Voki

Voki Introduction Text

Voki Avatar

     Voki is an easy tool to use to create an avatar for your personal use.  When it came to creating the avatar I found that it was very simple and if you could click then you could create.  After rewriting my introduction numerous times I felt that creating the avatar would be just as challenging but found it to be fun as I looked over the various options.  For the voice I used the generic one that was provided by Voki but the option to add your own voice is available as well. 
     This avatar could be used I feel at the beginning of a school year as an icebreaker exercise for the students to get to know each other.  Just as we did each student could create their own introduction Voki and this would help the teacher learn a little about each of their students while also introducing each student to the class.  As I get ready to move into a new building this coming year I find that I am already wondering if I can get a computer lab so my students can create this. 

NETS-T STANDARDS

In creating the avatar using Voki I feel we have used the following standards.

1A- We are showing students innovative thinking in using the avatar.  The Avatar could be used as an icebreaker for students or as part of an assignment to highlight what the presentation will be about.

1C- Students could use an avatar to reflect on what they have learned from a lesson.  By using an avatar students might feel more freedom than standing and saying it themselves.  This reflection will help us clarify the process that students go thru which will help us in standard 2C.

2C- By having students reflect on the lesson using an avatar we will be able to see the process they go to and identify what we need to change in order to address the varied learning styles we have in our classroom.  As I mentioned above an avatar could also empower students because they will not feel the pressure of standing in front of their peers or teacher and having to reflect on something.

3B- The avatar I created for this project that gives an introduction of me could also be used on a class website to introduce myself to parents as well as highlight the course for them. 

Wordle

 



     I have never used the program Wordle.  However after using it I have placed it in my favorites and plan on using it in my teaching. 

      The below images show the Word Clouds that I created of the NETS-T Standards of 2000 and the updated NETS-T Standards 2008. By looking at each Word Cloud that I created in my eyes I see that in 2000 the standards were geared towards teaching students about technology and learning with technology.  In 2000 technology did not have a big footprint in school so their was a need for students to learn not only about technology but also learn about using it.   

 

NETS T STANDARDS 2000

 

       When the revise in 2008 was done students had been exposed to more technology.  Not only exposed to it but grew up with it.  This change in student experience with technology allowed the standards to shift to more of an application emphasis.  Students are now encouraged to use technology to enhance their learning experience as well as develop and create their own learning experiences.  Not only are students encouraged to enhance their learning experience but educators are held to the same standards with technology.  Educators can now use technology to help advance the profession and improve themselves in their classrooms. 

 

NETS T STANDARDS 2008

     Each set of standards was geared towards the perception of technology for the year it was released.  In 2000 the internet was still something new and in 2008 internet was in practically every home in America.  Are the standards geared towards the internet no, but this example shows how technology has grown and changed over a short eight year time span.

      For a Word Cloud I could use in my classroom I created one of Article One of the U.S. Constitution.  In Civics I always start by teaching about the Legislative Branch and the powers they hold.  Students always seem to get confused when we put the whole pie together and they get the questions of which article of the Constitution pertains to what branch of government.  A World Cloud would give them a nice visual to associate which article goes to which branch.  I liked the way this turned out because two of the bigger words are Representatives and Senate as well as Congress.  These key words will help students to associate correctly. 

Article One U.S. Constitution

 

 

NETS T STANDARDS

     I feel we have covered the following standards:

 

2A- By creating Word Clouds we are asking students to adapt a relevant learning experience using digital tools.  A word cloud could be used to help show students the upcoming key terms or students could create a word cloud to help identify key points from recently covered material.  Also as we did in this project we can compare and contrast two items.

 

2C- Each student can customize their own Word Cloud which would allow them to personalize their learning and would address any diverse learning styles.  Students would be able to show us what they felt were the main points or show what they took from the lesson by utilizing a Word Cloud.

 

3C- With my example I took what I normally hang on my wall in the U.S. Constitution and transferred it with a digital tool to something students would want to take a look at and figure it out. 

 

3D- As stated with 3C I am taking current information and using a digital tool to analyze the information.  In the Word Cloud format I am supporting research and learning for the students as they look at and investigate.

