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

This week we continue to study web tools and applications that can contribute to education.  As part of this week’s assignment we were to research social bookmarking and to evaluate two of these sites.

Working with social bookmarking was a totally new experience for me.  I had never heard of nor worked with any social bookmarking sites.  To become familiar and lay a foundation for this assignment I Googled bookmarking and found http://www.slideshare.net/zvezdan/social-bookmarking-in-education .  It was quite informative and helpful.  I am quite impressed with the ability to bookmark or post a list of sites (URLs) on the web all in one location that I will have access to from anywhere on the web.  The ability to tag the bookmarks relative to my background is quite practical, especially when researching a topic and utilizing postings from other contributors.  At first, I thought “social bookmarking” was just that, “social” bookmarking used for strictly social purposes similar to e harmony.com.  After researching and experimenting with a few social bookmarking sites, I became familiar with the usefulness and possible educational application of the tool.  For educational reasons, I prefer to call this application “Collaborative Bookmarking”.

The two sites I evaluated were www.delicious.com and www.edutagger.com .  Most of my searches in both were dealing with music instruction.  I created an account in www.edutagger.com and began to navigate the site.  I found the site quite limited after several searches.  This may be due to a relatively small number or contributors in the music area.  The bookmarks that I did find did not present the type of information relevant to what I would utilize as a professional educator.  Tags and contributors were not easily found nor presented in a useful format.  These results of this study may be contributed to my lack of experience on the site or relative unfamiliarity to this application. 

I found www.delicious.com to be quite the opposite though.  It is the largest, most widely utilized, social bookmarking site.  It does present a great deal of information (most popular searches) that could be distracting at times for the educator and/or student.  All that aside, I found the site to be quite useful.  Its large number of contributors/collaborators is an asset as the result of its immense number of bookmarks.  I found that after the initial search the results were easy to read while presenting a great deal of information.  Tags are easy to find from others’ postings.  The presentation of the tags (folksonomies) contributes and eases the task of determining relevancy to your research topic.  You can click on the contributors name to view his/her book page and his/her bookmarks.  This is especially useful when you find your interests are the same as the delicious contributor.  It also saves a lot of time digging.  You can see other relative sites and URLs to your interests and progressively research them.  The “stored # of times” number indicator giving the quantity of saves for the URL source is quite helpful in identifying the most utilized/most popular sites.  This permits you to determine how much the site is utilized by others-a possible indicator for reliability.  Tags are also presented and can be clicked on to link to other related sites.  The bookmark originator is identified and can be clicked on to view who first identified and saved the site in delicious for shared reference. 

This site would be an asset to any teacher or student conducting research or seeking information concerning tags/indicators relative to a subject.  The social aspect permits you to “dig” back several generations of contributors.  I found the ability to possibly research the contributors to be quite helpful in determining the reliability of the source.  My evaluation of this site was formulated though trial and error.  I did sometimes get lost on the site after going through several generations of links.  My expertise though will improve with practice and with face to face help from other users.  The site will help replace the old “library (electronic) searches” of yesteryear.  The site empowers both the student and teacher to search, retrieve, and collaboratively share efforts of educational research. 

The use of Social Bookmarking sites will not cure all the ills of today’s education system, but these sites are necessary as part of a cache of technological tools greatly contributing to the educational success of the individual student, classes, schools, districts, and nation striving to improve itself.

Hope you had a happier Thanksgiving than our turkey ☺

My family is doing well.  My students continue to learn.  My dogs still loves to bite me.  Life is good!

Until next week, jkluball

Question: “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).

The above list is not by any means all conclusive.  Technology also 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 the individual student on several applications.

Picture Story Presentation

This week we were assigned a presentation project.   I selected a Photo editing project for the Slide Show Presentation.  I tried to down load Photo story 3 for windows on my home computer but was unsuccessful.  I still cannot figure out why. There was some type of conflict between my computer and the application.  I then loaded SlideShare.net .  On Wednesday morning, I was able to load Photo Story 3 on my office computer (www.microsoft.com/photostory/ ).  I decided to go back to my first original choice.  The text book gave a good description of Photo Story 3 on pages 200-201.

