concern is the mere 3 GB of storage space on One Drive with the ability to upgrade by recommending the service. This is extremely limited when considering that Google offers 15GB of free storage (30GB if you are signed up at work or school).</span></span><br />
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<span style="font-family: Verdana, sans-serif;"><img height="100%" src="https://lh6.googleusercontent.com/Mnmly7aXPuEcA_8ptJS9KQFXnP9QV_Hsk64bmNrUkQdM2yVKuCnyCLOGdYjQyryt0IYm3i64kJS1FzhSBAxDJYDHQLseuTJDmhQI0b2NbRiBY69Sw4pk43bbGCw3xut_ww" style="-webkit-transform: rotate(0rad); border: none;" width="100%" /></span></div>
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<span style="font-family: Verdana, sans-serif;"><img height="100%" src="https://lh5.googleusercontent.com/K7coyL4qNeVqzkdVHrMnDxOVLaCfdo8TrJJ7_bFYc8XfxEkw3J5EgFrcmWOp-Hdq6LNUd_5U5p5ZqRxteZHK2pCJZyKiebDbvavxnbZenMw_XpguzBswkJGvGOJ5j55q3A" style="-webkit-transform: rotate(0rad); border: none;" width="100%" /></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;"><br /></span></span>
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">For additional reasons Google Docs edges out the competition see this article: <a href="http://boxfreeit.com.au/2011/06/14/10-reasons-why-google-docs-is-better-than-word-in-microsoft-office-365/" target="_blank">10 Reasons Why Google Docs is better than Word Online</a>.</span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;"><br /></span></span>
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">On the flip side, there is a not-as-convincing list: <a href="http://www.wpcentral.com/top-5-reasons-office-online" target="_blank">5 Reasons for Microsoft fans to dump Google Docs</a>.</span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;"><br /></span></span>
<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">Though the above article does bring up a key problem with Google Docs: FORMATTING. If you don't know what I am talking about, read about <a href="http://www.whymicrosoft.com/google-docs-vs-word-online-v2" target="_blank">the way Google Docs often alters original formatting</a> when documents are converted.</span></span><span style="text-align: center;"> </span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">Personally, the only time I ran into formatting issues in my daily use of Docs was when I printed pages, but I do admit it can be a problem. Ironically, it was the Word Online document’s formatting that was disarranged during my demo.</span></span><br />
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<span style="font-family: Verdana, sans-serif;">The Bottom Line:</span></h3>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">If you work in an environment that is already utilizing Microsoft products or produced highly formatted documents, Word Online is an ideal tool to increase collaboration and sync work. However, if you regularly use Google tools (like I do in a Google certified school) than it makes more sense to stick with Google tools.</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 16px;">For more information, see <a href="http://blog.bettercloud.com/google-docs-vs-microsoft-word/" target="_blank">this comparison of Word Online and Google Docs</a>.</span></span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com3tag:blogger.com,1999:blog-92955096288714907.post-11969577501573046902014-07-15T06:49:00.001-07:002015-05-30T02:19:30.128-07:00The Ontario College of Teachers Standards<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Verdana, sans-serif;">The Ontario College of Teachers has professional guidelines and standards for educators to follow. </span></div>
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<span style="font-family: Verdana, sans-serif;">See below for my visualization of the standards as well as a summation of the Professional Advisory surrounding electronic communication and social media: </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDSOZ9JYpYtHWPYWid4ujC_lRmO9zWsvOCvOq8nDXWlPvLIs8HVQ-vt2FH7GI9tqYIhBsZbMVwXT5_xSLRUmYvBNx8QXhebmarZlZCrhrC70WA0l1yEcNPSUmiRHOIagiTyWCc-R83ICo/s1600/oct+standards+infographic.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDSOZ9JYpYtHWPYWid4ujC_lRmO9zWsvOCvOq8nDXWlPvLIs8HVQ-vt2FH7GI9tqYIhBsZbMVwXT5_xSLRUmYvBNx8QXhebmarZlZCrhrC70WA0l1yEcNPSUmiRHOIagiTyWCc-R83ICo/s640/oct+standards+infographic.png" width="449" /></a></div>
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<span style="font-family: Verdana, sans-serif;"><a href="https://infograph.venngage.com/infograph/publish/cf6d11b5-9f51-469e-946a-3be7e80b50bb" target="_blank">Click here for full-size poster</a></span></div>
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<br />Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-42547264219552432042014-07-13T03:15:00.005-07:002015-05-30T02:20:13.750-07:00Blended Learning: Learning Management Systems<div dir="ltr" style="margin-bottom: 2pt; margin-top: 2pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoMEKLz5Pv5GfPjSo045Zc8G9-Ce63sRCEhKbogrUED8K0sCkTYdGd7EtRpfUyfzET4scR9-eNMJlOco1mtd7-j_6_erihK160akS4hSSq2leY4MvA08BkrDyxE7X2FYLRUNvrxX1ssLU/s1600/blended+learning+3.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoMEKLz5Pv5GfPjSo045Zc8G9-Ce63sRCEhKbogrUED8K0sCkTYdGd7EtRpfUyfzET4scR9-eNMJlOco1mtd7-j_6_erihK160akS4hSSq2leY4MvA08BkrDyxE7X2FYLRUNvrxX1ssLU/s1600/blended+learning+3.JPG" width="320" /></a></div>
