Reflective Blog of My Techno Journey
The influences of technology in communication have created a tech savvy generation that yearns for an educational system that encourages participation, collaboration, communication, contribution and engagement instead of one of lecture and statement of facts. The web has shifted from a system of presenting facts and data to a portal to educational opportunities and tools. These opportunities offer new collaborative learning experiences that transform the student from consumer to producer, collaborator and contributor. Many tools on the web that permit and encourage participation, collaboration and engagement are free to the public (with Internet access). These free Web tools, Web tools 2.0, are transforming educational system for the entire world. Assess is not exclusive to any nation or particular class of people. It is available to all. Several tools have recently been developed and continually are evolving to serve a “tech generation”. Through study in this course I have become aware of several Web 2.0 Tools that I plan to incorporate into my teaching in the future. These include Google Docs, Mind Meister, Wikis, Image management/editing (picnic.com), and Slide Show presentations.
I am really impressed with the capability of Google docs (www.docs.google.com) to permit collaborative contributions to a project or document without email. This permits students to work collectively asynchronously while keeping all contributors informed of updates. Contributions of each contributor can be monitored. This can also be utilized professionally for publications and in the development of presentations. This could be utilized in music classes to create collaborative reviews of concerts or in compiling a departmental news letter for schools and/or departments. Projects in Google docs, including saved documents, can be viewed and edited by anyone with internet access that has been given permission by the originator to participate. Large file can be saved and stored in the Google server to free memory space on personal computers or smaller cloud computers/mini books. Collaborative assignments and communication can be between international classrooms that have access to the web.
Mind Meister brain mapping (www.mindmeister.com) also is a collaborative tool that I hope to utilize in the classroom and administratively in my music department. This is a great tool for brain storming and organizing events collectively among users either at the same time or at their leisure (asynchronously). Users can communicate in real time. Pathways and graphics may be added to illustrate the scope and sequence of the project being brain stormed. I hope to use this tool to prepare professional looking music history time-lines for class presentations and also to utilize its capabilities in real time in the classroom where student can contribute from their lap top/cloud computers to a collective project being displayed on the screen. Others can also participate from home or from anywhere that has internet access. The mind map can then be saved, copied and imported into other applications. Mind Meister offers the same type of accessibility that Google docs offers to a preselected contributing population. Student security and safety should be an issue with Mind Meister since all contributors with access are preselected by the originator.
Preselected users with access may contribute to the mind map simultaneously or asynchronously by adding content, deleting, editing previous content, or adding mind map links (arrows). The end product may be copied and exported into other applications and documents. A history of the project and contributions is also recorded so the map may be viewed in any phase of its development. It is a powerful tool that allows input in brainstorming new ideas in real time from any user that has web access. Nodes on the site can be utilized temporarily as a direct means of communication to all contributors on the web. Adjusting and organizing the layout (appearance) is quite easy. Simple symbols can also be inserted. It is great tool to post ideas from several sources. A complicated project can be broken down into organized tasks which can be assigned to individuals or groups to be completed. Timelines can also be assigned. Progress in the project can be monitored in real time by any or all the contributors. Mind Mapping can be accomplished without sending any redundant emails. Contributions by each participant may be monitored for assessment purposes.
Wikis permit users that are in or who have joined the wiki to contribute, edit, delete or post content to the project/document. All contributors have equal access the project. This creates documents based more on the consensus of the entire population of users. Outsiders may join a wiki and then contribute if given permission by the wiki teacher/originator. Wikis may be read by all users of the web, but editing can only be done by the wiki group. Wikis also permit teachers to set up a group of users that he/she may monitor and facilitate through diverse projects. Teachers need to set up parameters and have students sign usage contracts that address proper ways to post and also have firm consequences in place for wiki vandalism. Teachers have the ability to track posts and changes. Go to http://www.techlearning.com/article/14938 for justifications of wikis in education and also to view some information concerning apparent wiki vandalism that may occur and should be monitored. The article is quite practical for all educators who are considering utilizing wikis for their instruction. From my research in the educational setting thus far, student security and safety are not major issues when responsible educators take precautions and monitor the wikis closely. Only preselected student/contributors may be given permission to contribute but viewing is public when published/posted on the web.