 

 

(For some reason when I went to embed the Word Cloud I created for my classroom it would not let me resize the image to something that was viewable it would only stay small.  To work around this I used Jing and then inserted an image)

 

 

 



Google Sites

     I have used Google Sites for a different class so creating the site was something I was familiar with.  However I ran into problems when it came to inserting my rubric that I created for my Web-Quest activity.  Each time I clicked to insert a spreadsheet for some reason it would insert a video.  I tried to work around this by embedding the rubric into the website using HTML however I found that a box appears and asks for you to click reload.  If you close the box out you can see the rubric but that is still a trouble that shouldn't be present.  I have submitted it to Google and am waiting on a response so I will update my site to fix this bug when a fix is available.  Other than my mentioned trouble I found the Google Sites to be very easy to use and was able to create a website by simply clicking and typing what information I was wanting. 

Educational Technology Website

     After creating this site and using Google Sites on a couple occasions I can see where this would be a great tool to use in the classroom.  For the past year I have been trying to plan out a way to create a site that would allow students to complete work that they have missed as well as keep students who are absent up to date on what they have missed.  With new textbooks this coming school year I am hoping to work on this and have it up and running before long.  Students would be able to answer bonus questions as well as complete some assignments from home with ease.  With what I have previously learned in this course with Google Forms along with the self grading abilities I feel I can create something that the students would enjoy using and at the same time would give them another tool to use in master the content I am teaching them.


NETS-T Standards

As for standards I feel that we have covered the following:

1A- By utilizing this we are having students think outside the box and create something of their own. 

2A- A website promotes the student to design something that shows what their learning experience was.  Not only are we having students design something in theory but a website lets them use digital tools to explore what they have learned and display it.

2C- With students creating their own websites we are allowing them to customize and personalize the learning activity to themselves.  By letting the student customize and personalize it we are adapting to their learning style and letting their true abilities come thru.

2D- A website would allow us as teachers to have another tool to assess student achievement.  Students could create a website as we just did of their completed works and now they have a portfolio that can be assessed to show the learning process. 

Excel 2

     This activity used the research question "Does student's gender impact 4th grade reading level".  In order to answer this question we used information from the NCES website.  From this website we obtained the information we wanted to test.  Once we had the information we performed a T-Test using Microsoft excel.  The T-Test allowed us to compare male to female reading scores.  By comparing these scores we would be able to decide if gender was a factor in 4th grade reading performance. 
     As you can see below the results indicate that we will not reject the null hypothesis.  By saying we will not reject it we are indicating that yes their is a difference however this difference is occurring most likely to chance or a measurement error.  So overall with these scores you can conclude that gender does not impact 4th grade reading performance.

     I could see using this in my classroom to help me see what the performance difference is in the children I teach first period and eighth period.  Students in first period seem to be just waking up and at times still wanting to sleep while students in eighth period generally are more awake but have already went thru the day and can be wore down mentally from the lessons they have already received. 

Nets-T Standards

     As for standards I feel we have covered the following

2D- We are taking the information we are receiving from students thru varied formative and summative assessments and using that information to help create data that will inform the learning and teaching.  By using the T-Test function we are enabling ourselves to see what we need to change in our teaching to help close the gap in student performance.

3D- By using excel we are using current digital tools to help analyze and evaluate data to help support our teaching. The data we break down will help us mold our instruction to help students achieve higher comprehension of the material being delivered.

5D- Using this tool we are taking data from students and letting it contribute to the effectiveness of our teaching.  By measuring our effectiveness we are promoting self-renewal of the profession as we change how the material is being covered.




Excel 1

How is West Virginia doing?

     West Virginia is located near the bottom of the list in this category.  West Virginia comes in at 43 out of the 52 states.  Below West Virginia 9 other states are listed and above West Virginia we have 43 states.  Once the numbers were sorted I could see that we are below average here and this really showed once the information was placed into a scatter plot. Once again a visual helped the information sink in a little better as you can see below. 

 

 

 

 

     The process for creating this visual was easy as I was able to highlight the column and then click insert then scatter.  Once in the tab for the scatter charts a wide variety was available to chose from.  I found it much more challenging to install the add on and use it.  The below picture shows the information I was able to generate from using the Data Analysis Tool Pack in excel.

 

 

 

 

 

I found this information useful as I was able to see what the average was for all 52 states.  However again I was bugged by the fact that West Virginia showed up below the average.  I take concern in this as I have a 5 year old getting ready to enter school next year and my wife and I debate on public school or finding a way to pay for private schooling.  Once this information was obtained I then wanted to see exactly what the ranking of West Virginia was.  I then highlighted the information and sorted it as the below picture shows.





 

 

 

 

     I feel this process could be beneficial in the classroom if I utilized the self grading form.  I could take the information that is supplied to me in the spreadsheet and analyze it.  By analyzing the information I would be able to identify what students are struggling and to see what I am needing to either reteach or provide enrichment on. 

