Journal 10
Software review: Inspiration and iMovie

Inspiration

What is it?

Inspiration is a visual learning software that is useful to both students and teachers. It can be used for brainstorming and understanding how ideas are connected to each other. It allows for data and ideas to be connected with graphics and other visual aids for a better grasp of subject matter.

Review

I was a little bit bummed to find that Inspiration was not quite as fun and easy to use as Kidspiration. Since so many people did a project with Kidspiration, I thought I should take on the responsibility of exploration of Inspiration. I feel that what I came up with wasn’t quite as colorful and creative as the Kidspiration projects. The program does however have some great uses.

Use for teachers

Teachers can definitely use this in the classroom setting for brainstorming purposes. Perhaps the whole class can brainstorm together and as ideas are generated, the teacher or a student can fill them in. This is much better than brainstorming using a chalkboard because the teacher can email a copy of the brainstorming to all of the students. That way nobody misses out for not being able to write notes quickly enough in class. I also like the idea that I was able to put in pictures to match my ideas. For visual learners this might aid in retention of ideas generated during the brainstorming.

Software Tutorial

This was the first time I have ever used an Atomic Learning or any other tutorial. I usually just mess around with a program until I figure it out on my own. I use the “Help” option that is often offered and typically get the answer that I need. If I still can’t find the answer to my question, I ask somebody who knows. The drawback of this approach is that I am quite limited in the number of things I will be able to discover about the program because I will be looking for particular tools the software offers. I may not know enough about what the software offers to know to look for other things. What I liked about Atomic Learning is that it spoke to the visual learner in me- it was helpful to see how things were done… my brain processed the information faster. I have already used Atomic Learning for help with my iMovie endeavors! What a great discovery this is!

iMovie

What is it?

Imovie is a video editing software developed and released for use by Macintosh users. The program allows users to import videos and edit them by cutting bits of the video and moving them around, adding transitions (fade in and fade out) between scenes and adding music to the video among other options.

Review

When I first started using the imovie application I was a bit frustrated. Luckily I had my instructor close by so that he could help me figure it out. If I had not had my instructor around, I think I would have had to use an Atomic Learning tutorial to really make any progress in using it. Messing around with stuff just wouldn’t have been enough. The program had a few quirks, for example, if your cursor was on a certain place in the window- certain options would not be available when they usually would be. It took a while to figure out how to deal with those few things that had brought me frustration but once I got the hang of it- I loved imovie and the potential it brings for learning in the classroom.

Use for teachers

I checked out the Web 2.0 website for ideas for uses of imovie in the classroom but was disappointed when I didn’t find anything on it. I think imovie will serve as a great format for presentations. Students will be able to research a topic and download videos from the internet and edit the videos for more pertinent information, add in their own thoughts and put it to their favorite music. I think the kids would get a kick out of it and would probably find the research aspect of a video presentation a lot more interesting than gathering information in books and relaying that information via a powerpoint presentation. We all KNOW the hell of a boring powerpoint presentation! Copyright issues will of course have to be discussed and may put limits on the work of the students. If we are lucky, perhaps the classroom will have access to its own digital camera’s and the students can create completely original works- from recording it, to editing and finally presenting it.

Journal 9

Web 2.0: Podcasting

A podcast is a collection of digital media files that can be shared with subscribers over the internet. Typically, web feeding allows podcasts to be downloaded to personal computers and portable media players such as ipods. The reason I picked podcasting for review is that it gives a digital voice to anybody who can afford a computer. Your average person is given a platform where they can record and share stories about their favorite pet, their trouble little brother or even a subject as mundane as lawnmowers. Pretty much any type of story can be shared. I love the fact that we no longer have to rely upon television and radio programming for news and entertainment. What we see is no longer decided by focus groups and boardroom executives. I can’t wait to get this technology into the hands of my students. Imagine all the cool things my students will be able to come up with and share with the world when they learn how. The best part about it, is that it will give them a voice in society (to a certain extent) and I believe this will be empowering for them.

I was inspired by the podcast projects developed teachers and shared on Web 2.0. One teacher is using podcasts to develop the global awareness of her ten year old students living in United States. Her students will be developing a podcast called “Global Explorers” and they will be connecting with students in Bucaramanga, Columbia so as to explore the life of ten year olds that live in another part of the world. What a fun project! Another teacher had her children write scripts and share their thoughts on the science fiction books they had recently been reading. These kids are pretty much acting as reviewers of art- very cool. The best part about it is how enthusiastic they were about the assignment- they were learning but having lots of fun too.

