web 2.0 activities for housing wednesday, july 25, 2012 lydia patterson-bryant, m.ed., nbct...
TRANSCRIPT
Web 2.0 Activities for Housing
Wednesday, July 25, 2012
Lydia Patterson-Bryant, M.Ed., NBCTRockingham County High SchoolReidsville, NC 27320
Technology History for my classroom
1. Occasional access to computer in the media center (often “bumped”)
2. Regularly scheduled computer time in media center (sometimes “bumped”)
3. Shared laptop lab rolls to classroom (once every seven school days)
4. Dedicated laptop lab for my class (3 of 5 days)
5. Dedicated Chromebook lab for my class (access every day, all day, just for me)
6. 1:1 initiative with students taking “their” school assigned device to each class and home each night
Access issues to consider before developing computer based activities
• Do you have . . .?• Entire class time with multiple sessions• Short periods within the class• Sporadic access to computer labs
• Where is the assignment to be completed?• Home• Class• School – but not in your class (media center,
study time, roundtables, before or after school)• Which types of devices are available to students?• Which browsers do students have access to?
Our Objectives Today
• Technology skills for integrating Web 2.0 tools in Housing
• Technology for the Housing classroom• Applications to use in the Housing
classroom
• Specific Web 2.0 activities for the Housing class
• Quick advice (or Lessons learned the HARD way)
• Resources
Teacher Skills Needed to effectively use technology in the classroom
• THE Journal Article• Don’t stress. You don’t need ALL of
these to even begin. Start small.• Learn to “Google It.”
• “Googling” is not just to research static info. You can use it to research technology skills for yourself. (Type in your question in question form – i.e. “How do I save a file in Google docs?”) This is often faster than finding a live person on your staff that knows the answer.
Student Technology-Based Skills required in my classroom(We spend the first 8 or 9 days of class with a 5-10 minute mini lessons on these topics at beginning of class for ninth graders who may not be up to speed on these.)
• Email with attachments• Understanding of copyright - IMPORTANT!• Citation education (formal vs casual)• Password management (clipperz, lastpass)• Internet Safety• Acceptable Use Policy – LEA AND classroom• Shared platform with teacher• Document/Picture upload• Research skills (recognizing sources – primary, secondary,
opinion and plain junk)• Social book marking (portaportal, symbaloo, digo, pinterest) • Blogging (Kidsblog, Blogger)
Recommended technology in the Housing/Interiors class room• Computer access for teacher• Computer access for students• Digital camera access (one good one for teacher, a
couple of cheaper ones for students to borrow if their phone doesn’t have camera)
• Flip cameras (or video camera access) • Available CHEAP at Big Lots
• Interactive white board (IWB)• LCD projector• Scanner• Document camera• Student cell phones/cameras• (Digital camera with built in projector) – nice but not
essential
Applications (aka cloud based software)
• Word processing (Google Drive, Dropbox)• Presentation (Google Presentation, Slide Rocket,
Prezi)• Screen Capture (Jing, Awesome) with annotations• Photo collection (Picassa, Flickr)• Flash cards (Quizlet)• Avitars and Cartoons (Voki, Toondoo)• Podcasting (ITunes)• Video Production and Upload• Computer Aided Design – see slide 25 for
extensive list
HOUSING ACTIVITIES
Camera Capture
• First day –student takes picture of self and sends to me. Helps me quickly find out who has a cell phone and who has a camera!
• Captures their cell phone numbers in my email (I have been known to call a student at Mayberry’s to ask them why they are not in my class!)
• I put their pictures into a pictorial roll for substitutes (Of course they would never pretend to be someone else so that they can change their seats sith a substitute!)
• I use their pictures on IWB for grouping activities (green shirt, red shirt, long hair, short hair, etc.)
Picture Collection – These are pictures the students take themselves.• Each student maintains a picture collection throughout the
semester (on Google, Picassa, Flickr)• Sometimes I give assignments of what to put in collections in
preparation for future assignments.• i.e. I need to take pictures of ten different roofs over the
weekend. You will need these pictures for an assignment next week.
• Students also add to collection at their own discretion.• Supplemental points are given if images used in assigned
presentations are then from their own collections.• Sometimes I required presentations that use ONLY their own
pictures. • WATCH FOR – Students who take pictures of pictures!• Supplemental points are given if students send me unassigned
pictorial examples of anything we are covering in class. • Supplemental points are also given if a student finds a “hard-to-
find” item.• i.e. We don’t have many mansard roofs in our county. A
student gets supplemental points for finding one.• Students must indicate where picture was taken and can not
enter someone’s property without that person’s permission.