<span style="font-family: Verdana, sans-serif;">This hybrid method of learning combines traditional classroom and online education. Blended learning has emerged with the advancement of new technologies in an effort to reach and teach students more effectively. </span><br />
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<span style="font-family: Verdana, sans-serif;">While educators may debate the exact meaning of the term, the gist is that online technology is used not just to supplement, but transform and improve the learning process. </span><br />
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<a href="http://www.google.com/url?q=http%3A%2F%2Fwww.edu.gov.on.ca%2Felearning%2Fblend.html&sa=D&sntz=1&usg=AFQjCNHLtAuCm3Y5sgxJ8Sg4Uud2RGRI3g" style="font-family: Verdana, sans-serif;" target="_blank">The Ontario Ministry of Education explains</a><span style="font-family: Verdana, sans-serif;"> the tools used to create Blended learning should help students:</span></div>
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<ul>
<li><span style="font-family: Verdana, sans-serif;">learn or review key concepts</span></li>
<li><span style="font-family: Verdana, sans-serif;">stay organized </span></li>
<li><span style="font-family: Verdana, sans-serif;">communicate with others</span></li>
<li><span style="font-family: Verdana, sans-serif;">show what they have learned</span></li>
<li><span style="font-family: Verdana, sans-serif;">submit assignments</span></li>
<li><span style="font-family: Verdana, sans-serif;">track achievement</span></li>
</ul>
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">The website further states, “Blended learning uses the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class.” Thus, technology used to support Blended Learning not just technology tools which can be used in the classroom, but online learning platforms meant to support traditional classroom learning. </span><br />
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<span style="font-family: Verdana, sans-serif;">The goal is to use technology to build an online learning community that transcends the walls of the classroom so students can continue their learning outside the classroom. </span><br />
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<span style="font-family: Verdana, sans-serif; font-size: large;"><a href="https://docs.google.com/document/d/1VuQBJFY2_lxL45VJShOMdJfIX6KxRMDVe6qGzhQ131c/edit?usp=sharing" target="_blank">Click here for my comparison of various Learning Management Systems (LMS) to Support Blended Learning</a></span></div>
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<span id="docs-internal-guid-813fc0e3-2f57-7107-39c2-81ebf07725c9"><span style="font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"><img height="66px;" src="https://lh4.googleusercontent.com/1ZSBwSI7AN566FO9E9q9i9UBduOAWi15wwUQXeWhR1cQnn3OnrMvUIUKH5EiuWz-8ucjm6oA9UdqA0UQgCcIY286O-Q_UKRYp3enbXGcT9hPOHPDo6OPpAkBr_TXQRdnRQ" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="66px;" /> <img height="68px;" src="https://lh6.googleusercontent.com/ckW8grN_-W2gV5avKtbxa-AoONrHA_u6K-0ccK92jVrEoqSpb2WKI9f5mGm01nbWGlkclMhwb3pN5L97tyllExkbquR8oGHi0aU3KYrAT2My-Yyjp__ZNjmPrZk8_lZumA" style="-webkit-transform: rotate(0rad); border: none;" width="67px;" /> <img height="71px;" src="https://lh4.googleusercontent.com/35EwLTESwRuUeFLxQvgfGBsz0Wgba0ECBJU73Y33zZGIzTKyLp0DCXgROWyTnX5jMUN3kyZMpFhMOA4Z2VIg5W10ty8EvQJwP0ZcjVeEDS-Jj-ASeZj1V8pzisVwfY_Eyw" style="-webkit-transform: rotate(0rad); border: none;" width="71px;" /> <img height="60px;" src="https://lh4.googleusercontent.com/dK2G03NT69tL823PlZYYk90AbX4QOsWRGMwdQyMvy0eK4RjQ_4ckMt3bryetWz1fRst8rGZeeT2HnQ6CWtNuQo60vXTzrfJKS8RV9H6y5-8ozL-9lDpPvVpL0r0ATyNKQQ" style="-webkit-transform: rotate(0rad); border: none;" width="72px;" /></span></span><br />
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com2tag:blogger.com,1999:blog-92955096288714907.post-54820038611770117252014-07-10T05:13:00.002-07:002015-05-30T02:21:18.519-07:00This Post is Licensed for Noncommercial Reuse...<span style="font-family: Verdana, sans-serif;">It is my school’s policy that students and teachers use only copyright-free material. This makes sense hypothetically, but what does it actually mean? Where could this mysterious content be found? </span><br />
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<span style="font-family: Verdana, sans-serif;">After asking around, it became clear to me that copyright-free material was not understood by many other teachers as well. So how could we possibly teach and model finding such content for our students? Although it was part of my job to ensure students were only using copyright-free material, I knew very little myself about what can and cannot be used nevermind how to monitor this from my students. </span><br />