 

Nets-T-Standards

 

2. Design and Develop Digital-Age Learning Experiences and Assessments

    I feel that we touch on A, C, and D.  On Sub-standard A we are designing and adapting the learning experience to help us gather information to gain comprehension on how students are progressing with the subject matter.  This knowledge will allow us to customize and personalize the learning activities as mentioned in Sub-standard C. By having the information to address each student and to see what works best for them we will be able to see what diverse learning styles are in our classroom based on the numbers.  By applying the resulting data we are now seeing how each student learns best and we can change the teaching if need by as mentioned in Sub-standard D.

 

 

 

Rubrics

     A scoring rubric is used to define a standard performance for a desired process.  I use Rubrics in my classroom for various projects I have students complete.  The first job I was able to get in the school system in my county was teaching Tech Ed. or as it is better known woodshop.  I used rubrics in teaching that course frequently for various projects.  In my classroom today teaching History my projects range from map creation, timeline creation, research, or as my example below shows Web quest activities. 
     Using Rubistar to create a rubric as become as simple as point and click.  Rubistar provides a wide variety of topics to choose from when it comes to creating your rubric.  The grading criteria is also simple to choose as you look down the ones that are already created for you, however if you don't see what you like then you can simply type in your own.
     For my example rubric I created one to assess my students on a web quest.  Parts of this web quest required students to create a blabberize and an Animoto.  I was able to easily add to the rubric what I was looking for in these two elements by simply typing in what I wanted.  Also on my rubric I placed a range of points a student could achieve for each marker.  I placed this range because I feel it allows me to be fairer when grading as well as lets me give better feedback on the smaller details.  On the day I introduce this project I pass out to each student a copy of the rubric so they can have it with them as they work thru the assigned tasks.  I have also emailed this in the past to students who have requested it. 


Multimedia Project: Web quest Activity Civics


Nets-T-Standards

1. Facilitate and Inspire Student Learning and Creativity
     Sub-standard C deals with promoting student reflection using collaborative tools.  I feel that using a tool such as Rubistar to create a rubric will allow students to reflect back on their project and then collaborate with the teacher to improve the project or to gain clarification on why they achieved the score they received.

2. Design and Develop Digital-Age Learning Experiences and Assessments
     Sub-standard D applies to this because we are supplying students not only with varied formative and summative assessments but we are providing them with guidelines for each step of the way with the rubric.

3. Model Digital-Age Work and Learning
     Sub-standard B in my mind reflects directly to the use of Rubistar.  By using Rubistar and sharing the rubric using Google Drive I can send this directly to parents and students.  If a parent sees something that their child might have problems with or have difficulty gaining the resources for they can inform the teacher about this.  This open collaboration between teacher, student and parent would solve a lot of problems before they even began.

Google Earth

     Google Earth is a program that allows us the ability to show places in a 3 dimensional aspect.  After searching for my residence I found that it marked where my house was incorrectly and that it was a very low resolution.  The only things I can make out of my neighborhood is the road that goes thru my neighborhood and the cul-de-sacs that it creates, that is how I was able to figure out which house was mine.  

      The Taj Mahal came in very clear and I could make out the details of the building and explore around the grounds.  As I looked around the image I found it very interesting how I could see photos that Google users had submitted.  Some of these photos are random things from around the Taj Mahal but none the less they are interesting and I feel would allow students to get a grasp of the area surrounding what ever location you are looking at.  I did enjoy exploring around the Taj Mahal and looking at different details by zooming in and out.  I also noticed that you can set up a Tour using Google Earth.  This tool alone could be very useful as you can help students place a visual with what topics you have discussed. 

      Opening up Google Maps and clicking my places I was able to see a link for KML, I clicked this link and downloaded the file.  I went back to Google Earth clicked open and then opened the KML file.  The markers from Google Map were now viewable in Google Earth.  These markers were now making it easier to find the places I wanted to show instead of searching for each individual one.  Doing this would allow me to aim students to the places I wanted them to go without slowing down faster working students but yet helping students who might have problems using Google Earth. By zooming in on each point students would be able to see what each place looks like and then "virtually" walk around the area to see what it looks like.  By importing the Google Maps information on my field trip to Google Earth I was able to turn my physical field trip into a virtual field trip that all students could experience.

 

The below images show what the map on Google Earth looked like before my import of the KML information and then shows what the map looked like after the import of the information.

 

 

 

 ISTE NET-T Standards

     I feel that we have touched on the following standards with this exercise. 