Journal 8 Coding (and Consulting) Kid-style with Scratch By Dian Schaffauser

Thus far, this is the most exciting article I have read for this class. It discusses Scratch, a programming language developed by a research lab at MIT. It allows children to act as programmers and create interactive stories, animations and games to share with others online. Just like adult programmers working to develop software and other technology, children using this programming language have to problem-solve to fix program bugs and set design goals for their projects.

The article describes how a teacher taught her fifth and sixth grade students to use Scratch and then asked each of them to design and develop a game for young students with developmental disabilities. The special needs of the younger children were considered during the game design stage. After the games were developed, the class visited the special needs children and taught them how to use the games. The teacher then asked her class to write a reflection on their experience. This was a great way to show students how they can apply a skill they learned in the classroom to a real world setting. They not only learned how to use the programming language, but also had the satisfaction of seeing their creation be used to brighten the lives of other children. Also, the children had the opportunity to demonstrate leadership skills while teaching the developmentally disabled children how to use the program. These leadership skills will likely come in handy throughout their professional and educational careers.

Question: How might I use Scratch in my own classroom?

Time restraints may not allow me to use Scratch to the extent that this teacher did. It is my hope that I could develop a very similar program where my kids can develop their games and then teach them to younger students. If time does not allow for this endeavor (due to constraints put on me by the No Child Left Behind Act and standardized testing) perhaps I can have the children make their games and write reflections on their thought process behind the project- for example what they did to solve bugs in the program, how they approached the design stage of the project, etc.

Question: The teacher discussed in the article used the game making option of Scratch. What other things can I have my students do with it?

I can have my students use it to create a story. Perhaps they could use the stories to explain a concept that we might be studying. I think this option would get them really excited- nobody likes Power Point Presentations so much- they can be so boring some times.

Journal 7
Social Justice: Choice or Necessity? By Swain & Edyburn

This article presents the issue of social justice and how it relates to the availability of technology in the classroom. Simply providing students access to technology is not enough. For example, allowing students to use computers for tasks such as drill and practice programs for a subject like Mathematics, or for the purpose of developing “vocational” skills such as keyboarding and word processing is not enough. Students must be provided with the opportunity to use the computers for the purpose of developing creative minds as well as more advanced problem solving skills. A great example is the opportunity provided by Scratch, a program for used for online story telling, animation and game design. Children using Scratch have to problem-solve to fix programming bugs and set design goals for their projects. (For more information about Scratch, check out Journal # 4 of this blog.


If social justice is to be achieved, individuals in a community should have a similar chance at obtaining the good things in life and that includes higher paying jobs. Access to more intellectually stimulating activities on the computer is therefore a social justice issue because students who are not well prepared in using technology and problem solving will have fewer opportunities for well paying jobs when they grow up. Providing adequate training in technology is NOT a choice- the quality of life and future of our students depends on it!

Question: How will I ensure social justice with regards to technology in my classroom?

I will do everything I can to provide equitable learning opportunities for the children in my classroom. That means that if a student needs more time on the computer or more tutoring in order to master a particular skill, I will provide it. If that means keeping the kids after school and giving them more of my time- I will do it. Also, it is my hope that my school will allow me to develop a peer-tutoring program that focuses on technology.

Question: Have I seen first hand, the availability of technology affect the career opportunities of individuals in my life?

Yes. I found that the individuals in my life who came from wealthier backgrounds were far more likely to own a computer as teenagers. These same individuals were far more likely to go into fields that required tech savvy workers. These same individuals make FAR more money than those who have not been able to acquire those kinds of jobs because of their comfort level with technology.

Journal #6
Inspiring Students with Peer Tutoring, by Brandy Smith

This article was inspiring to read. The author provided an opportunity for students who would otherwise slip into the background of a classroom to become leaders among their peers. Students who were extremely shy, had behavioral issues or had great potential but were otherwise neglected because other children were gaining the attention of their teachers were asked to join a Tech Club. This Tech Club met for two hours after school on a weekly basis. The children were taught how to use laptops and honed a variety of skills that could be used in the classroom. They were then asked to give presentations to their peers and conduct small group tutorials on the technology they mastered.

This program accomplished several things. First, it provided students with more time using the computers. Laptops that were otherwise left untouched by teachers, were checked out and used in the classroom on a weekly basis. Second, this program allowed teachers to integrate the use of technology in their curriculum. Instead of sending the children to the library to do research for a project, the teachers invited the Tech Club students to come into the classroom and teach the children how to do searches on the Internet. Not only were students learning about a particular subject matter, they were learning about computers as well. Finally, the project allowed the Tech Club kids to develop leadership and teaching skills that they will carry with them the rest of their lives. What a great idea this was!

Question: Would I be willing to host a Tech Club at my own school?