Pictorial Notes
• I will sometimes give mini-lectures using presentation software where I only have pictures in the presentation.
• I share the presentation with students and they take notes from my words while the lecture is occurring.
• Sometimes I require “merely” listening and then have them go back and put the notes in their own words on the presentation AFTER I have finished it. (Hint – if you do it that way, don’t SHARE the presentation before hand. Only share after you finish.)
• Common Core Language Arts - note taking skills.• Common Core Language Arts - listening skills.
Find-a-picture notes
• I will sometimes prepare presentations only with words.
• Presentations are shared with students AFTER the presentation is given.
• Students find pictures to represent the notes.
• Students must cite ALL pictures, using casual citations.
• Remember – supplemental points if the pictures come from their own collections.
New picture notes
• Give a presentation that includes BOTH pictures and words.
• After the presentation, share the presentation WITHOUT pictures.
• Students find additional (NEW) Web pictures to illustrate the concepts. (Must be cited.)
• Remember supplemental points.• Sneaky Teacher Hint - Gives me new
presentations to use next semester.
“Our Town” Picture Notes
• Same as previous activity, except students must illustrate the presentation from pictures they have taken locally, rather than the Internet.• Assign ahead of time so they can take
the appropriate pictures.• Allow students to share pictures from
their collections
I “love” this house
• At beginning of semester, students take a picture of an actual house that they like within the community.
• Write a paragraph explaining why they like this house.
• Store picture in their picture collection.• At end of semester, write a three-five paragraph
essay about the house. • Do this after you have brainstormed all the
topics you have covered in class to give them ammunition for their essay.
• There should be a SIGNIFICANT difference in how the student describes the house. (Sometimes I get essays that say, “I don’t like this house anymore because I have learned . . . . .)
“Molly Needs a House”
• Set up a Storybird account for your class (free).• Post assignment – Using the pictures that are
provided on Storybird, write a story to help a kindergarten student understand WHY someone needs a home.
• Students make books!• Offer to share “great” books with local kindergarten
class.• Students read their books in class.• Students vote on best book. • Could also use this for – “Where will Molly Live?” to
review the material on choosing a living location.
Quizlet Vocabulary• Students create vocabulary word sets on Quizlet. (FREE
– each student sets up an account.)• Can include pictures.• TEACHER needs to assign flashcard set name.• Students can take quizzes on words and email screen
captures of their quiz results if teacher needs “proof.”• Use these sets on IWB for review. • Have students use each other’s sets to take review
quizzes.• Good bell ringer or end of class review. • Common Core Language Arts – I require my students to
put their definitions in complete sentences.• Common Core Language Arts – Because Quizlet already
has many definitions online, including student definitions, students must decide whether to use a definition or make their own. Some of the student definitions are VERY STRANGE.
Find a teaching help
• You tube search• You tube blocked at school?• Have students search at home and
email you the link.• You upload to a file converter if you
want to embed in your class Web page or blog. (Music-Clip.net)
• A fun way to get them to do “homework.”
• A good way for you to collect resources for next semester!!!!!
Paragraph-by-paragraph• Choose an info heavy, short reading selection (usually text book).• Assign a note taker. Put this person at the computer in front of the
IWB.• Assign two alternating readers• Randomly choose the “main idea” folks• Have reader read a paragraph.• Randomly choose a “main idea person” to put the main idea into
one sentence.• Ask if class agrees.• Have notetaker put this sentence in notes. • Share the entire presentation with class.• Each student then illustrates the presentation.• Students also summarize the main points with bullets rather than
the complete sentence that has originally been placed in notes. • Show different presentations at beginning of future classes as
review.• Common Core Language Arts – Reading, Summarizing, Complete
Sentences, Note-taking (by turning a complete sentence into an understandable bullet point)
Tour My Town• Near the end of the semester• Students check out flip cameras• Students choose five different homes within their
town that they do a running commentary on with their flip cameras.
• Goal – prove that you know ONE thing from every objective we have covered.
• Give them a checklist (or have them create their own from a brainstorm day.)
• Make sure they understand privacy issues.• Have signatures permitting taping if they are going
“IN” someone's home to tape.• Upload to teacher and share in class.• As a class, use an objective checklist to have
students check off each objective that students cover.
Application Help
• Supplemental points if students find an application that can be helpful to class.
CAD Pre-Assignment
• The class works together to identify Web sites that allow you to plan rooms on line.
• Goal – Identify at least TEN sites.• Post on IWB or include links in next day’s
work. • (This is a good “end-of-class” assignment.
Use the last fifteen minutes of class and then offer supplemental points if anyone emails you new ones from home that night.)
I make sure the following are included on the list.