1. Facilitate and Inspire Student Learning and Creativity
     I feel that we have touched on A, B, C, and D with this process.  We are showing innovative thinking and inventiveness in my opinion by organizing the field trip using Google Maps and then transferring it to a virtual field trip.  Once we are on the virtual field trip side we are engaging students to look at real-world issues by using digital tools and resources depending on our topic.  For example if a dam is set to be taken down students could explore the area around the waterway to see how it is going to affect the surrounding area while working to see if any solution could be made for it.  While working thru this we are getting students to reflect on what they are seeing in front of them while giving them a conceptual understanding of what we are talking about.  We are taking ideas and providing students with images to tie them to. 

2. Design and Develop Digital-Age Learning Experiences and Assessments
     B under this one falls into the project exactly.  If I take this project and turn it over to students and allow them to plan a trip out as we did and then convert it to Earth we are then allowing students to pursue their own curiosities.  As a teacher this will allow is to get away from being the sage on a stage to being a guide for students as they learn.

 

 

 

Google Maps

     For my Google Maps field trip I chose to take my students around the state looking at various sites that are on the National Historic Landmark list.  Taking the travel into effect I noted in my document that the sites would visited on different days, two sites are half day trips and are on the same day.  Getting ready to teach Geography I found this project very enjoyable and user friendly as I worked thru my map.  Once the map was created it was very simple to search for a site and then just click add to get it on my map. 
     The applications for this in a classroom seem endless when it comes to students creating maps or noting where events occurred.  After teaching U.S. History to 1900 the past few years this would have come in very handy when it came time to look at location of battles for the Civil War or Revolutionary War.  I look forward to using this in my classroom.

West Virginia National Historic Landmark Field Trip

West Virginia National Historic Landmark Field Trip Document


ISTE NETS*S Standards covered

1. Facilitate and Inspire Student Learning and Creativity
      A. Promote, support, and model creative and innovative thinking and inventiveness
      B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
     
2. Design and Develop Digital-Age Learning Experiences and Assessments
      A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
      C. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
      D. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform and  learning and teaching.

The above standards were highlighted I feel because we are taking an activity that is a boring tasks to students and by applying technology to it we are allowing them to place the knowledge from a piece of paper to the real world.  Google Maps allows the students to see the geospatial space fill up and exactly where stuff falls.  Teaching history maps are used as assessment tools and this allows us to diversify how we assess student knowledge of the world around them.

Google Self-Grading Form

     I found this activity very challenging once I got to working on the spreadsheet and using the formulas.  For creating the form I used a section quiz I just gave my students a few weeks before school was out that dealt with the civil war.  To gain the responses I asked my wife, brother and nephew to complete the quiz. 
     Creating the quiz was very simple as I just finished the previous activity that helped get us started with Google Forms.  Working with the spreadsheet though was something that was new to me, it was not new in using a spreadsheet it was new as in using the formulas in the spreadsheet.  I made a few mistakes but the spreadsheet was quick to show a red color to show an error so it was easier for me to pinpoint where the mistake was and correct it.  I found myself referring to the Easy way to create a self-correcting Google Form often as I set up the formula to both correct and to average the grades.  I went away from the instructions given in the video as when I clicked to sum the columns I saw that you could also average, once I clicked that I highlighted the cells I wanted averaged and then clicked enter. 
    Using this in the classroom would benefit the teacher greatly as it makes the time spent grading papers free up for planning or other activities.  On the part of the student I can see them enjoying this more than simply passing out the papers.  Since completing this project I am now wanting to use it for a chapter test of sorts in my classroom.  The only issue I see that could arise would be trying to have students complete an essay question, that is something that would be hard pressed to be self graded as the students answer would not match the key perfectly. 


Chapter 19 Section 5 Quiz

Self Grading Spreadsheet

ISTE NETS*T
   
    As for NETS*T standards I feel the following applies.

1. Facilitate and Inspire Student Learning and Creativity
     A. Promote, support, and model creative and innovative thinking and inventiveness
     D. Model Collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital-Age Learning Experiences and Assessments
     A. Design or adapt relevant experiences that incorporate digital tools and resources to promote student learning and creativity
     C. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
     D. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3, Model Digital-Age Work and Learning
     A Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
     C. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
     D. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility
      B. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.


     I feel that these standards are hit because we are taking a standard item such as a quiz and changing it to meet the needs of a variety of situations or student needs.  By creating these assessments and placing them online and instructing students that they have a timeline when it comes to completing them we are having students take charge for themselves in their learning instead of us telling them that on Monday we are taking a quiz.  By taking a quiz I had given previously and changing it to a digital format I am able to access tools that will help me analyze student progress efficiently. 