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<span style="font-family: Verdana, sans-serif;">However, teaching in a technology-focused school means the students use digital technology to create many of their projects. They take images, video clips, sound bites and more from the internet and to create their own products on a regular basis. </span><br />
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<span style="font-family: Verdana, sans-serif;">I decided to make it my mission to learn about copyright licensing </span><i style="font-family: Verdana, sans-serif;"><b>alongside</b></i><span style="font-family: Verdana, sans-serif;"> my students.
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<span style="font-family: Verdana, sans-serif;">First, I compiled <a href="http://www.pinterest.com/cristurple/copyright-free-images/" target="_blank">a list of websites with copyright-free material</a>. I sent students to my Pinterest board of copyright-free resources.</span><br />
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<span style="font-family: Verdana, sans-serif; text-align: center;">However, my students thought Pinterest itself was all copyright-free material which could not be further from the truth. I witness numerous students searching for "copyright-free" content using the search bar of Pinterest!</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif;">I can see now why the students were confused.</span></td></tr>
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<span style="font-family: Verdana, sans-serif;">So next, I modeled finding content using the <a href="http://search.creativecommons.org/" target="_blank">Creative Commons website</a>. This search engine links to various copyright-free sites. But students still struggled with the specific options on the different websites.</span></div>
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<span style="font-family: Verdana, sans-serif;">Luckily Creative Commons has a great resource to explain what each of the copyright permissions mean:</span></div>
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<a href="http://www.scribd.com/doc/2227656/Sharing-Creative-Works-Creative-Commons" style="font-family: Helvetica, Arial, sans-serif; font-size: 14px;" title="View Sharing Creative Works (Creative Commons) on Scribd">Sharing Creative Works (Creative Commons)</a><span style="font-family: Helvetica, Arial, sans-serif; font-size: 14px;"> by </span><a href="http://www.scribd.com/creativecommons" style="font-family: Helvetica, Arial, sans-serif; font-size: 14px;" title="View Creative Commons's profile on Scribd">Creative Commons</a></div>
<iframe class="scribd_iframe_embed" data-aspect-ratio="0.75" data-auto-height="false" frameborder="0" height="600" id="doc_79" scrolling="no" src="//www.scribd.com/embeds/2227656/content?start_page=1&view_mode=scroll&access_key=key-1fexe7nmaykd7v62xiwe&show_recommendations=true" width="100%"></iframe><br />
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<span style="font-family: Verdana, sans-serif;">For my own students, I made it clear what the best options would be for them on various websites: </span><br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1-WVp5VFmLkh-BquYUqpvdLoJjCqeMa30LDzaN_qhwYY/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><a href="https://docs.google.com/presentation/d/1-WVp5VFmLkh-BquYUqpvdLoJjCqeMa30LDzaN_qhwYY/edit?usp=sharing" target="_blank">Make a copy of these lesson slides here</a></span><br />
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<span style="font-family: Verdana, sans-serif;">We went over the above slides as a class before any task requiring images, video or audio. I also print hard copies of these slides for students to refer to at their desks. </span></div>
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<span style="font-family: Verdana, sans-serif;">Whenever we brainstormed Success Criteria as a class, I made a point to include "copyright-free material" in the list. It became second nature to always use copyright-free content and students began searhing for only copyright-free content in their other subject classes without being asked to.</span></div>
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<span style="font-family: Verdana, sans-serif;">Since I mostly utilize Google tools in my teaching, one of the simplest ways for my students to find copyright-free material is using the Research Tool in Google Docs and Presentations. This tool allows you to search Google content (filtered by usage rights) directly in Docs via a pop up box. </span></div>
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<span style="font-family: Verdana, sans-serif;">A few of my students made this tutorial video:</span> </div>
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<a href="https://support.google.com/docs/answer/2481802?hl=en" style="font-family: Verdana, sans-serif;" target="_blank">See written instructions for using the Research Tool here.</a></div>