This program was easy to figure out (even for me).  It allowed me to progress.  It was easy to navigate through the steps and layers.  Photo Story 3 (PS3) prompted me through the steps, the first being importing photos.  I had several images that I had scanned in from old photos (the size of postage stamps) from a journal my father had.  I used generic scanning software that came with the scanner to complete this task.  I had to take a picture with my digital camera of the front page of the newspaper used in the slide show.  The news paper was too big for my scanner.  I then imported the image from my camera memory card.  I utilized three types of photo editing software to work on the images-Photoshop, FLickr, and PS3’s editing software that was downloaded with the application.  The results of all three were about the same, although it was easier to use the PS3 editing tools since they were right on the screen for final editing in the slide show.  The audio for the project presented a unique problem.  The computer kept defaulting to some other input instead of the microphone that I was using.  Each time I logged in, I had to run a diagnostic for audio and reset the input to my headset microphone.  I tried to get IT help at the school but they were too slow so I kept resetting the audio to complete the project.  Maybe they will find time to come and fix it tomorrow (after the project is complete).  To capture my audio I utilized the free down load of I tunes to rip the music.  I was able to then capture and assign the audio in synchronization with the appropriate slide(s).  I started to work with Audacity but was not as familiar with it.  With a pending deadline, I stuck with tried and true I tunes.   I hope to improve my expertise of Audacity with practice when deadlines are not looming.  I am aware it audacity’s capabilities to record live music, change audio formats, edit audio files, alter pitch and speed of music.   PS3’s audio application was quite easy to figure out.  The use of layers for each slide and friendly controls allowed me to complete once anticipated dreaded tasks with ease.   An example of such is the slide volume control to balance music behind spoken texts.  The music and spoken texts are easily cued under selected images.

I found it quite easy to adjust transitions and animations for any slide I selected.  I never lost any progress on the project because of not saving.  The timing for most of the slides was determined automatically by my narration.  I do have one slide with frontal nudity is presented historically and professionally.  I let my supervisor deal view the show to see if she thought it in bad taste or out of context and she said the slide contributed to the authenticity of the production and that she was not in any way offended.  I will mention in my e mail to the class that it does have frontal nudity and some graphic images of World War II as to not offend anyone. Many of these images have only been viewed by my father, late mother, and me.  The project sort of took off from a brief presentation to an 11 minute documentary.  I plan to show it to my immediate family, including my father, at Thanksgiving next week.  I hope to get feedback from my father concerning accuracy after his viewing and adjust its authenticity and accuracy if needed.  My father is beginning to suffer from dementia but can recall his younger war experiences as if it were yesterday.  I hope to use the images from this project and those that I did not utilize to cue his memory so I may record more events of his experiences.  I hope to then put together two or three sequels of other WWII experiences.  A stated in the prologue, all these photo images were taken by my father.  I took pictures of a couple of articles and his medals to be able to include them in this format.  Until I receive feedback from the class and instructor, I will not release or publicize the URL to the open web for world viewing.

Photo Story 3 has tremendous implications for education.  It can be utilized to present content with audio/lecture with visual images.  It is so easy to use.  It may be viewed as many times as needed by students.  Sections may be repeated.  It is also a great tool for student to utilize for their projects.  It says projects can be posted on the web for selected or web audience.  All the image, sound and PS3 applications are quite easy to use and accessible (for free) by anyone with a computer and Internet access.    From speaking to my peers in the class, I am sure 280slides, Google Docs and SlideShare can all deliver the same positive results in classrooms as teaching tools or for student presentation projects.  You can even create your own music background within the program.  I found the sounds to be quite “cheesy”/synthesized for my musical taste.

The above description dealt with the ease of the actual production of the picture story.  When I tried to up load it for viewing on the web or on our college server, we ran into several problems.  Photo story 3 for windows is just that, it is exclusively for windows.  PS3 cannot be read by macs in the format that is used.  I could take the finished story on my zip drive and play it in other windows machines with ease.  This limited circulation (on zip drives) is inconvenient but it could serve well in a school setting in one building or campus.  It would not work well for content and lectures where students need access on the web to review content and presentations.

PS3’s description stated stories can be e mailed.  They could not exceed one meg in size though.  My story was over 16 M.  I was not aware of this when I started production.  The description of the application on the web site stated that stories can be burned to cd/dvd.  After completing the project, I clicked on the burn to disc link to find out that I had to purchase a plug-in for almost $20 complete the task.

The major educational limits that I found for Photo Story 3 for windows are:

• 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.  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.

My family is doing well.  My students continue to learn.  My dogs still loves to bite me.  Life is good!

Have a Happy and Thankful Thanksgiving.

Until next week, jkluball

Item #1 Wikis in Education Blog

What did I find interesting about the wiki concept?  How might schools take advantage of wiki applications?