Google Forms

     Google forms allows a variety of ways for you to share forms. You have three choices in sharing when it comes to your form.  You can supply a link to it, email it or embed it into your project.  Individuals do not need to have an account to view the form or take the survey as long as they have the link they can use, however if you are wanting to share something privately then they will need sign up for a  Google account. 
     For this I created a survey to help me gain an understanding of students technology.  I was wanting to know what technologies they had access to and what they used it for, as well as have students let me know how they feel about using technology for classwork.  Also included in my survey is a chance for students to let me know what technologies they have used in other classes that they enjoyed.  I found the form very easy to create in Google forms as it is point and click.
     The question types on my survey range from simple yes/no questions as well as a grid response.  I found the grid response question was very easy to use and actually let me ask multiple questions without asking the same thing over and over again. 
     Once people answered my questions I was able to see how the data was laid out in a spreadsheet.  This allowed me to take the data and break it down in a variety of ways.  However when I look at where I started and see the information broke down I see that the survey I created acted as the guide for people to place their answers in the spreadsheet so the form and spreadsheet in my mind are one in the same.
 
Technology Inventory and Usage Survey

Spreadsheet responses


     NETS*T Standards
1. Facilitate and Inspire Student Learning and Creativity

     C. Promote Student reflection using collaborative tools to reveal and clarify students; conceptual understanding and thinking, planning, and creative processes.

2. Design and Develop Digital-Age Experiences and assessments
     C. Customize and personalize learning activities to address student's diverse learning styles, working strategies, and abilities using digital tools and resources
     D. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning
      B. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation
      D. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

5. Engage in Professional Growth and Leadership
     B. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

I feel the above standards are reflected because we are creating a survey which is allowing students to give us feedback.  This feedback is allowing us to actively learn about our students.  In my case I am wanting to known more about their technology usage and knowledge.  This survey is allowing me to share in decision making because I will be aware of what the technology capabilities of my students are as well as letting me collaborate with everyone using a digital tool.  I included 2D for the simple fact that I could use forms as a way to create assignments for my students. 

Prezi Presentation

     Teaching US History I find it hard at times to supply the students with a brief introduction that will get them wondering or asking questions about what we are going to talk about.  I created my Prezi in what would be considered timeline format.  I briefly listed something that happened in the year and then provided and artifact of some sort.  This artifact was either an image, video, music or in some cases just a simple line of text.  It is key to keep in mind that I am trying to get students to start asking questions.  This Prezi is mean to be used as an opening activity for this period of time.

     Prezi and PowerPoint differ from each other in numerous ways.  One of the most notable is that difference in how you create the presentation.  Prezi feels as though you are creating a story from start to finish, with PowerPoint I feel as though I am creating snippets of information as I make each slide.  I do feel that each is the same in the basics of it, each presents information and each can be done to the point of bulleting people to death with information.  Prezi in my mind gets the edge of PowerPoint because of the ease in inserting video,not only video but you can insert YouTube videos.  Using YouTube is a big advantage because of the shear size of the resource.  With PowerPoint I always seem to run into trouble when trying to insert a video because the video is not saved in the same folder when I transfer it to another computer, as well as having to go thru various other programs to download YouTube videos. While Prezi allows me the ability to show it anywhere on any computer as long as their is internet access. 

1960's People, Events, Trends

ISTE NETS T Standards addressed:

1. Facilitate and Inspire Student Learning and Creativity
      A. Promote, support, and model creative and innovative thinking and inventiveness
      B. Engage students in exploring real world issues and solving authentic problems using digital tools and resources
     
2. Design and Develop Digital-Age Learning Experiences and Assessments
     A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
     C. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

3. Model Digital-Age Work and Learning
     C. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
     D. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resource to support research and learning

4. Promote and Model Digital Citizenship and Responsibility
     C. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

     I listed a variety of standards for this exercise because I thought of the information I was presenting with my Prezi.  I feel that the information I am giving students a taste of along with the means that is being used to deliver it touches these in one form or another. By using Prezi students will be able to explore what issues they chose to or on a given topic.  The activity itself allows student to customize it to how they learn the best, if they learn from video the best than they can insert relevant videos to help get their points across.  However while students create their presentations they will need to be responsible for making sure to credit people for any artifacts they use which will promote and model digital etiquette.
 