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<span style="font-family: Verdana, sans-serif;">I think it is important to teach students to identify and understan</span><span style="font-family: Verdana, sans-serif;">d the copyright-free licenses so they can determine for themselves what material they can and cannot use. Furthermore, students should understand WHY they should use copyright-free material and how to label their own work in the Creative Commons.</span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com1tag:blogger.com,1999:blog-92955096288714907.post-82529090060970910342014-07-08T21:32:00.002-07:002015-05-30T02:27:09.625-07:00Online Privacy for Students in a Digital Age <span style="font-family: Verdana, sans-serif;">When I taught Grade 8 English, I always had my students write an autobiography at the beginning of the year to learn more about them. This past year I added a media focus by having students design a digital poster to represent themselves. The software to be used was left wide open - students could use anything from Microsoft Publisher to online digital poster software to simple Paint.</span><br />
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<span style="font-family: Verdana, sans-serif;">I even gave student the option to publish their work online as visual resume or an <a href="http://about.me/home/" target="_blank">About.me page</a>. My intention for this online option was to encourage students to begin building a positive online presence. It was not mandatory, but rather an option and platform for the students to showcase their accomplishments. </span><br />
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<span style="font-family: Verdana, sans-serif;">See my lesson instructions here:</span><br />
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<span style="font-family: Verdana, sans-serif;">We spoke as a class about what is and isn’t appropriate to post online. </span><br />
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<span style="font-family: Verdana, sans-serif;">However, I received mixed reactions from parents and my peers. Was this still too much information for students to post publicly? Should students under a certain age be anonymous on the internet? Should such online behaviours be encouraged by a school?</span><br />
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<span style="font-family: Verdana, sans-serif; font-size: large;"><i style="background-color: transparent;">Where do we draw the line between creating a positive digital footprint and protecting children from the dangers of the internet? </i></span></blockquote>
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<span style="font-family: Verdana, sans-serif;">In a school which introduced a 1:1 laptop program and supports a tech-infused learning community dedicated to the principles of the <a href="http://www.iste.org/STANDARDS" target="_blank">International Society for Technology in Education</a> (ISTE), these are critical questions to be asked. And it seemed that no one knew the answers.</span><br />
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<span style="font-family: Verdana, sans-serif;">My classroom project sparked a lively debate among educators at my school concerning what the students should and should not be doing online. On one side, it is important for schools to protect students from the dangers of the internet. On the other side, I think we could all admit that students with their own laptops and a constant wifi connection are visiting whatever sites they wish.</span><br />
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<span style="font-family: Verdana, sans-serif;">Instead of hiding children from the internet, I feel it’s the role of the school to educate students on safe online behaviours.</span><br />
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<span style="font-family: Verdana, sans-serif;">We can never teach someone swim from the deck of the pool. We of course shouldn’t push them into the water with no previous guidance, but instead assist them into the water with a suitable knowledge of what to do once in the water and how to react to unfavourable situations. </span><br />
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<span style="font-family: Verdana, sans-serif;">From my experience, educators often prematurely give students full reign of the internet after deciding technology is a beneficial tool for education. We essentially pushed students into the deep end without the necessary skills needed to stay afloat. Students need to be explicitly taught digital citizenship and have their online actions closely monitored while they are still learning appropriate online behaviour.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span><span style="font-family: Verdana, sans-serif;">See my follow-up lesson on online privacy here:</span><br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1aAw9jmE8Pi1GwGITRxwJlMjSlpWEk364WRUNdLqiE8Y/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<span style="font-family: Verdana, sans-serif; font-size: x-small;"><a href="https://docs.google.com/presentation/d/1aAw9jmE8Pi1GwGITRxwJlMjSlpWEk364WRUNdLqiE8Y/edit?usp=sharing" target="_blank">Access the lesson slides here</a></span></div>