Yes, I think this is a brilliant way to get kids excited about technology and learning. I think it is absolutely worth the few hours of extra work each week to see these children succeed. It is empowering and has the potential to set the tone of their learning experience for the rest of their lives. I would love to be able to make an impact like that.

Question: What can I do now to prepare myself for taking on something like a Tech Club when I begin to teach?

I already have integrated more technology into my lifestyle. I bought myself a laptop computer and am using it daily. I am also taking the time to learn about the various programs available… I am using far more than the Internet, word and power point on a daily basis. This class is also quite helpful- I am no longer so intimidated by technology. I have learned that with just a few minutes of exploring a program- I can learn so much about it.

Journal #5
Fulldome Video, By Linda E. Law

I recently had the opportunity to experience a fulldome video presentation at the Natural History Museum in New York City. The presentation took me on a wild ride throughout our solar system that was not unlike the “Star Tours” ride at Disneyland. I was enveloped by visual and audio sensory input that got my adrenaline to the point where I felt my chest nearly burst with excitement. I left with a skip in my step and the crazed feeling that I needed to learn more! I hurried to the astronomy hall and hung out there for a long time, soaking up as much information as I could. The funny thing is, before the presentation I had walked through that same hall and felt no need to pause and learn something about our solar system. This experience demonstrated to me just how valuable the fulldome video presentations can be in educating out youngsters today. Otherwise apathetic students can be turned into avid learners with these kinds of presentations. I know!

The journal article shared exciting new information about this emerging technology. The most exciting thing about it is that it is becoming more and more affordable for school districts to purchase. School districts can buy an inflatable dome and send it on tour, setting it up in gyms across the district. Another great thing is that although the fulldome video technology was originally designed for presentations about astronomy- it can be used to teach kids about any subject.

Question: Will I encourage my school district to purchase a fulldome video setup?

I see the value in the technology, but if the school district has limited funds, it can wait. The evolution of technology is lightning fast. I bet in just a few years the fulldome videos available to school districts will be better quality and cheaper.

Question: What do I think about the future of fulldome video in education?

I believe this technology has a tremendous future in education. In the past when it took a whole room to hold a computer and at that time it would have been difficult to imagine that each classroom would have a computer. It may be difficult to believe that some day each classroom might have its own interactive fulldome video setup- but I think it will happen.

Journal 4:
Sowing the Seeds for a More Creative Society by Mitchel Resnick




Schools often base student achievement on how well the students perform on tests. This is based on the idea that schools just need to pass on knowledge to students and the more knowledge a student gains, the more successful he or she will be. The above article points out that while acquiring knowledge is important, it is not enough. Many students lack the ability to think creatively and thus are unable to improvise in unexpected situations. Unfortunately, unexpected situations arise routinely in both our personal and professional lives. Students are graduating from High School and college with a wealth of knowledge but inexperienced in critical and creative thinking. Many employers have expressed concern over this trend and some schools are responding by implementing new technologies that can aid children in their development of creative thinking. I will discuss two of those technologies as follows.

Crickets are the first new bit of technology I will discuss. They are kits that are designed to be an artistic outlet where children can create things not only using craft supplies such as pipecleaners, pom poms and so on, but also electronic parts such as motors and sensors so that they can integrate colorful lights, sounds, music and motion into their projects. Children have used these raw materials to create their own light-up shoes that change colors based on walking speed, alarm clocks and even wearable jukeboxes. With Crickets, children can create their own unique toys- they don’t have to buy them in the store.

Scratch is a another bit of technology that stimulates creativity in children. Scratch is a program that allows children act as programmers and create stories, games and animations that can be shared with others on the internet. Just as their adult computer programmer counterparts, children using Scratch have to problem-solve to fix program bugs and set design goals for their projects.  Children who use Scratch can create their own toys, in this case, their own online computer games.  Just as with Crickets, children can act creatively instead of buying toys at a Toy Store.

Check it out at:

http://scratch.mit.edu/

Question: When might I integrate a program like Crickets into my classroom lessons?


I would like to teach Junior High School science. In Junior High, kids are often required to do a science project or create an invention. Crickets opens up the possibilities for these types of projects. Imagine what kids can do with motors and sensors?!? I can’t wait to see what they come up with.

Question: How will I generate the necessary funds to purchase Cricket kits for my classroom?

Funding is a big issue. Perhaps I can integrate the funding aspect of the project into the lesson. After all, kids will discover that they will often have to convince their superiors of the value of the projects they may be working on. This is especially true in jobs in research and the development of technology. Alternatively, with class consensus, funds can be generated by first borrowing money for the projects and then selling them to make up the money. All proceeds could go towards the needs of the classroom. This could offer an opportunity for a lesson in marketing.