PechaKucha

     For this presentation I actually took a PowerPoint I created for another presentation and adapted it slightly.  I added a few slides to help illustrate items better.  I also inserted lines with arrows to help show how the parts would move. 
     I coach football in the fall and this coming year I will be at a new high school.  One of the positions I was hoping to fill on this new staff was that of Special Teams Coordinator.  We met as a staff and I had to present the ideas with explanation of what I was wanting to do.  Explaining and showing was the easy part but then you have to defend what you are wanting to do to a wide variety of scenarios that you probably will not see come game time.  The better job you do at explaining the less defending you have to do because the other people will have the answers they want or they won't see fault with the plan.  Presenting this PechaKucha style would have helped me explain better because I would not have let myself get long winded or over emphasis something that didn't need it.  For this presentation you will notice I did not use any images what so ever, these are slides that I have created from using shapes in PowerPoint.

 

 

 



     By utilizing a previously used PowerPoint and editing it slightly I found it very easy to save it as a .jpeg and then transfer it into Photo Story.  I had never used Photo Story before and was apprehensive to it however I found the controls to be very easy and the navigation was very straight forward.

     As for NETS*S I feel that we have utilized the following

1. Facilitate and Inspire Student Learning and Creativity
      A. Promote, support, and model creative and innovative thinking and inventiveness
      C. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes
             PowerPoint is something we all are familiar with for the most part as well as our students in our classes.  By using PowerPoint as a base and then converting it to Photo Story we are allowing students to place their thoughts with what lead them to create what we are seeing, placing it on YouTube allows us to view it and give reflection to the student.

2. Design and Develop Digital-Age Learning Experiences and Assessments
      A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

PowerPoint-Define Geography

     For this activity I had a hard time choosing something to create a PowerPoint of.  Since I am changing schools this year as well as the subject matter I will be teaching I wanted to create something that would help me in my new classroom.  I have not been able to see what materials are in my new classroom but I knew that I wanted my new students to have an understanding on what exactly Geography means.  For this assignment I looked at the following Next Generation standards for West Virginia. 

Geography Presentation

SS.7.G.1 Use correct geographic terminology
SS.7.G.2 Identify, locate and draw conclusions about information on a variety of maps
SS.7.G.4 Examine and summarize the effects of human/environmental interaction

I would use this PowerPoint in the very beginning of the school year, I would show it and students would brainstorm to define Geography first on their own then as a class we would discuss what each student came up with to get a definition as a class.  This would be used as an introduction for the students to the subject matter they will be covering.

    I found the process of making the PowerPoint rather easy as I have used PowerPoint on a regular basis in different forms to help students review or to present new ideas.  I have always tried to stay away from bulleting information but at times have found it unavoidable.  Students react to visuals and video which leads to better discussion and digestion of the information I feel. 

Looking at the NETS*S standards I feel that we have covered a variety of them with this exercise.

1. Facilitate and Inspire Student Learning and Creativity
      A. Promote, Support, and model creative and innovative thinking and inventiveness

2. Design and Develop Digital-Age Experiences and Assessments
      A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Both of the above standards were reached as we changed the PowerPoint from a textual tool into a visual tool allowing students to explore what they are seeing.

2. Design and Develop Digital-Age Experiences and Assessments
      B. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

     C. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

I feel both of the above standards could be reached if students were asked to take their own definition of Geography and create a slide show of pictures to show their own thoughts.

Jing Screencast

How to create an email account

The above link takes you to my Jing Screencast.


How do you create a digital movie without a digital camera?
     Creating a digital movie without a digital camera using Jing was honestly easier than I thought it was going to be. 

How do you determine and control the recording area of your screen capture?
     The recording area for a screen capture is set simply clicking the screen and then dragging the box to the size that you are wanting. 

What are the options for saving a screen capture?
   A screen capture can be saved as .png files.

Where is the screencapture on your computer and how do you retrieve it? i.e. what is the address to it on your local machine?
     On my laptop I saved the file to my desktop.  The address for the file on my computer is C:/Users/jmileto/Desktop.  I save a wide variety of files to my desktop that I am using for a project so that they are easy to find, after I use them I drop them into a folder on my desktop for odds and ends.


How do you push it to the internet? and share it with others?
     In the jing application they make it very easy to share.  They have a button on the bottom of what you are working on that will allow you to share your project.  Once you click this Jing will upload your screencast onto the internet, I have been clicking view and then copying and pasting the internet address into what I need.  For example that is how I got the address to provide the link at the top of this page.

What file type is a Jing screencast movie?
A screencast can be saved in a .swf file format.