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<span style="font-family: Verdana, sans-serif;">Please feel free to use any of these resources in your own teaching of online safety.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com1tag:blogger.com,1999:blog-92955096288714907.post-84266915981583722392014-07-08T01:21:00.002-07:002015-05-30T02:25:03.749-07:0021st Century Teaching Means Collaboration<div dir="ltr" style="margin-bottom: 2pt; margin-top: 2pt;">
<span style="font-family: Verdana, sans-serif; line-height: 16px;">The information age has broadened our accessibility to information and people. As technology and consequently approaches to education advance, the roles of the teacher and learner in the 21st century are drastically altered too. </span><br />
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<span style="font-family: Verdana, sans-serif;">My emphasis as an educator has always been about collaboration. Even the most dedicated and hard-working teacher is not as effective and resourceful as two teachers collaborating. Working with others increases productivity, encourages critical brainstorming and problem solving, increases professional learning and offers a different perspective of the content to be taught. </span><br />
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I have consistently pushed cross-curricular projects within my school and modelled my instruction after what the Ontario Ministry of Education has coined <a href="http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/teaching_learning.pdf" target="_blank">Teaching-Learning Critical Pathways</a> (TLCPs). It is through working closely beside others teachers that I have learned the most about teaching.</span><br />
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<span style="font-family: Verdana, sans-serif;">When it comes to collaboration in my classroom, I foster a cooperative learning environment for my students through group activities and exploration of topics. I strongly believe that all people learn more in a social setting where they are encouraged to questions and test their ideas instead of a more traditional rote-style learning setting. Learners are encouraged to interact with one another, share ideas and work together to complete tasks and solve problems. </span><br />
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However, traditional teaching methods do not often incorporate collaborative learning and often it is viewed as ‘cheating’. Yet 21st century teaching requires a re-imagining of what learning should look like. If students are unable to share information with one another and discuss their ideas, then perhaps it is the assignment that is flawed and not the cooperative nature of the students. Teachers must re-evaluate where assignments lie on Blooms Taxonomy. If the sharing of answers between students defeats the purpose of the assignment, the task itself needs to be changed so students have the opportunity to analyse, synthesize and evaluate topics instead of simply regurgitating facts and ideas. </span><br />
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<span style="font-family: Verdana, sans-serif; line-height: 16px;">For me, 21st teaching and learning is all about collaboration. Collaboration among teachers (in-person and online) and collaboration between students.</span><br />
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-61473179986243558992014-07-06T02:52:00.001-07:002015-05-30T02:26:45.199-07:00Social Media in the Classroom - Twitter Pilot<span style="font-family: Verdana, sans-serif;">Social media is a great tool to integrate into the classroom and I have experienced with various platforms such as Edmodo, Blogger, Google Sites, Facebook, Skype and most prevalently Twitter. I used Twitter in my practicum classroom back in Ontario and it went over quite well. The students stayed in touch with me and their peers from the ease of their phones and home computers. I was able to send links to the students easily and recommend educational resources related to the topics were were learning about in class.</span><br />
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Last year, I piloted a Twitter program at my school and Hong Kong and did not have as successful of results. Twitter is not popular in Asia and many of the students had never even heard of it before. After the chaos of getting 90 students signed up on the website, I found Twitter not to be very user-friendly for 12 year olds. Unfortunately the students were not very engaged in using Twitter as it was not a form of social media they were interested in using. In addition, we ran into many problems with the students’ inboxes getting spammed with adult content.