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.  While looking at several websites about wiki applications in education, I came across the Immersive Authentic Educational Project by Westwood Schools in Camilla, GA.  The project addressed the Flint River.  I was curious and investigated it.  After looking at several sites, I found it is the Flint River that runs through Albany, Georgia, just a few miles from Darton College.  The school that put together the project is just south of Albany, Georgia.  You may go to http://westwood.wikispaces.com/ to view how the wiki was used in the foundation/organizational aspects of the project.  The Westwood Wiki Space is also used as a means of communication for Vicki Davis to post and announce school events.  The site is viewable for all on the web but can only be edited by those users who have been approved to join the wiki by Ms. Davis.  The school and wiki site have received several awards for their use of wikis and other computer/web applications.  Several Web 2.0 tools were used in this project that was completed by the upper classmen of the school.  See some of the postings at: http://flintriver.ning.com/ and

http://coolcatteacher.blogspot.com/2009/03/curriculum-idea-flint-river-immersion.html

Vicki Davis, of Westwood Schools, was the teacher that administered this highly effective, comprehensive educational activity.  It involved historical interviews, local government officials, on-site research, student writing poems and reflections, multimedia, earth and life sciences, and literature.  A collaborative school project would not have been manageable had it not been for technology and Web 2.0 tools (wikis and blogs) and many other applications.  Ms. Davis stated that the availability of free Web tools have contributed to access and educational opportunities for her students.

My Opinion-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. 

Wiki sites are also quite easy to use.  The novice can be contributing in just minutes.  Many sites provide instruction and development for the use of wikis in education.  See:

http://cooltoolsforschools.wikispaces.com , http://educationalwikis.wikispaces.com/file/view/Welcome+to+the+world+of+wikis.pdf 

and http://www.wikispaces.com/site/tour#introduction as examples of educational wiki user friendly professional development/information sites.

Wikis put into action in the Music Classroom

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.  This critique project may also be conducted in Google Docs if public web viewing is not desired.  Students may also post their individual reflections on their personal blogs.

Many teachers/faculty “ban” Wikipedia as a source for student research. What do I think of this practice?

I agree with the ban of Wikipedia as the ultimate source for student research.  Students tend to take shortcuts whenever possible.  Some students utilize Wikipedia as an all-inclusive source for research.  I do, however, look at Wikipedia as a good resource for research.  It can serve as a great place to start to organize your thoughts and begin.  At the bottom of the Wikipedia pages are lists of primary sources the students can seek and utilize as their sources in their research.  One should keep in mind that Wikipedia is product and general consensus of contributors.  Some details get watered down and washed out of the mix from the various contributors’ edits.  Some items are reflective or possibly incorrect as edited by the last contributor to the wiki.  It is a useful though as a resource for student projects.

Item #2 Wiki Submission

My class wiki submission included the following educational tool that was also posted on the Mind Meister site:

“MIND MAPPING

-A useful tool of Web tools 2.0 that may be utilized by today’s educators is the mind mapping tool found at www.mindmeister.com. Selected users 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 be accomplished without sending any redundant emails. Contributions by each participant may be monitored for assessment purposes.”

Originally, I posted the above Mind Mapping tools as my wiki and on the Mind Meister site.  After reviewing my wiki draft, I found that I had included several typographical errors.  I corrected my draft in MS Word with the intent to delete my original wiki and resubmit the corrected version.  When I reopened the wiki site, I found that some other classmates had already contributed and extended my original submission.  Instead of reposting my corrected draft, I then did my corrections right on the wiki site without deleting and reposting.  Wow, groups can work very efficiently with the wiki tool.  I can see where wikis are quite efficient and could contribute greatly to the classroom activities.  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. 

Item #3 Online 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.

I have addressed the use of two Web 2.0 tools in this blog, Mind Mapping and Wikis.  I feel both of these tools are very effective and safe when used properly and monitored closely by educators and parents.  Both tools require setting up a target group of users.  The originator is the only user that may add or give access to outside/web users to actively join the wiki or mind map cohort.  Even on the wiki site http://westwood.wikispaces.com/ the teacher, Vicki Davis, states that the site is read only, and unless you are a Westwood student, do not ask to join the wiki.  Such policy, enforcement and vigilant monitoring are a must on this type of project.

Suggestions for the educational setting

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 all means all-inclusive nor exclusive.

It would be an injustice for one incident involving student safety/web security to jeopardize and entire project and future projects for the school system. One overzealous school board reacting to one teachable moment could jeopardize any future web base technology projects for an entire school system.

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.

My family is doing well.  My students continue to learn.  My dogs still loves to bite me.  Life is good! jkluball

This week we continue to study ways to improve education with the use technology.  The content of chapter five and six of Web 2.0 New Tools, New Schools was loaded with useful content.  One of the key points of educational (technological) reform or improvement is the importance of administrative leadership.  The text broke away from the “hypothetical” into the “realm” of reality concerning initiating school improvement through technology.  Many school administrators are seasoned educators in the latter part of their careers.  Administrators must buy into this change. With administrators modeling the use of web tools 2.0, the pace and significance of reform will be greater.  I feel educators will be motivated to seek professional technological development when they see how these tools can contribute to their progress and effectiveness as teachers.