     I feel that both Jing assignments would utilize the following ISTE NET standards

Standard 1- Facilitate and Inspire Student Learning and Creativity
     I feel that standard 1 is represented well because this tool will allow students to create unique artifacts to help them gain comprehension.  We are promoting students to model creative and innovative thinking by using Jing.  I also feel that Jing could be used as an enrichment tool for students depending on the topic. 

Standard 2- Design and Develop digital age learning experiences and assessments
     Standard 2 A is represented very well in both these projects as students are designing relevant learning experiences that use digital tools.  Standard 2 B is shown as well as we were able to pursue our own curiosities in the projects.

 

Jing Graphic

     I had never heard of this tool before, however after hearing about it and using it I get the feeling it is something that I will be using often.  For my Jing artifact I took a map of the world and labeled the continents.  I know this sounds simple but as I move to teaching seventh grade geography this coming year I have no idea where to start with these kids except for at the very basics. 
     This assignment I feel works NETS-T #3.  I had to learn a new program and then apply what I learned to a new situation.  With this new program I can see my life becoming easier as I say good bye to coping and pasting into PowerPoint and then creating text boxes. 
     Here is the link to the screen cast of my artifact.  Jing Artifact

Below is the filed I saved after using Jing.

Prezi Resume

Prezi Resume

The above link will take you to the online presentation of my Prezi resume.  Below you will be able to see a picture of what my presentation looks like overall. 

Diigo

     I currently use Internet Explorer to access the internet.  For a previous class we used Diigo and I have been using the Diigolet ever since.  A browser add on is something that is usually interfaced with your browser to allow more functionality for the user.  Currently the only add on that I am using is Diigo, I have not really been interested in browsing add-ons in the past.  I do have two gadgets running on my desktop at all times and that would be a weather display and a clock.  

 

 My Diigo Educational Technology List

     As for ISTE Standards I feel you are looking at Number three: Model Digital Age work and learning

 

As you can see from the four subsections of ISTE standard three using Social Bookmarking would apply to all of these in one aspect or another.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

 

All four of the above referenced standard could be meet by utilizing a tool such as Diigo.  This would allow students access to what they are researching from multiple places and would allow parents to participate by being apart of the community and seeing what their child is working on. 

 

 

Resume Revist

As you can see from above when I inputted my resume in to RezScore my resume did not hold up very well at all.  The first item I started to rework was my reference section.  As advised I simply highlighted it and deleted it.  I then started to look at my work experience and add to it.  I purposely left a few jobs off because I was under the belief that a one page resume was the best, by adding more work experience I am hoping to also address the resume being to short.  I also looked at how I could improve my wording to make my resume more concise and impact a person better.  I wanted it to stick out among a group. 

 



As you can see from above after working on my resume and attack what was recommended by Rezscore my resume did improve.  However it only improved slightly and one of the tips is that it is still to short.  As for it being short I am unaware of how to address that I could include my coaching experience in this but then I feel it would be not focusing on a professional career.  I have a separate coaching resume that I use when applying or interviewing for football jobs.  My impact score and Brevity score did increase, I am happy about this but will continue to tweak and reword things after this assignment to hopefully raise those scores higher. 



Self Portrait by Jared Mileto

     For this self Portrait I used the link that was provided in our instructions.  Picassohead creator allows you drag and drop different pieces of art on to a canvas type box.  Once on that canvas you can rotate, zoom in or out, change color or delete if need be.  I found this very easy to use and actually played around with it and deleted a couple before I liked the one I made.  Below you will find a link that will take you to my self Portrait or you can view the image below it.  This process was rather simple to complete.  My biggest issues came when I tried to embed the image into my blog.  I did not read far enough ahead in the instructions to see that I was reminded to use the Snipe tool but then as I was sitting looking at the options on the screen it struck me to use it. 



Self Portrait by Jared Mileto: Picassohead

This assignment wanted us to be creative and allowed a way to use digital tools to do it.  I feel that for the ISTE NET standards that we utilized standard 1A and 2A.  Both these standards can be found here ISTE standards for Teachers

With this activity we promoted inventiveness and adapted a relevant learning experience.  Students would be showing us how they creatively view themselves.

Snipping Tool

I honestly never realized that this tool was available on my computer.  After attending a training a couple years ago I have been using PowerPoint to show different historical images to my students.  I would use black squares to cover portions of the picture and let the students explain what they think the picture is about from the different pieces before showing them the whole picture.  So for example I would show students the below snippet. 