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<span style="background-color: transparent; font-family: Verdana, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the end, we found other collaborative web 2.0 tools such as Edmodo and Google Docs a better fit for our students. I personally use Twitter to connect with other educators and find it a valuable tools for collecting resources and having conversations with other educators.</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For those new to Twitter, see this document </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">about <a href="https://docs.google.com/document/d/1wrAxOnqL3ovGA8ZY96ApCGmoLem6F_hknEY3K2V1e0Y/edit" target="_blank">the basics of using Twitter</a> (I made this for my students). </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://docs.google.com/presentation/d/1QdRyckckMDWm72VhmZk5OE7Oy-jXTf-00Kp2OW4WTg8/edit?usp=sharing" target="_blank">Here is a presentation and instructions</a> for signing up to Twitter we presented to the teachers after our pilot project.</span></span></div>
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<span style="background-color: transparent; font-family: Verdana, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Follow me @CrisTurple</span></div>
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Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-3249925945472451472013-12-05T03:53:00.001-08:002015-05-30T02:28:01.311-07:00A Breakdown of TPACK: My Understanding of the Theory and What It Means for Education<div style="text-align: center;">
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<span style="font-family: Verdana, sans-serif;">Just because a teacher uses technology, doesn't mean they know how to teach with technology. Good teaching practices are embedded in an established pedagogy with an aim to transfer the skills and knowledge laid out in curriculum documents. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span><span style="font-family: Verdana, sans-serif;">* PowToons is an easy-to-use software to create animations. I use this tool with my Grade 8 students quite frequently.</span></div>
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<br />Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0tag:blogger.com,1999:blog-92955096288714907.post-59863702112773583122013-11-25T08:27:00.000-08:002015-07-31T20:20:45.010-07:00When Kids Can’t Read: What Teachers Can Do<div class="separator" style="clear: both; text-align: center;">
<span style="background-color: transparent; clear: right; color: black; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="244px;" src="https://lh4.googleusercontent.com/XA6dAxjeEDGLN9RLIRPB9oAWVIDltd8jcLw_DX5Ro-q5PRSuRR6PK1_lYK3cM_IF91AHVDmEUEYvaUeHEkcFK-MuMvxMeD8ljFlqvMkapMmUxsrkvDfbSh_LlQ" width="187px;" /></span><span style="background-color: transparent; clear: right; color: black; float: right; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="text-align: center;"><span style="font-family: Verdana, sans-serif; font-size: large;">What do good readers do? </span></span></span></div>
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<span style="font-family: Verdana, sans-serif; line-height: 1.15; text-align: center; white-space: pre-wrap;">This is a difficult question for any person to answer, as reading comprehension is an invisible process for the most part. A struggling reader cannot see the reading comprehension strategies a strong reader uses when reading. Struggling readers can’t see their classmates re-read, make personal connections, visualize, or make inferences. As a teacher, it is important to make such processes visible in the classroom. Educators must model reading strategies, allow collaborative discussions about reading, and provide opportunities for repeated practice of making meaning of texts.</span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Verdana, sans-serif;">Recently I read Kylene Beers’ text “When Kids Can’t Read: What Teachers Can Do - A Guide for Teachers 6-12” in an attempt to better my teaching practices surrounding reading.</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Beers lists practical, easy to integrate pre-reading, during reading, and after-reading strategies that educators can implement in their own classroom. She draws on over 20 years of personal experience as both a teacher and reading specialist to </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">share what she has learned and shows teachers how to help struggling readers with:</span></span><br />
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<li><span style="font-family: Verdana, sans-serif;"><span style="line-height: 18px; white-space: pre-wrap;">comprehension</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="line-height: 18px; white-space: pre-wrap;">vocabulary</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="line-height: 18px; white-space: pre-wrap;">fluency</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="line-height: 18px; white-space: pre-wrap;">word recognition</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="line-height: 18px; white-space: pre-wrap;">student motivation</span></span></li>
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<span style="font-family: Verdana, sans-serif;"><span style="line-height: 18px; white-space: pre-wrap;">See the following <a href="https://docs.google.com/document/d/1X2HrXcNBt2gCAsMAPwRA4poYNHSSVmiwkgViIMS835A/edit?usp=sharing" target="_blank">Google Doc</a> for my detailed notes on this textbook.</span></span></div>
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<br />Cris Turplehttp://www.blogger.com/profile/08317674104019772617noreply@blogger.com0