The text offers many opportunities for enrichment and practical applications to the practices introduced.  The “Sidebars” in the text offer great examples and justifications the uses of technology in education.  The sidebar “Twelve Reasons for an Administrator to Blog” (pp. 121-126) are justifications for incorporating administrative blogging into education.  The chapter later defines technology administrative leadership and addresses many issues that administrators are concerned about.  The chapter provides the administrators’ context/background of issues/concerns that need to be addressed and brought up in proposals to expand the role of technology in education.  (I’ll save the security and child safety issues for next week’s blog.)

We had some really good discussion on assessment of technology.  One way you can evaluate the effectiveness of technology in your teaching is to administer some surveys during and after concluding your technological instruction.  If the students and faculty that received instruction or professional development continue to utilize or apply the technology after the completion of instruction, you were successful in presenting the Web 2.0 tools.  Their continued use portrays an internalization, appreciation, and understanding of what you tried to instill in them-much the way we can assess students when we try instill in them an appreciation of music in our Music Appreciation classes.  Been to a good performance lately?

I guess we will just have to become advocates and get the word out.  It time for “show and tell”.  I feel some of the professional “subject” teaching associations have dropped the ball on this also.  What I mean is that we are so influenced by the venders and exhibitors trying to sell at our conferences/conventions that we over look some of the free solutions right under our noses.  To some extent we let book publishers dictate our content and objectives. (I do realize that most book publishers are reacting to standards and objectives at the state and higher levels.)  Our system of education sometimes seems so narrow minded when it comes to technologies.

Oh yea, the word of the week “Technology Literacy”.  My definition, “Technology Literacy” is a term that reflects one’s understanding of technology and one’s ability to complete personal and collaborative projects from that understanding.  It is the understanding of technology that supports its use as a tool to solve problems and complete tasks.  Being “Technologically Literate” has become almost as important as being “functionally literate” in today’s competitive society.  A user who is technologically literate is one who uses technology as second nature and its use is internalized so to speak.

Gotta get ready for a Latin music symphony concert tonight!

My family is doing well.  My students continue to learn.  My dogs still loves to bite me.  Life is good! Until next week, jkluball

The mind mapping collaboration utilizing www.mindmeister.com was quite interesting.  It provides an excellent platform for brainstorming in real time with any preselected/invited web users.  The tool seemed quite easy to use (especially after viewing the tutorial).  This tool is well suited for charting historical timelines or complicated plots of books or events.  Updates to the map are almost instantaneous for all in the collaboration to view.  Timelines and map histories of the individual student’s contributions to the map are available and useful for assessing group projects.  The free version of the tool seems quite adequate for most of my educational applications. 

I do not; however, see some technological programs and Web 2.0 tools, no matter how creative, being successful across the entire spectrum of public education.  In my experience as a teacher, I have noticed an increasing student population that neither respects themselves nor others (or other’s property).  You can see these negative characteristics of children born in an unstable household where they are more concerned of their next meal and having adequate clothing to stay warm than their education. These students have a problem staying focused and see portable technology as items to steal and pawn for cash.  Pardon me for getting on this tangent, but I see some classes in our college where this type of educational technology may not work.  Recently, even at the community college level, I have seen a population of students that are generally uncivil toward one another and disrespectful of school property and authority.  I know school systems employing these types of technologies have parameters and rules in place in order to succeed, but I cannot see students whom question authority and lack all respect responding favorably.  In this case, school discipline, student safety and learner motivation are the top priority.  I fail to see the rosy scenarios depicted in Chapter 4 and Appendix C being applicable to all.  I am not saying technology will fail; it may just not be for everyone.  I hope I did not offend anyone. 

My family is doing well.  My students continue to learn.  My dogs still loves to bite me.  Life is good! jkluball

In reading chapter three, New Tools, I found the chapter packed with information in narrative form.  I would have appreciated the chapter more if the authors had presented all the new tools on a feasibility chart/matrix with the features, applications, formats, and limits for each tool.  This would permit an easier comparison and selection process as to which tools to use to meet my needs.  The free availability of all these tools found on the web continues to astound me.  The utilization of these tools by the education system could save a significant amount of money in the education budget.

I have set a goal to improve the quality of this week’s assignments over last week’s.  This week and last week has been very challenging with administering the new b term in my department, my volunteer work from Friday through Sunday, and making time to visit and take care of my elderly father (100 miles away), but I am hanging in there.  Oh Yea-almost forgot, I started taking a new class on web based tools in B term.  Quite busy but hanging in there with the support on friends and colleagues.