As a class I would ask students what they see in the picture and to explain what they think is happening in the picture.  After a couple minutes I would show students a different segment of the picture.

The process would repeat itself as each part of the picture was revealed to the class.  Discussion from this is usually high as students enjoy trying to predict what the meaning of the whole picture is just from the pieces. 

Eventually I would show students the whole picture as shown below. 

Once students get the whole picture we will then piece together what they have been saying about the individual pieces of the picture.,  I would then have students make a connection between this picture and Manifest Destiny. 

I usually do the above using PowerPoint and it does take a little bit of time using PowerPoint.  However using the Snipping Tool I was able to break down this picture in a very quick time and also complete this blog post in about ten minutes. 


ISTE NET*T Standards
   For this activity I feel that we touched on 1B because we can use the snipe tool to engage students in real world issues by simply showing the small portions of a photograph and let them digest it this way.

I also feel that 3A was represented well because I took a painting and used a technological tool to look at it in a new way.

Resume

Link to my published resume using Google Documents

Resume for Jared Mileto

Millennial Survey

     I took the Millennial Survey and after answering the questions it showed that I have a Millennial Score of 95.  A Millennial is an individual that was born in 1980, however the last year to be considered a Gen Xer is also 1980.  I could have fallen into either category with ease as I was born in 1980.  A Millennial is an individual who started to ascend into adulthood with the new millennium.  These individuals act and behave in different manners than the older generation.  Following along with the Millennial generation is the Information Age Mindset written by Jason L. Frand.  Mr. Frand breaks it down into ten categories. These categories are as follows:

Computers aren't Technology
     Basically if it wasn't around when you were born then it is technology.  For myself being 32 getting ready to turn 33 I can see a lot of items I use on a daily basis falling into this category.  Internet, cell phone, laptop and tablet all fall into this category for me. 

Internet better than TV
     This refers to how the number of hours decreased when the internet came about and children started spending more time on the computer than in front of the television.  Once again I fall into this category as I can remember in high school that AOL instant messenger was the new thing and we would spend hours sitting and typing with our friends.  The only benefit from this is that today I have well above average typing skills thanks to countless hours spent chatting.

Reality no longer real
     As stated in our reading the old saying of "Believe none of what you hear and only half of what you see".  With the arrival of technology individuals are having to have more trust in what is happening on the other end.  If an email or instant message is sent who is actually on the other side of it. 

Doing rather than Knowing
     In the world today it is becoming more important for an individual to be able to do rather than have a large knowledge base.  With knowledge changing regularly due to new technologies and individual who can do can usually adapt.  For me personally I do know this is true, I am more of a doing rather than knowing.  I do not honestly know how many times I have said I don't know but I can find that for you real quick. 

Nintendo over Logic
     This category is summed up basically by trial and error.  The Nintendo generation will just take a new piece of tech and start to play with, experimenting.  While an older generation will take the time to read the manuals and explore the menus.  On a personal level I can remember playing an Atari and the day that we brought home our first Nintendo.  Every new piece of technology I get I always just start pushing buttons and read when I get stuck.  My wife on the other hand is younger than me and she will read before for the most part.

Typing Rather than Handwriting
     Older generations spent hours learning penmanship while Millennial individuals have spent hours at a keyboard working on word processing.  I am in this same category, I honestly type faster than I can write, well write it so you can read it. 

Staying Connected
     This refers to people staying connected weather it be by phone, internet, beeper and Ethernet.  If only two people had access to these items it would not be a big deal however more and more people are gaining access.  As for staying connected I am on the out.  I enjoy internet and my IPhone however if I don't have them I am fine with it.  My phone I worry over a little just because of my family situation and having a new baby.

Zero Tolerance for Delays
     Individuals today want instant feedback on what they need.  Email and voicemail are less formal and individuals want feedback now.  I am on the out of this category.  I send email and I do expect responses but I am not upset if one doesn't show up within five minutes

Consumer/Creator Blurring
     Classified very easily as cut and paste.  I find I am on the in with this as I have blurred lines in my younger days on creator/owner; however once I got to college and learned ways to credit people and still use their material life became easier.

After looking at the quiz and the Information Age Mindset article I am seeing that I am acting younger with technology than my age shows but at the same time I feel out of place on some technology.  Last year at this time when I took a graduate class and had to start a blog I was clueless and had to ask children in one of my classes for help in setting one up.  As I was finishing up my post I had one of my students take the Millennial quiz.  She scored a 90 on it, looking over it the only answers that were different were the tattoo and the hour of television for the most part.