• 1. Architect Studio 3D • 2. Armstrong Floor Link• 3. Better Homes and Gardens• 4. Dream Planner• 5. Merrillat• 6. http://www.floorplanner.com/signup/ -
Limited to ONE design
CAD – Initial Assignment• Have a simple living room design on the IWB at front of
room (or prepare a handout for students.) Make sure to include windows and doors. I like to have a closet. (Students have already hand drawn a room and they understand scale.)
• Students must “draw” and furnish this simple room, using at least THREE of the CAD applications identified previously.
• Students screen capture finished drawings and email to you or share urls with you.
• Students write a paragraph (or two) explaining which CAD application they preferred of the the three they investigated.
• Follow this up with introduction to what ever software or application you are going to require students to use to present their portfolios.
• Common Core – Language Arts – Compare and Contrast
Portfolio – Historical Development in my class
• All paper document with mounting boards and hand drawn plans. Turned in via binder and mounting boards.
• Partial paper and partial computer. Turned in via binder and flash key.
• All computer. Turned in via shared document submission and shared urls.
• UPCOMING YEAR – students create individual Web sites (private to our school system). Students scan their hand drawn plans in to include on this Web site.
Short Spoken Assignments
• Students get a free account with Voki.com• Spend ½ class period early in semester allowing
students to make their own avitar (computer personality)• Use Voki to have students prepare
• Commercials for products – “Brick is better.”• Advertisements for real estate• Public Service Announcements – “How to buy a
home”
Comedy Assignments• Students set up a free account in Toondo.• Give students a few minutes in class to simply play with Toondo a
couple of days before you use it in an assignment. (They will play with it at home then and you don’t have to waste class time letting them learn the application.
• Give the students assignments to produce “funny” cartoons regarding things that you don’t want them to learn or do.• Buying a house for all the wrong reasons• Illustrating poor use of color (I had a student do a cute cartoon
on painting the walls an 8’ x 8’ room black.)• Personal vs public space in the home (Careful…students come
up with really strange comedy cartoons for this one!)• Renting a house without reading the lease
• Allowing the students to express the “opposite” is sometimes a great way to insure that they understood the content. This sits a little higher up in the RBT!
Quick Advice(i.e. Things learned the hard way!)• Stay with one browser consistently. • Check links ahead or double plan your links (If you want them to view
five things that you have linked, link to seven! Links always go down!)• Use students to prepare for next semester lessons• Weekly organization time for computer documents is IMPORTANT (for
you and for students). • If you use rubrics, make them obvious AHEAD of time.• Don’t always use rubrics. • Be strict with computer document management (with yourself and with
students).• Develop some device management techniques and USE them. • Don’t reinvent the wheel. If what you are using works, no need to jump
to the newest thing.• Don’t use your school email to sign up for your Web applications. Use a
free email. (Students should use their school email.)• Plan for periodic low-tech days. Keep these as emergency plans for
when tech goes down.• There is usually more than one way to do any one thing. It works to your
advantage if you know more than one way to accomplish what you want with your tech. (I.E. If one Web application is down…do you know another that is similar.)
• Students will often learn new tech applications faster than you. Let them learn it and then teach others (and you).
Let the students do the work!
If you are working harder than the students ….something is wrong!
REMEMBER
Good teachers are good teachers whether they are writing in the dirt or zipping
through cyberspace.SO
Don’t stress it.Use what you can – a little at a time.
Be nice and share.Boredom is STILL a possibility.
There is ALWAYS something new.Find a techno buddy.
Be someone’s techno buddy. (Even if you think you don’t know much – you know more than many and
we all know something DIFFERENT!)
ADDITIONAL RESOURCES
Notetaking Applications(not all free and what’s free today, may not be free tomorrow!)
• Springpad• Evernote• Scratchpad• Quick Note• SpringNote• School Notes
Finding Video Clips for Class (not all free and what’s free today, may not be free tomorrow!)
•1. Watch, Know, Learn
2. Discovery Education
3. How Stuff Works
4. Teacher Channel on Youtube
5. Teacher Tube
6. Khan Academy
7. Brightstorm
8. Education Channel on Youtube
9. PBS Teachers
10. Biography Channel
11. Explania
12. Teaching Channel
13. MIT Video
Citations
• Information in this presentation was correct, and Internet links were live, to the best of my knowledge, at time of original presentation, July 25, 2012.
• Activities in this presentation can be freely used (and adapted) for non-profit educational purposes. Author attribution is not necessary.
• Free PowerPoint template from http://www.indezine.com/
Thanks to . . .
Merea
Barbara
Christy
Elizabeth
Martha
The wonderful high school IT team in my school system.
They are always pushing new resources
out to us to use in our classes!