Wikis also provide a great opportunity for music students to post critiques of a concert or you tube performance on one page/site. The teacher announces a concert to attend and web performance for the class to view in the original wiki posting. After viewing the event, each student is to post a wiki (critique) of the event. The posted wikis will include the context of the performance and the students’ reactions after attending/viewing. By posting these observations as a wiki, students may read each of their peers’ submission all on one page without having to surf through many blog/web sites. As with all wikis, students may reenter the site to edit postings before a set deadline. Students may also be paired in teams to edit their partner’s posting (for grammatical errors) before the designated deadline. The wiki page with all the entries/critiques may also be printed in one document. Students groups may also submit collaborative wikis of their concert or musical experience. Individual students may be asked to contribute only about a particular aspect of a performance or project. When all the students contribute their unique aspect or assignment, collectively the group project can be completed. The project is the summation of their student collaborative contributions. This performance critique project may also be conducted in Google Docs if public open web viewing is not desired.
The ability of the teacher/wiki originator to monitor each student’s contributions through the entire wiki’s development promotes students accountability and facilitates valid educational assessment.
www.Picnik.com provided me my first opportunity of utilizing free software in managing/editing digital images. I do see a great need for this site in the realm of education. Images may be modified and text added for visual presentations. I appreciate Picnik.com’s user friendly web site. Commands and options are easily found and utilized. I especially appreciate the ability to view changes and modifications to an image without saving or permanently altering your original until the user is ready to do so. The web site offers a wide palette of effects and options to edit images that can be utilized by the hobbyist or professional photographer. Upgrades may also be purchased. I found the free options to be quite sufficient for my needs. It was quite interesting and fun applying the different options to the images. This free site, available to any individual or to schools, provides access to anyone with the Internet. The savings to education would be significant if utilized on a large scale.
We have just begun using digital music portfolios in the music department. Students can use a digital camera and the imaging software to add images/visuals to their music portfolios. Images may be taken and filed digitally into their electronic portfolios. In addition to a traditional resume’ and background information, the electronic portfolio will contain visual images of productions. Head shots can also be saved and made available electronically for printed programs and publicity prior to concerts. These digital images are easily e mailed, duplicated, broadcast, distributed and formatted for printing.
The incorporation of web technologies also creates new concerns of (student) security and safety. This concern goes far beyond the sole responsibility of the teacher. The parent, student, teacher, and school must be well informed/educated to work collaboratively to create and provide a safe and secure learning environment for students.
Slide Show presentations (www.microsoft.com/photostory/) are also tools available through Web Tools 2.0. Slide show applications have tremendous implications for education. They can be utilized to present content with audio/lecture with visual images. They are so easy to use. They may be viewed as many times as needed by students. Sections may be repeated. They are great tools for students to utilize for their projects. All the images, sound and PS3 applications are quite easy to use and accessible (for free) by anyone with a computer and Internet access. You can even create your own music background within the program.
The major educational limitations that I found for Photo Story 3 for windows were:
- The user having to transport the story on a zip from windows machine to windows machine and
- The fact that only windows users can create the stories and read the zip drives with the story on them. Even our professional mac staff at Darton could not get their macs to read.
- The challenges of loading stories on the web once they are completed.
- Stories cannot be burned to a cd/dvd until the user purchases a plug-in at an additional cost.
I do however see photo and picture stories as a very effective educational tool and also one for personal enjoyment. Picture stories would be a great tool to be utilized in the music classroom to introduce composer bibliographies with narration, pictures (photos and musical scores), and their music playing in the back ground. These can also be utilized for required musical listening where images of the musical score are displayed while students listen to a recorded performance of the selection. These can be created with little effort.
There are some tools that I do not have immediate plans to incorporate. This is, by no means, a negative evaluation of these tools. Since I have only just become aware of these tools, I hope to research them farther to become more informed and empowered to consider them for future use. Rome was not built in a day, but it was built one brick at a time. I encourage all to research these tools as to their appropriateness and potential practical use in the classroom.
Another topic concerning Web Tools 2.0 is student safety and security. Keeping students and data safe while working on the Internet are the highest priorities in utilizing technology in education. These priorities are also major concerns of parents. There has recently been a shift of responsibility from that of the parents’ role to the school’s role in this matter. The parents’ knowledge on this subject is often antiquated or they really just do not understand the safety and security issues. Copyright issues concerning the web are beginning to reach the courts for action. Students need to be informed and educated on the issues of copyright and publication. Parents also need to be informed by the school concerning these issues as well. Safety and security responsibilities are shared between the parents, teachers, schools, administrators, and student users.
Through the use of technology, it has gotten so easy to “cut and paste” another author’s research into a document without citing the original source. Ethics seem be blurred because technology makes it so easy to commit copyright violations without much thought of possible consequences. Issues have recently surfaced concerning blocking inappropriate content and cyber predators’ access to students/children. Inappropriate posting of images and texts have damaged the reputations of the person posting or the targeted victims of malicious intent. These issues must all be addressed and included in student/parent education. “Safety and Security” instruction must be proactive and begin at the age prior to/with initial technology education in preschool. Security and safety issues are difficult to address when students sometimes are “Knotty” and circumvent these precautions without thinking of the possible consequences.
Suggestions for safety and security for Web Tools 2.0 in the educational setting include:
1) Even before educators begin utilizing web technologies into school projects, teachers must be proactive with a systematic approach addressing security and safety of the students. Educators must preview all sites prior to engaging the student on them.
2) Students need to be informed of possible consequences for inappropriate web behaviors. Several schools address this with student contracts that are very thorough and give examples of misbehaviors and consequences. The student participant should also share the responsibility with the other stake holders.
3) Parents must be well informed and sign releases. Parent responsibilities must be spelled out.
4) Administrators must be well informed and “on board” from the very beginning. All involved must act as a team.
Communication is vital. The above four points are not, by any means, all-inclusive nor exclusive.
The teacher and school should keep communications open with parents as the project is progressing. Wikis and blogs provide such a window. The more information shared with parents, the less chance of hysteria/doubt to grow. When parents see the magnitude of security/safety efforts put forth by the school, the parents are more likely to be on board and assume their responsibilities in monitoring their child’s participation.
Web technologies are evolving also to address security and safety concerns pertaining to students. Sites such as my space and face book have posted pages addressing these issues. Tools are being upgraded/modified to be safer. Wikis and blogs, when administered correctly are safe. Teachers must be vigilant and not let down their guard in closely monitoring the project from inception to completion.
Is technology the answer to the problems in education today? I, a traditional teacher with 30 years experience, prefer face to face classes where technology is utilized as a tool to improved quality, collaboration, motivation, deliver content, and to prepare the student to contribute to their society. Technology creates accessibility and delivery to content greater than ever before. This greater accessibility and delivery of content creates a greater responsibility for educator concerning student safety/security issues and for the student to be more focused and disciplined to remain on task while learning on the Web. Technology has created tremendous learning opportunities for students of all ages. Sometimes I look at technology as another learning modality, much like that of tactile, sight or sound, which different learners respond to. Learners are all unique and have different channels (modes) by which they learn. Technology creates another avenue to:
- present content,
- practice skills and objectives,
- collaborate with peer learners in “ real time” on group projects,
- communicate with teachers and fellow students,
- assess progress and mastery of learning experiences, and
- survey the qualitative aspects of the experience (surveys).
Technology permits asynchronous communication and learning experiences for students, child through adult, with diverse schedules living in demographic locations where such educational opportunities were prohibitive until recently. Web Tools 2.0 provide free shared software on the Web that removes the financial barrier for schools and individual student on several applications.
I have enjoyed this quest to become more informed of the opportunities and educational experiences enhanced by the tool applications found in Web Tools 2.0. I appreciate the enthusiasm, support, and guidance given by Dr. Steven Smith. I wish him well and thank him for his positive contributions to my teaching. It was not always pretty but I learned a great deal. I enjoyed the “hands on” approach of the class.
I apologize if portions of this blog are redundant from previous postings, but it is a reflective blog. My family is doing well. My students continue to learn. My dogs still loves to bite me. Life is good! jkluball
